2019-05-14 PPS School Board Regular Meeting, Work Session

District	Portland Public Schools
Date	2019-05-14
Time	missing
Venue	missing
Meeting Type	regular, work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education - May 14, 2019

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okay I think we're gonna start okay the regular meeting of the Board of Education for May 14 29 is called to order there you go welcome to everybody present in to our television viewers for tonight's meeting any item that will be voted on this evening has been posted as required by state law this meeting is being televised live and will be replayed throughout the next two weeks please check the board website for replay times this meeting is also being streamed live on our PPS TV services website we have interpreters with us this evening and I'd like to ask them to come forward at this time introduce themselves in the language into which they'll be interpreting and inform the audience where they'll be located in the auditorium should someone need their assistance well I want to start this may about Agnelli voice that resembles servizio an interpretation español para los que les guste Diaz he can see me and Larkin las manos your acerca de hace usted es mucha gracias no you saw no I can't don't get the toys they don't know this out come on sucrose Cavanaugh Rooskies a case a Camuto nose with my Sigma series yes this globe establishes what someone are directed to show ya PD we should settle school grants come years ago this leiomyoma share with the Saudis our yeah with a the other thing is ignominy I can hold out the science out of a I let you come to my funky hip in and yeah we should you know why you find me Yoshio to create our which I'd to be embraced Abdullah Chavarria jr. so interpret espanol en una cita me ayuda West area trust nothing up innovator promote are many numbers Concha Paulo muy travel for a passport to languages I'll refine your Ximena see Tommy servicios boy after address spaniel who I started yeah trust me director counts damn is absent tonight because she's attending senior night festivities with her son who is a graduating senior board members are there any items in the business agenda that you have questions on that or that you would like to pull out this does not include individual action items listed on tonight's agenda I'd like to pull out the 3 second readings just so we have a public just got brief public discussion or overview over them before we actually vote on them okay we're gonna move right into student and public comments I'd like to review the guidelines for public comments the board thanks the community for taking the time to attend this meeting and provide your comments to the board we value public input as it informs our work and we look forward to hearing your thoughts reflections and concerns our responsibility as a board is to actively listen without distraction from electronic devices or papers one quick reminder any if you could keep oversized signs down so that you don't block the view of other people that would be appreciated and if we we need to keep some space on the stairs so that people can leave necessary okay thank you board members and the superintendent will generally not respond to comments or questions during public comments if you want to follow up from the board office please contact Rosanna Powell the board manager over here guidelines for public input emphasize respecting consideration of others complaints about individual employees should be directed to the superintendent's office as a personnel matter if you have additional materials or items you'd like to provide to the board or superintendent we ask that you
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give them to Ms Powell to distribute to us requests to make public comments should be made ahead of time by contacting the board office or checking with Miss Powell prior to the start of the board meeting to see if there are spots available once the board meeting has started we can no longer accept new requests for public comment Miss Powell do we have anyone signed up we do we have five students with first is Helen Tuttle and Andrea Manzo and as you're making the way to the to the microphones I'd like to remind you of the guidelines for public comments you have you have a total of three minutes to share your comments please begin by stating your name and spelling your last name for the record during the first two minutes of the testimony a green light will appear when you have one minute remaining a yellow light will go on and when your time is up the red light will go on and a buzzer will sound we respectfully ask that you conclude your comments at that time we appreciate your input and thank you for your cooperation okay hello my name is Helen Ingram I ng R aham tuttle tu TT le and I'm a senior at Roosevelt High School today I'm here to speak about the inclusion of LGBTQ history into the standard high school curriculum high school social studies curriculum so I've been a PPS student my whole life and about a year ago I began to notice a gap in the curriculum around the contributions and history of the LGBTQ community it simply did not seem to be taught this detail is really relevant to me as an active member of the Portland LGBTQ community I've heard lots of stories of students that have experienced homophobia transphobia in this school and when considered in the larger countries issues is especially important as the LGBTQ community is especially vulnerable for example a 20-17 study conducted by the Human Rights Campaign and the University of Connecticut found that 70% of LGBTQ youth have been bullied for their sexual orientation and a separate study by the CDC found that LGB students are three times more likely to seriously contemplate suicide than their straight peers there's clearly a problem and I believe that we should be working on doing all we can to address it I want to say that I understand appreciate all that PBS is doing to support the LGBTQ community already there's good work going on that I've personally been a part of and been at it and benefited from and I believe that what we already have is doing well at creating safe spaces for kids in our schools and I also know that we can do even more including LGBTQ history in classrooms is a clear next step in making our schools safe and welcoming for LGBTQ students currently only three states California New Jersey and Illinois in the country require LGBT history to be taught in schools and should PBS join this movement it would demonstrate that our education is truly inclusive and it would send a strong message to LGBTQ students that there and more fully a part of the conversation and that they have a place at the school as there are three states that have already begun to expand the curriculum we know that it is possible to do so already and there are examples of how to successfully begin implementing it it is also worth noting that I'm not here to request a separate class simply that we add to the existing curriculum of social studies classes to continue to grow and expand our ideas of what constitutes as history the PBS vision statement states that our goal is to educate all children to be responsible citizens who value the richness of diversity and I've noticed this really come to fruition how our constantly expanding our curriculum to reflect the true reality of the world and I hope that as we continue to create a more diverse teaching of history LGBTQ people are included and represented as well thank you thank you next is Andre Aman's oh and Gabe Steele Puma [Music] my name is Andrea Manzo I'm a senior at Roosevelt High School in January of 2019 I sat in on a focus group for ESL students arranged by Roosevelt staff where the ESL Director Veronica McGee honest came to listen to the questions concerns and feedback from ESL students and teachers about the changes for the 2019 2020 school year at Rozsival I schools the Yucel department office of teaching and learning has created a new policy for the coming year that allows only one year sheltered language arts history and science for all newcomer students who have had an uninterrupted formal education before they arrived to the United States English learning students at Rosa had access to Shelton
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instruction and Language Arts ranging from ranging from two to three years these courses have counted towards their credits needed for graduation they have also had access to sheltered instruction in history science and math for one year and in some years sheltered health through these classes English learning students have been able to receive grade-level content while additionally receiving support to learn English during the range focus group with Veronica mega Yanis the input from the students and teachers was ignored they all clearly expressed how one year is not enough for newcomer students to learn English and be included in mainstream classes although they share their opinion PBS continue this policy ignoring what this Roosevelt students and teachers had to say as a Roosevelt community we treat each other as family we are students who care about the quality of education of our peers at Roosevelt we practice equity in every classroom I expect that every student is offered the amount of support they need in order to succeed however our own ESL students and teachers express how this new policy taking is taking away courses that are supportive to all ESL students uma ste le - PU ma and I'm a senior at Roosevelt High School when we knew about the unfairness of this new policy and how it affect our ESL peers we decided to meet with the ESL Director Veronica Mariano's to receive more information about the policy change the purpose of the interview was to look for information on the changes that usl program in the 2019 2020 school year during this interview we learned about the safe program that serves students who have an interrupted formal education while we were there Gretchen Schleck who is from humanitarian and overseas core program said I was an eld for the past 13 years with those programs we called it front loading because if you think about someone coming here at such an advanced age 13 14 15 16 17 the most essential thing is to English as high as possible as fast as possible so they can join the core classes so that first year your front-loading the basics of English ramping as fast as you can and if you think if I went to a spanish-speaking country and my Spanish isn't even that good if I went and took physics I probably wouldn't be able to do that until my Spanish got better even with my educational background end quote this contradicts PBS's new plan for ESL because as you heard from a highly-placed PPS representative she would need a year front loan to even attempt a full mainstream class how do we expect newcomer students who have an uninterrupted formal education to take a non sheltered math class no matter the amount of background education one has we cannot expect a student who does not know the English language to take a math class that is mainstream and comprehend an english-speaking teacher in additions if front-loading is critical for students who is learning English then why is BPS reducing the amount front-loading students receive ESL students have a graduation rate 10% lower than all students this is not only newcomer students but all ESL if the policy PBS has now which offers more shelter instruction is failing the ESL students what do we expect from a new policy that cuts down on the amount of support and ESL student needs to make matters worse the district will not add new supports for tutoring new support classes new training for teachers or hiring more bilingual assistants what does PBS think happen if ESL students are having necessary resources taken away with no new supports that are known of ESL students we ask that you suspend these new policies for a year allow Roosevelt to continue our existing program of sheltered courses for the coming school year and revise the newcomer guide with a true inclusion of input from Roosevelt ESL teachers and students thank you thank you [Applause] next we have kaya yo Namine and Surya Chinna before we begin I would like to have a few students deliver the resolution that we're going to be talking about today my name is kaya Jana Meena ka iya y ou nami n e and I am a junior this past spring break I went back to my family's home islands Vulcan Allah to witness the destruction of our beautiful sparkling ocean and vibrant coral reefs against the will of our own indigenous people as cement blocks continue to crush our sea life and our elders state Dian's in the streets to stop the chaos unfold before our eyes I returned to my high school to find nothing in our curriculum even mentioned climate change in climate justice we don't learn about the
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increasing typhoons in the Pacific destroying backyards graves and whole schools we don't learn about how they've installed signs on every block of my family's homeland to mark how many feet above sea level we are in case the tsunami potentially wipes us out we don't even learn about the Pacific climate warriors and what they've done to block the coal ships that contribute to the destruction of our Islands identity and culture as the Pacific Islander students about high school I know that not only is it wrong to not learn about such a persisting or oppression a pressing issue but also that certain schools specifically the ones with more historically students of color are given the short hand when it comes to access to this kind of necessary education the PBS education equity policy states that the district shall provide every student with equitable access to high-quality and culturally relevant instruction and curriculum if we as a district are going to uphold these rights to just education for us students this curriculum is essential to understand an issue that deeply affects the lives of many students in PBS including me my friends and our communities the sad thing is I wouldn't know anything about climate change to this extent if my community and my roots weren't directly tied to it in 2016 students from my high school were in the same spot that I am right now when the board voted unanimously to pass resolution five to seven to three years ago we are standing here taking pictures with all the board members three years ago everyone was beaming with pride and finally get to learn about something that truly hit home and three years later we are back fighting for our right to learn about something we have needed for a while now I want you to recognize that with this resolution we are already behind climate change is real and it's happening now and my generation will be the one that has to fight against it for the rest of our lives as students whose voices need to be heard we have come back to demand that you keep your promise not just to me but to all of us we need climate justice education now thank you my name is shreya Chinna m-- CH I n n a.m. before I start I would like to ask everyone to take a moment of silence for 10 seconds to honor and acknowledge people from Puerto Rico the Marshall Islands New Orleans Native American communities and any other life affected by the impacts of climate change including every single person sitting in this room today we are facing a crisis 97% of scientists agree that there is an ecological crisis there is no scientific debate when we talk about global warming PBS understands climate change but does not recognize that this is a climate crisis 20 1.5 million immigrants are already praying the playing the price of the harsh impacts resulting from the climate crisis imagine 1 billion climate refugees I will be 49 when that is happening climate justice education is more than climate change this is not just a science issue this is about our lives this is a social justice issue a racial justice issue this is not an elitist issue this is a quality of life issue Lincoln is the most economically and racially privileged schools in the PBS district we have an environmental justice class that students can choose to take on March 15th 700 students from Lincoln had the privilege to walk out of school and participate in the global climate strike students from other PBS schools that are more racially and economically diverse were blocked from walking out of their schools and faced harsher consequences what does that say about the equity in PBS we are facing a global crisis this is affecting us now we don't have time to waste we've waited three years for the implementation of this resolution PBS must be held accountable for their inaction climate literacy curriculums already exist but we are choosing to stay stagnant during this crisis if the school board does not act immediately this curriculum will directly affect every single student in this room as it will be implemented in the 2019 to 2000
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2020 school year we demand that the school board not risk our future I'm here in response to the inaction of our district we demand that the superintendent email all PPS teachers and administration about resolution number five to seven to informing them that this curriculum will be a part of the 2019 2020 school year we also demand that the school board responds by May 21st with an update regarding the progress of implementing climate literacy programs into curriculums this must be followed by monthly updates until the curriculum is a part of all PPS schools lastly I would like to ask the school board to look around this room I see students students that care about their future each and every one of these kids has made a sacrifice to be here we should not be here right now we should be playing a sport being outside doing our homework engaging with our peers spending time with our family we should not be at our district office demanding for something that should have been in our curriculum three years ago knowledge is power thank you [Music] [Applause] [Applause] thank you next we next we have Tim Swinehart and how they grow good evening members of the board superintendent Guerrero not really sure why I'm here I think it's kind of I don't really need to be here it's thinking about just seating my time because this there's not really anything that I can say kind of realize this I told director Rosen on the way and it was just kind of occurred to me this says everything right here right but I did prepare some remarks so I'll go ahead and share so I'm here my name is Tim Swinehart I offer testimony tonight as a social studies teacher at Lincoln High School as a member of the PBS climate justice committee and as a proud father of two daughters one of who's sitting right here behind me who are finishing kindergarten and 3rd grade at Glencoe elementary three years ago almost the day many of us gathered at Madison High School to listen in to the testimony in favor of resolution 52 772 and celebrate the unanimous passage of that of that resolution it was at that point in time and still is the most comprehensive climate literacy and climate justice policy in the country we stood at that time poised to show national leadership on climate justice education we knew that it would the hard work though was ahead in implementation we could not have imagined though at that point that three years later on a sunny Friday in March that students would be occupying the parking lot here at this building demanding a full and equitable implementation of a resolution long overdue it does seem that students have finally gained the attention of district leadership and I'd like to acknowledge and thank superintendent Guerrero for his engagement with students over this last week regarding their demands for bold and comprehensive climate justice education and PPS your commitment to working with students superintendent Guerrero and the climate justice committee to move this urgent work forward is welcome what what would bold comprehensive climate justice education look like in PPS this was the question that guided a gathering of students just one month ago attended by 50 students from across the district and several members of the climate justice committee the implementation plan that you're receiving tonight that the students passed out grew out of this student meeting 50 students it was reviewed by another group of 50 teachers on April 25th it includes demands that all PPS students have access to meaningful and interdisciplinary climate change curriculum the teachers and administrators receive robust climate justice training and professional development that the district supports a student climate justice advisory committee and youth summits that PPS seeks out and develops partnerships with
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frontline community organizations to inform and guide climate justice curriculum work and professional development and the PPS administrators support the activism and leadership so brilliantly displayed by student organizers in the last few weeks and seen here tonight we would like to ask the board to participate in this process as well in your capacity as an oversight board and so it seems prudent that the board continues to provide active oversight of the implementation process in these demands that are laid out here this includes I think reconsidering the budget proposal that was given to the office of teaching and learning by the climate justice committee that has been denied at this point by the by the office of teaching and learning but I think is probably worth reconsidering this includes a summer curriculum camp devoted exclusively to climate justice curriculum called for this summer the development of its curriculum of a climate justice website and a full-time Tosa to support this immediate implementation the full and equitable implementation of this resolution to conclude this implementation plan that you're receiving tonight is bold its comprehensive and it demands that the district commit substantial energy and funds to climate justice education in other words it's exactly what we need and what students deserve in the midst of a planetary climate emergency and it's also what sort of sets us up to kind of become the national leaders in this that I think we can I think we can become in the words of Greta turn Berg the founder of the the global student climate strike movement that has so inspired so many of our students here our house is on fire let's start acting like it let's not put this off a moment longer let's commit today to a full and equitable implementation of resolution 52 become the national leader in climate justice education that we stand poised to become and finally provide our students the education they need to meet this moment in history thank you [Applause] chair permission to speak please thank you thank you for recognizing ordinarily it it isn't protocol to respond to or addressed items that are actually raised in public comment but tonight however I think it's a rare exception primarily because of the incredible presence of so many students here this evening your strong presence both here this evening on other occasions and on your recent local strike are exactly the kind of youth leadership on real-world issues that we as educators always hope for I understand that you're here to reiterate the expectation that the school district implement what I believe is a landmark resolution I wasn't here when it was crafted but resolution 52 72 I believe is an important direction regarding our students need to learn about this important topic I'd like to share just a few excerpts from a letter that I distributed to student leaders following a meeting with them this this past week I came away from that impromptu meeting impressed not just by the energy and ability to organize but inspired by the bold leadership for change and excited by your commitment to addressing pervasive environmental and justices including the proliferation of climate changes which have disproportionately impacted communities of color and low-income communities like you I feel the urgent need to act now so that our present and future generations can live and throw five on our planet I'm humbled by the worldwide youth leadership on this topic of human caused destruction of the environment and I also share the perspective that we must follow the lead of frontline communities disproportionately impacted by climate
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change on how to address this issue there's clearly a lot more that we can continue to learn about climate justice a part of that learning is my commitment to supporting you not only in bringing greater attention to the impact of climate change but more importantly joining you in developing and applying the right tools and strategies to effect positive change on the planet I have directed our staff to provide an update on our work to implement resolution 50 to 72 to date and an introduction to a roadmap for for future actions and so while we've made some progress in some of these areas there's much more work to do our commitment is to support the outcome set forth and the resolution the creation of a plan and it which includes the evaluation of our science and social studies textbooks some of you might have noticed on your way in today a bunch of very large displays at the back of the room they are a community part of a community installation that was at the OMSI this weekend inviting the community to comment on a year's worth of work which community stakeholders engaged in that described and constructed a vision for Portland Public Schools and specifically for the kinds of skills and dispositions we believe our graduates should have as a result of their time and PPS this vision will articulate a commitment to ensuring that students graduating for PPS are prepared to serve as global ambassadors who are responsible stewards of the environment and have deep knowledge about climate justice issues I am quoting directly from the emerging vision which community stakeholders parents and students in particular emphasize that we pay attention to at PBS under my leadership and this new administration we're committed to doing better on this important topic this includes accelerating planning implementation of resolution 52 72 I want to yes I want to reiterate what I stated in our dialogue earlier this week I strongly believe that Portland can be a global leader on climate justice and as your superintendent I affirm that you're right for a better safer healthier environment is urgent timely and one that will change the course of history I expect in a short amount of time that we be able to reflect back on a great deal of progress that I believe we will be making on this topic thank you for coming here this evening madam chair just from the board perspective first of all I want to thank all the students for coming then we have two requests from the students I would like to ask that from the board perspective we provide some sort of response to them per their request so that they know we've heard them I think that this is an issue that the board has had a discussion about but it would be good for us to respond to their requests since that was important past resolution I also want to recognize director rosen because I know that on a monthly basis you raised this issue about the implementation you were a principal player in the crafting of it and stewarding it through so I just recognize that but I do think as a board we should respond to the students requests I may be not to volunteer director rosen but maybe have director rosin draft something for the rest of the board to consider sorry to volunteer you you've been a climate warrior Mike and hope you don't mind I'm happy to do it and I want to thank all the students the teachers the community members that have been working on this for at least three years but many years before that and having the courage to come here tonight and demand what's needed and I look forward to helping push this along thank you okay thank you all for showing up one more time and when I think the students at Cleveland I was able to catch an hour of the session last week where students did TED talks on climate change issues and also prepared some lesson plans which were really thoughtfully done and it was so it was great to see that in action I
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also just wanted to mention to the students yes thank you all for coming and for all of you testifying on the topics that you did so we're listening not only about the climate change but all the other topics students that you discussed tonight believe me we are listening so thank you for taking your time and come in here and and speaking to us thank you okay thank you all for your advocacy you are you're gonna have to deal with what my generation bequeathed to you and for that I am sorry and we need you to push us well we can certainly help but I think you're the guy you're the ones who are gonna have to make it happen your your and and you're doing it right now and thank you for all of your work to date and I think we're all looking forward to making some some more progress on getting this curriculum going and in the schools and creating a generation of climate warriors to save us all so thank you okay um I think we're gonna move on to the rest of public comment Miss Powell next we have makes me have Holley groom and Laura Bolton okay maybe we should take a five-minute recess while people exit the room Harmonie there is food upstairs
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okay we are going to reconvene with the rest of public comment Miss Powell who's up next next we have Holley groom and Laura Moulton
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and lot next we have Laura Hall Laura hall and Yana give oh D cough hi my name is Laura Hall my daughter Alice starts kindergarten at Chief Joe next fall my son Henry will go there in a few years I work for the regional disaster preparedness organization which is housed within the Portland Bureau of Emergency Management I'm also a team leader for the Portland neighborhood emergency team program and I'm a report writer for the Oregon seismic safety policy Advisory Commission but today I'm here as co-chair of a group called parents for preparedness we call ourselves p4p p4p is a group of parents school staff and community members who are working to help prepare schools for a major earthquake our group started a few years ago with two concerned parents in a coffee shop and now we have over 180 parents and community members involved representing over 50 schools we are seeing very rapid growth as our community becomes more aware of the risks that our children face you may have heard our best scientists tell us there is a 40% chance that our region will experience a major earthquake in the next 50 years and that earthquake has the potential to devastate areas of the Pacific Northwest here in Portland we expect unreinforced masonry buildings and other fragile buildings to fail which means to collapse or partially collapse even in more modern buildings we expect glass to break furniture objects and debris to fall on people cell service and internet will go out and utilities will stop working for an unknown amount of time several of our bridges will collapse and many people will be stuck wherever they are for several hours or days p4p works with parents who are concerned about this we share what we've learned with each other about doing preparedness work in schools we talk about improving earthquake drills strapping and rearranging furniture to make classrooms safer doing school reunification drills to ensure that staff know what to do and parents are motivated to think about their plans and storing supplies that will Hope's helps school staff care for themselves and our children if we can't get to them quickly our goal is to be productive we don't want to blame individuals or schools or the district for what has not been done when a new parent joins us and they ask us why aren't schools doing more to prepare we explain that it's complicated it's a complicated past and a complicated present and we encourage them to join us and focusing on how we can creatively work together with each other our school staff and the district to make our schools safer we've strong formed a strong partnership with PBS director of security molly Emmons and emergency manager Kyle Olson and that relationship has been very productive and positive and mutually beneficial we frequently encounter people including teachers and administrators who are not concerned about this earthquake they either don't know about it or don't think that it will happen in their lifetime or they worry about it but they have many other things to worry about that feel much more immediate but the Cascadia subduction zone earthquake is coming as our countless other disasters such as droughts flooding and fire caused by climate crisis p4p members believe that schools play a very key role in disaster awareness and preparation and as parents we play a great deal we put a great deal of hope in expectations and their ability to respond we have a number of really great ideas that we would like to share with you they are cost-effective and have the potential to make a huge impact and we would like to meet with you to talk about that we have an addition to our ideas lots of connections and influence with melanoma County Portland Bureau of Emergency Management Mercy Corps and other government and non-government agencies and before I go I would like to point out something really critical here which might not be obvious our members represent schools with racial economic and cultural privilege there are many schools in Portland where there are no parent volunteers working on this preparedness effort and this is a major equity issue the reason I'm talking to you today is because our ideas for school safety have the potential to impact all PPS schools not just those with parents who have time resources and cultural capital to volunteer I would like to request an opportunity to talk with you more and I thank you for your time my name is Dianna and I'm one of the parents Russian immersion students in Kelley elementary school today we are here to express our appreciation the community for today today's response from dr. Yvonne Curtis the PPS concidered I request to head back to second russian immersion kindergarten classroom at keller elementary school dr. curtis states in her letter that the district has decided that the will add back a second russian immersion kindergarten class if we have 31 additional kindergarten students enrolled by Friday August 16 2019 although I appreciate this change in decision and opening the doors of access and opportunity to the russian-speaking minority of the Portland metro area we're not sure what this means as for right now we have 61 appliqu applicants 26 are from Portland Public School and 35 interested out of district applicants including 14
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siblings of current enrolled students dr. Curtis esters that VPS will make every effort to accept siblings of current out of district students in the program this statement appears to be promising but was the summer break around the corner the opening of the second kindergarten class is still at risk according to the staff in dr. document released by the district kindergarten class sizes 15 to 28 students why is this different for Russian immersion classes can we agree on the set number of students for Russian immersion for keeping two strengths every year as for like 40 to 42 students in the PBS racial equity and social justice statements but I hope a good era sirs that PBS wolf must foster and promote a collective vision for public education so that every student regardless of race gender socio-economic situation special needs or ability has access an opportunity to Kindle his or her unique spark and to build knowledge and skills to achieve their goal although today's decision appears to express PBS commitment to racial equity and social justice the future of two strands of kindergarten remains uncertain as every year we have to face the same uncertainty that creates a lot of additional stress on the community as the anxiety and undermines trust the russian immersion program is our only hope and dream for our children to have access to build the knowledge and skills first of all we're here today to ask the board to develop a long-term plan that can help to promote russian program equitably we would like the board to be aware that our language immersion schools and Portland Public Schools how to kindergarten connect events at the school before the in district Lori ended while killing elementary school only held one kindergarten connect even before the end of the industry Claudia the second connect on April 29 was too late to allow in district families to apply was had the promotion other program received it's not surprising that enrollment was less than what it could have been but the lack of promotion does limit access an opportunity secondly we'll see is a decision about the program we made in cooperation with parents and community members in the past three years decision-making took place without community input without any invitation to collaborate or engage in the future of the program we welcome dr. criticism suggestion to work with Jonathan Garcia for in public schools chief of engagement and such a strategic partnership to assist with community engagement in community building for the entire Kelly community how should we believe that bps really intends to engage an opportunity to support the broader russian-speaking community across the region when no long term plans are being made to strengthen the program why for instance our Spanish immersion program being built out across the city while the Russian immersion program already marginalized to a far corner of the district is constantly targeted for further costs why doesn't Russian immersion have a different location the city BPS needs to begin to engage with the Russian community equitably and in good faith finally we appreciate that dr. Curtis is now concerned in the impact on the community of closing one kindergarten class in with support her consideration today was key to cooperate with us in order to develop a specific and actionable long term plan to strengthen the russian immersion program across the city thank you thank you lastly lastly we have olesya Bar Duke good evening do I need to push button okay all right dear ladies and gentlemen are the school board oh I should announce myself right okay my last name is Bo Duke bo r di Oh Yugi and I teach fifth grade Russian immersion in Kelly elementary dear ladies and gentlemen of the school board and superintendent Guerrera we the teachers of the russian immersion program at Cal Elementary are proud to be a part of the PBS national leadership role in promoting dual language immersion and public schools thus providing students with access and opportunity we completely support the PBS is focused on closing the achievement gap for historically underserved students the PPSS disregarding disbelief that the russian-speaking community is a legitimate minority continues to be a leading obstacle in addressing the needs of these historically underserved and disadvantaged community every year the russian-speaking community faces the uncertainty of whether the program will have two strands or not this threatens to weaken PBS his commitment to equity and support for historically underserved community keeping this second strand is
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essential to sustain the program through middle and high schools therefore we ask the board to develop a plan that is supportive of the program and ensures that timely and equitable promotion of the russian immersion program to BPS families to have two strands the communication to parents and community often state that the reason for limited ability to receive interested families is due to low numbers of in district families combined with an ability to receive large numbers well at Kelly there is enough space capacity to host two strands the changes to the open enrollment in Oregon is also often cited as the reason for the PBS s limited ability however there is inter district transfer and there is another way to admit interested students and I will let it to the board from February 14th 2017 we ask the board to consider whether it is really justifies to claim a lack of interest in the program given that it was placed at the furthest corner of a school district in Southeast Portland it is unfortunate that the school district has despite that warning made no long term plan to make the Russian program more accessible to the broader russian-speaking population in PS the russian immersion program and the russian-speaking community should not be denied access an opportunity to education because of the district's failure to prepare with therefore once again appealed to the board to consider an additional location for the russian immersion program in PPS while other immersion languages for language programs are either centrally located or spread across the district and several location the russian immersion has been relegated to a far corner of the district every year the russian-speaking community deals with uncertainty around continued access to the program attempts to close one strand of kindergarten since then suddenly message to the Slovak minority of the Greater Portland area that it is not welcome not worth of inclusion and is not part of diverse culture of PBS so we asked the PPS board to determine the number of students that can be accepted from outside of the district to keep the two strands and furthermore we also want to ask the board to create a committee to develop a long term plan to support the russian immersion program including opening an additional mu central location thank you very much thank you super dyna-gro did you wanna thank you chair I just want to make sure thank you parents for for coming here this evening I think there's a need to clarify information or maybe understand updated information and I'm also sensitive to the fact for families that do not reside in Portland public school boundaries that that time is urgent for those interested in pursuing inter-district transfers if for those that are interested if I could ask a representative group of family members we'd be happy to have deputy superintendent Curtis our chief engagement officer Garcia and RC AO Valentino to have a brief conversation maybe in an adjoining conference room to try to clear up that information because I believe time is of the essence so right so for that reason we want to make that opportunity available this evening if there's a group of representative parents who would like to meet with senior leadership I'd like us to clear up that information this evening Thanks okay thank you everyone for your comments and we'd like to move on to the next agenda item the community budget review committee report I'd like to ask Sarah Kerr and Harmony quino's co-chairs of the CBR C to come up and deliver your reports we thought everybody came for us good evening my name is harmony kudos this is Sarah Cerf we are the co-chairs of we heard this year's co-chairs of the community budget review committee before we deliver our two reports we'd like to also thank the other members of the committee who
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joined us this evening and I'm gonna make you stand up Roger Kirchner Betsy Salter Judy McCauley Thomas Lanham and Danny Oates I'm gonna start with the local option levy report um instead of reading it in specific detail I just want to highlight a few key points first we have found that the district using the special finance tools has spent all of the money for 2017 2018 as directed by depositing the money into the sub-account as of May 6th 2019 the district has received a 93 million three hundred forty two thousand two hundred and thirty-nine dollars which equates to about eight hundred and seventy teachers for the 2018-2019 year we all acknowledge the cost of a teacher went up just slightly last over last year we funded about seven hundred and ninety teachers last year with local option levy funds we'd also like to highlight a difference in this year's report the district has very graciously and in the eye of transparency put together a list of by school how many teachers are provided funded by the local option compared to how many teachers are funded by the general fund as a whole that's attended to our local option love your report for your information and for the communities as well and the last thing we'd like to highlight is that the local option levy is back to a vote this year and we are so grateful to our community as a whole for continuing to support these important funds and that very much reduce class sizes and improve the experience of all of our students and we would encourage the board to consider raising the rate of the levy at the next when it comes to a vote in the fall there is room before we have to start turning money back to the states will fund so we'd like the board to take into careful consideration what raising the rate might how that might work and we would encourage them to do so on that point that we understand thanks to really helpful information from your saturd the PBS staff who've supported the CBR C over the course of this year that there are plans underway and a lot of good information that's being reviewed that will contribute to the decision that's made and wanted to just underscore that based on our analysis it felt like there would be room to consider an increase and encourage that to be taken into consideration good okay again Sarah Kerr co-chair of the CBR SD this year it's been a great year and before we dive into the report I I'm in addition to the CBR C members who are able to join us here tonight as well as those who are unable to join us in person I want to acknowledge the budget staff two of whom are sitting behind me and many others who devoted quite a bit of their time and attention to supporting the CBR C this year and providing an incredible amount of transparency and support and responsiveness as we reviewed the budget and deliberated over the course of the past school year so I want to really thank them and acknowledge their commitment [Laughter] okay so we uh Herman and I will deliver our report you I believe should all have copies in front of you and so the superintendence proposed 2019-20 budget will decrease overall staffing in schools and cut 2.5% of central office costs to minimize instability in the face of our state legislatures failure to provide even a maintenance level of funding for the 2019-20 school year and like other vested education stakeholders in this community we have been closely tracking efforts in Salem to pass landmark revenue reform that would significantly increase k-12 funding in the state of Oregon and as of the time of this writing we had not yet have any activities that transpired yesterday so I will slightly amend our written remarks to say that we are incredibly grateful to the state legislature for fulfilling their obligation to serve students and their communities by passing the proposed two billion dollar package just yesterday well this well overdue investment in Oregon's education system will not go into effect until the second year of the current biennium it will help the district PPS to plan and implement a more stable vision and strategic plan in the 20 2021 school year and beyond and much of that work is underway just ready to be implemented and fully funded CBR C is thoroughly reviewed and evaluated the
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superintendent's proposed budget with the board adopted budget principles as our lens we present a report to the board today with an appreciation for the student and equity centered approach that the superintendent and his staff have taken in developing this proposed budget while there are a number of outstanding concerns that our committee has with respect to the proposed 2019-20 budget as well outlined below and here tonight we have reason to believe that this proposal coupled with new revenue expected in 2021 in the 2020 2021 school year will lead to more equitable opportunities and ultimately improved outcomes for us students despite having to cut 17 million dollars from an already lean budget CBR C has found a number of positive elements and the superintendent's proposed budget most notably targeted funding for historically underserved students and schools follow through on district leaders commitment not to balance the budget on the backs of students and teachers by focusing cuts on central office and other operational expenses and increased transparency in the development of the budget and the budget book itself it should also be noted that CBR si is encouraged by the depth of expertise and commitment that the new budget staff brings to PB s lack of stability among prior budget staff has in the past hindered our ability to fully understand and evaluate the district's budget CBR si acknowledges the damaging effects of insufficient state funding and its impact on the 2019-20 budget we also recognize the continuing benefit of the resident supported Local Option levy which provides critically important funding for more than 800 teachers per year and PPS and offsets even deeper cuts we support increased district investment in special education services differentiated school supports curricular reform targeted funding aimed at maintaining the lower staffing ratios in schools identified for comprehensive school improvement CSIS targeted school improvement T sis and title one schools prioritization of student health and safety with a million dollars in new investment new facilities investments and also critical information technology one-time investments we commend the superintendent in the district for balancing the budget in a cuts environment for folk by focusing on an equity and student oriented process when making challenging if not impossible decisions it should be noted that there has been a great deal of blame for our underfunded schools placed on public school teachers who receive Public Employees Retirement System benefits PPS perpetuates this information by alleging that the increase in pers is why are we budgeting for a 17 million dollar loss this coming school year when in fact this is not the case not only is the underfunding the result of a failure on the state's part to have a contingency plan for the increasing cause of pers but it is misleading when state and local government employees are also eligible members of pers funding our public schools and funding pers are two separate conversations and neither should be held responsible for the states in a bill to properly fund the other CB RC acknowledges son yes okay there we go CB RC acknowledges and supports the district's use of the racial equity social justice lens in the development of the proposed budget we had an opportunity as a committee to learn more about that lens we fully support preserving and in some cases increasing spending in historically underserved title one schools in the face of budget cuts CB RC supports the district develop decision-making process for determining how each school's equity allocation is spent evaluated and whether it is in fact achieving the desired outcomes however it is still challenging as a public body to understand the extent to which the new staffing model and equity allocations are in fact achieving their desired outcomes making it difficult to fully evaluate the proposed budget from an equity standpoint further CB RC is concerned that the district's focus on equity may be undermined by the lack of transparency and accountability for independent school foundations many schools with independent school foundations are raising significant revenue to further enhanced learning experiences and opportunities that they're already enriched schools the impact unintended or not is that opportunity and achievement gaps between students attending schools and wealthier communities and their less affluent counterparts are exacerbated despite the district's efforts to level the playing field CB RC urges the board to take action to ensure more transparency with respect to fundraising for schools including but not limited to collecting and reporting all school level revenue raised via foundations to better understand whether and to what extent it is impacting goals for more equitable spending and outcomes we also understand that while the 2019-20 proposed budget does not include any new spending on PBS's contract for the district boundary study the work
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will continue in the coming year CB RC urges the board to consider impacts of the study's findings and recommendations on equity spending and goals as they review and approve next year's budget on the topic of reserves in 2016 CB RC presented to the board a revised reserves policy with the goal of increasing unand contingency to 5% by 2021 and 10% by 2026 on April 19th 2017 the board unanimously approved the new reserves policy recently the policy and Governance Committee has recommended a revision of the policy that changes the long current long-term goal to a range of five to ten percent specifies contingency spending and removes all gold dates from the policy CBR C understands the need to delay the meeting the 5% goal by one year to manage pers increases and give the district more flexibility to save in the second year of the biennium however we are disick discouraged by the lack of controls in place to ensure the district will meet the original 10% goal the further weakening of the policy to suggest a range of five to 10% seems to disregard the guidance of the governor government finance Officers Association and of the community as a whole we do not support any change to the existing reserves policy until the board enacts structural controls to meet the 10% goal within the given time frame we strongly suggested the board adopt a multi-year financial plan or enact some other form of control for which the community can hold the board and district accountable particularly given economic forecasting that suggests a recession is a matter of when not if in addition to actively advocating for adequate state funding it is the responsibility of the district to thoughtfully and transparently use its available resources to best educated students we commend the district for producing a more comprehensive and transparent budget book and for reaching out to the community in new formats such as the budget forum and a more accessible budget summary document the mobilization of students and in particular students of color to advocate changes to PBS's proposed budget for school resource officers this past year highlights for us the importance of student voice even more I should say than we already felt the importance of student voice and agency and NEADS and identifying barriers to their own success CB RC strongly recommends that the district more intentionally consistently and authentically seek out opportunities to engage students particularly historically underserved students in the budget planning and development process and I think as we've seen tonight there's quite a bit of excellence out there in terms of students and student voice that we can be tapping into CB RC is hopeful that still metric CB RC is hopeful that the forthcoming completion of the district's visioning process and strategic plan will be a starting point for addressing many of the existing inequities in the district until the vision is approved by the board and available to the public and there is a clear plan for implementation and measurement of impact in place we ask that the board fully and carefully consider the concerns and requests we have made before adopting the budget and we are happy to respectfully submit this report on behalf of our committee members and are very happy to take any comments or questions that you have thank you thank you for all the work that went into it I know it's I know it's quite a lot of work there it's much much appreciated any questions from the board so thank you to all the members of the committee I know that you've been meeting on a regular basis and really appreciate getting additional perspectives and eyes on on the proposed budget so thank you very much you also have a special responsibility in terms of looking at the local option I'm dollars so I know you're so the in the independent community review and so I guess just for the record I want to ask that when you reviewed the district your districts expenditures the Local Option funds that you found that they'd been spent as had been promised to the voters yes so all four features okay yeah great thank you for the affirmation and then I wanted to ask about the question the proposal that you made of raising the rate of the levy so are you proposing a specific I'm out up to the cap or what what is so in our limited research we looked at rates of the current rate is 199 I'm suggesting a rate of 225 would probably be the the highest the district could go the limit at which it affects our state school fund receipts is about a hundred and seventeen million dollars at 225 we'd bring in about a hundred and nine
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million dollars about ten million dollars more yeah about ten million dollars more than we do now which is about a hundred teachers a year which is a significant a significant amount so was there any discussion thank you yeah and was there any discussion in the committee about just sort of the overall tax burden on and I don't say it's kind of probably the wrong word burden because I think Portland voters have been very generous but because in Portland we have the art tax you know housing children's levy the Historical Society by the way for the whole is paying for the whole state and a whole host of other things that are already on the property tax and then a pretty significant increase in our bond step up last time so I'm wondering if there was a discussion about that I know the Metro Council is looking at a potential huge addition to the putting another something else onto the property tax so just the impact that has on affordability of housing and the cost of housing in the city you know I can start and then only you should add I mean we absolutely had discussions about more holistically what you know the average Portland citizen was facing in terms of tax burden to borrow your word and just so don't repeat it the realities well your use and we also had conversations in the context of the recent pal you know at the time we had the conversations the legislation hadn't passed the you know the the state funding and so we did have conversations about sort of the realities and challenges and potential tensions of asking local voters to you know raise their breathe you know even more revenue in light of the new funding that was coming in but I think based on the very brief and imperfect analysis and data we had available to us I'm in sort of the historical willingness I'm in support that Portland residents have put towards passing new levies or bonds we have we felt that there was reason to believe that there wouldn't be concerned this time around but we understand there's lots more activity going on including polling to understand the where the voters are on this particular issue that seem wise to take into consideration that we did not have available to us I think it's important to also note the Local Option levy it's a very clear measure of its impact is very clearly measured in teachers in schools and I think the district's done a good job this year of breaking that out even further so that parents and community members can see how it affects their specific schools the school their kid is in the schools that the neighborhood students are in and how many teachers are provided by those levy funds and adding an additional hundred teachers and it is spent entirely on teachers as you can see in the breakdown I think has a is a very dynamic and compelling argument that isn't always heard in comparison to some of the other taxes that people pay it's not as clear where that money goes how it affects them locally and directly and again we understand that the burden is that local asking local individuals to pay more is is a big ask but that there is a direct and very real need that Portland faces that Oregon faces in the in the wake of funding we are seeing new funding from the state it doesn't reach the quality education model which is still only a baseline of funding if we want quality experiences for our students it will take more money and more resources and more teachers so um thank you I don't know if you're meeting again or if you're if this is it no we okay because I actually think this is a great topic for a citizens group to sort of share their thinking with the with the board and the district on because I think the bill has passed now it's approximately 80 million dollars was clear I think it's approximately 80 40 yeah 40 million per year so and I also think about the testimony we had earlier from the parents regarding seismic upgrades and I can't imagine that our bond is going to be less next time and again while it may be an easier sell because we can clearly identify the teachers that it goes to I think most taxpayers look at what they overall are
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paying to PPS and I just think we should keep that into consideration as we think about and be interested in CBR sees thinking about it about the overall amount and the balance between capital and the really need to capital improvements we need to make across the city and we're you know way behind on those and then how that balances out on the teacher side if we were to add I'm not at all suggesting not a continuation but I'm just thinking about that extra increment and I don't think voters or taxpayers necessarily are gonna make the distinction of which bucket it goes into they have a certain amount of money and it may it may limit what we need to do somewhere else so I think it's worth having a discussion now that we have new information with this estate yeah I think there we've discussed quite a bit about trying to identify like an average amount I'm like a Portland homeowner would pay and which is a very difficult calculation to make all right like what's that additional amount it's very different depending on where you live in this city your house right when you bought your house real market value all those components um we still felt like that there was room and space and obviously balanced against a possible need for a higher bond level and things like that certainly need to be taken into consideration I think it's something we all I think the other thing to notice the Local Option levy has always been a very clearly it's been easy to hold the district accountable for how those dollars have been spent which hasn't always been true necessarily on the other taxes that can you remember is pay and I think when a Kemp campaign is raised around the local option levy that's an easy an easier sell to the voters about what what you're asking for and the difference it makes in this district yeah I just want to clarify did you say you don't expect the bond amount to go down next time or the tax rate I don't really I don't expect the next bond be less than seven hundred ninety million dollars just given the vast need we have I don't expect us to put a bond for a lesser amount on the board just my own personal opinion so that that would be because our current bonds have tails that would be considerably increase in the tax rate I'm not and and you know we've seen other plans so just what yeah it's higher I think it's what I already people always I think vote and then when they get their tax statement whether whatever it is I think people always are surprised about how much it is and the PPS portion of it I did have a question if we are lucky enough to actually see more revenue not next year but this coming year but the year after that would one of your top level suggestions be to work the reserve increase the reserve yeah I mean I think that it has to factor into a long-term plan our I think our primary concern is like is long-term planning and the long-term stability of the budget we have to always consider that our investments are rarely if ever one-time investments that they have to be sustainable for long-term Student Center we're not just funding students experience one year but over their career in PBS and the reserves is the stabilizing fund for that and it's low amount puts that at risk every year and again if we're lucky enough to avoid a recession in the next two years that this is the the time of rich when we have an opportunity to put it away for the next cut cycle that we know is absolutely coming some time rather and any other emergencies that could arise unforeseen their life so I I just had a comment and since there's members of the CBR C here and Rodger Kirchner has been sort of a regular at our policy and governance committee meeting so he's sort of heard the discussion but I think it's worth maybe sharing the perspective about the contingency and reserves policy and the proposed changes I don't think there's any intention to weaken the commitment to reserves I was on the
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board and in 2002 when the very first reserve policy was put into place and actually money put in it the in general it's not best practice to put actual dates in policy because policies should be relatively timeless it's a statement of your values so the statement of a range and having reserves and what their purpose for is for and that you're not using your reserves for sort of ongoing operational adds but more sort of may be one-time dips or when you have session so the the proposed changes weren't at all in an attempt to weaken the policy there's other places I think we can make that same statement it's just what you don't want to have to do is every year go back and change the policy because you've got dates in it so generally as you do policy work if there's dates in it you should be cleaning those out and you can put things in administrative directives or in the ongoing budget documents we've had several conversations with a deputy superintendent for business and operations about where where that commitment would reside so this so that the community would see that commitment and also be able to hold us accountable it's just policy is sort of an awkward place a policy is an awkward place to do it so maybe we can have discussion of what it's not in the policy what CBR si would perceive it to be as the place where it is a commitment from the district leadership and the board to that those targets and those goals and a place other than policy yeah I think we're open to any of those controls I think that the concern is the past the changing of the policy without simultaneously enacting those controls so just as a further discussion point on that the reason we were making the change in the first place is we need to provide what we need to do something because the budget would not be in compliance with the policy so that's what instigated the discussion about the policy and then as long as we were looking at it it was to try and infuse into the policies that are best practice so maybe we can have a discussion about how what that would look like and what sort of bunch of document I do know that we ideally should either waive the policy or make a change before we adopt the budget because otherwise the budget will not be in compliance with the policy yeah so board has the power to do that so wait and see BR see it supports the delay one year and not needing the 5% by next year that's not a concern it's it's the broader changes even if they are in compliance with standard best practice it's not sufficient for us we've seen to one you're not all gonna be sitting next year you're not all gonna be sitting here in a few months and so I think it's important for the community to have those controls in place first or in coinciding with that that policy change one if I can just add one of the other amendments to the policy that's been proposed is a statement that there will be a multi-year financial plan so that that will be enshrined in the policy which i think is is going to be a substantial improvement in terms of kind of pushing the district in the direction of sustainability and some level of predictability so this isn't my question it's chair more question and I think it's a good question to bring up it's it's like being back in grade school you know we're passing notes here if we increase the local option Levy and it's also maybe a question for I can never remember the titles deputy is it assistant superintendent Susanna hurt around if if we were to go for a higher level eight with that would compression affect that and so he wouldn't get what we were thought we would be getting it would have an impact and we do have the calculation that we've shared with
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the board and what that impact would be it's back there somewhere okay so that okay so that's my original question right there does I think there does come a point where even when even if you increase the rate the the net increase in revenue that we retain is limited by the by the state imposed maximums and rect and that's what they were reporting on earlier that if you went above the dollar order it's somewhere between 225 and 250 is where you'd hit the barrier for the state school fund about I think director Moore is talking more about the overall maybe I'm wrong but I think the overall amount of money we bring in might change because I've also liked the Metro amounts and those types of things which all contribute to compression so yes I I think more math needs to be done than we did or that rather than deputy superintendent Hertz shared with us done the math around all of those numbers we just think it's something that the board should take into careful consideration it may be an opportunity to raise more revenue yeah and that's correct it's that what at least what I am interpreting it's not the state limit on little options it's the local compression that was it a dollar per thousand for local government and 30 cents per thousand for education we got a tax that was almost what I said yeah there's a decimal point here and there there's also consideration when you approve a levy for five years that making projections over five years you don't want to get so close to the limit that you can't go over by mistake okay any other questions okay just real I are we done with that conversation I don't want to like break it up okay I just had a quick question so you mentioned when you're going over the report the school foundation's about being more transparent could you expand on that just a little bit I'm involved in a couple so I just want to know what that would mean and what the view is on that we have plenty both have plenty yeah I think that it's probably a much longer conversation but in general and there are lots of different ways that individual schools as I'm sure you know are raising revenue that goes to support programming in some cases staff in their own schools and independent school foundations are one mechanism for that local you know raising of revenue that goes directly to the school there are mechanisms in place through all hands raised that we'll be transferring over to the schools um and I'm forgetting the name the the fund at PPS the I get that right and so there has been good oversight and resource sharing etc that and through the course of conversations we had as a committee we acknowledge that as a the general public doesn't have as much access to transparent information about the amount of revenue that each independent school foundation is currently raising what its going to support the impact of that additional revenue on their ability to offer different kinds of programming and staff etc and I think in the context of the district's very critical goals around closing opportunity and achievement gaps as a committee we just acknowledge that unless until there's more transparency on this independent school foundation side of things for revenue that's coming in outside of the school funding formulas etc that it it it may offset or serve count and it was counter to the equity goals and that on the public it because you know it's important I think with the public better understand and have access to transparent information about how much money is raised in what it's going to I would just add that there are school foundations that are operated independently within the school they're those operated with under the umbrella of all hands raised there are other fundraising mechanisms outside of that as well pts booster clubs and others that we have anecdotally heard about and that all of those different mechanisms to raise money make it very difficult to get a clear picture of the experience as students are having at individual schools compared to schools without those funding fundraising mechanisms in place and I can't just tack oh it's a I said in the interest of equity in this racial equity and social justice lens more information and clarity around that
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needs to be out there so that better decisions can be made about the management of that money so it's worth noting that the policy and governance committee is going to look at the foundation policy so since the late 90s the sort of one-third two-thirds purchasing teachers has been in the form of like a memo versus in policy and we're looking at changing that so if CDRC had some recommendations as long as they don't have dates in it that front in terms of transparency or reporting we would welcome the ideas as we're just starting the process and we welcome any information that district has to help us provide ideas I think were there with us and a general sense within the committee that we didn't even have enough information to make a valid judgment call on what those changes to the to the memo would be because we just don't we don't know all of that money we haven't seen all that money don't know the impact that that money is having we can we can we can imagine what it is and there are certainly anecdotal stories everywhere about the differences and experiences as a result of those foundation monies but we are certainly interested in seeing more data as well so this is a great topic and we share many of CBR c--'s observations in this realm of good timing because next Tuesday I believe on the agenda is a presentation on the fund for Portland Public Schools and so one of the reasons for establishing it is exactly because we want there to be more transparency about those that fundraising activities so next week will be a first opportunity to to do that more publicly for sure thank you and thank you for bringing up the boundary issue which of course is more than boundaries per se it also includes focus option review and [Music] reconfiguration of schools - from Cades to k5 in middle and I understand we're due for our presentation on that on the 28th get some information on that something like that something like that sometime in the next couple of weeks yeah sometime in the next couple of weeks stay tuned okay yeah thank you again for all your work and I just wanted to say one thing before we totally close it out um thank you thank you for the report and I especially appreciated the the highlighting that pers is is not actually an education problem it is another example of the state the state's failure to fund its own pension program that the state established so it's another example of the state's failure to have structural solutions to structural problems and unfortunately it's school district budgets are going to take a big hit every other government agency is also going to take a big hit and I I would endorse some some effort on the part of the state to address the unfunded liability but it cannot come on the backs of state employees who have contracts so I look forward to that discussion about how we increase revenues so that the state can fulfill all of its responsibilities I'm you know I will take every nickel of this the the two billion dollars per biennium for early education in k-12 but I don't think anybody should should go home thinking you know we're done we got a lot more work to do to get this state's fiscal house in order so anyway thank you for calling that out I appreciate it thank you for all the rest of the work
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you've done and look forward to working with you and some some other issues okay so I want to move on to the business agenda I do want to make note that we are we are about 43 minutes behind schedule and that's significant because what's what's next up after the business agenda is a budget hearing and we expect to have public inputs and we have already kept them waiting for 45 minutes so any discussion about business agenda items if we could keep it brief that would be helpful okay so the board will now vote on the business agenda miss power are there any changes to the business agenda no there's not okay do I have a motion in a second to adopt that actually there's change to one of the policies that it's minor but it you want me to explain what it is we had this discussion once before but it's the Civic use of buildings policy I think director Bailey made the grammatical observation that the list of organizations should follow the word organizations the word organization and the current version we have in front of us does not do that although we previously discussed it it's it's not a material change but it just should be changed before we adopt it so do I need to offer I think it's probably cleaner just to offer the amendment to have the amendment approved because it wasn't posted it's a non substantive change so that can be done at this second reading stage okay do you remember that so maybe just briefly and I I apologize to the chair because I didn't have a lot of advance notice to say but I generally think we should have a discussion and vote on our policies especially if there are substantive policies not as part of the business agenda but as a free-standing just freestanding votes and discussions of the community has visibility before we adopt them so we had three policies tonight that came to the policy and Governance Committee one of them I'm just it's the one that requires the amendment but it also did have some public comments so if board members didn't receive that this is the policy that allows for a custodial waiver fee waiver for title one schools and other schools that represent historically underserved students so we received positive comment and support for the policy change so that should be good and if you want a motion to move the resolute do we move the resolution first motion to remove the resolution I move that we move the resolution number so we can get to the policy change resolution number five five eight four five eight eight four sorry was that a second in a correction first we gotta move metal chair I move that we amend the policy to move the language that have been previously discussed and approved conceptually by the board the parentheses II period G period comma PTA PTO or booster clubs in paren and to move that to behind the word organizations which is correctly placing second okay do we have any discussion on the amendment okay all in favor of the amendment please say aye all right all opposed say no any
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abstentions okay the amendment passes by a vote is six to zero okay oh I'm a via yes I have student representative payslip votes yes okay any other changes no other changes but I would just ask that we share the policy change with the schools that potentially could benefit from the Castillo to waiver so fee waivers for when they have events that their schools and they aren't able to support that financially that we share that with the school so they know it exists so it's not just something that exists in come and sort of the policy manual but that it actually streams schools know it's available and utilize it for community-based events so there will be an ad administrative directive that comes out around this and I think that would be a good mechanism for sharing with I think it's already been drafted in role communities but there will be the accompanying administrative directive it would be our intention to annually refresh that listing of schools and to provide specific instructions prior to the start of the school year so they could plan their events accordingly okay so I'd like to ask for a motion and a second to adopt the business agenda we still have to vote okay um don't have a motion in a second it's been moved in second all right okay all in favor of adopting Britta long it's been a very long day it's been a very long week and it's only Tuesday um do I have a motion in a second to adopt feet okay let's vote let's vote the only favor say aye all right those No any abstentions we're good okay yes yes okay all right so resolution 588 four passes by motion of six to zero with student representative hazel voting yes okay okay now the rest of the business agenda um can I have a motion in a second to adopt the business agenda so moved director bailey moves directors bowser Brown seconds the the adoption of the business agenda is there any public comment yes no I'm sorry no um is there any board discussion I've set a question for the deputy superintendent of business and operations on the Piper Jaffray contract and I believe they are the eminent experts in the state on bond but I'm curious since it was directly negotiated it was a reason why we didn't do an RFP and I'm assuming we're paying standard rates our future they've been a part of this district for a long term so it's really about the quality of advice and the long term relationship with this district and they helped us think through the 30 year plan for going forward for modernizing our facilities and so really continuing with the top expert in the state for school bond plans in you know financial plans is the intent of the district to continue that relationship and so it is a new contract but it has very similar terms as to our previous contract that contract that our previous contract isn't done yet but we're starting to talk about future bonds that would be outside of the contract terms so that's why we're now bringing a new one forward so that we can continue to work it's a competitive market rate I don't have that in my hand I'm sorry I could I could not respond to that right now okay any other board discussion okay the board will the board will now vote on the business agenda all in favor please indicate by saying yes yes yes all opposed say no any abstentions business agenda is approved by a vote of
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six to zero which student representative hazel roading yes yes okay okay at this time we will adjourn this meeting and momentarily I will take a five minute break and then we'll reconvene for a budget hearing in this in this room okay the meeting is adjourned [Music] you
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you you you you turned on okay so there we go okay we're gonna reconvene I'd like to call this public hearing for May 14 29 to order and convene the board as the Budget Committee thank you all for still being here the board has set aside this evening to hear your comments on the superintendent's proposed 2019 2020 budget we are requesting that you please limit your comments to two minutes public feedback is very important to us the board acting as the Budget Committee will take everything into into consideration I guess I'm done we will take everything into consideration before approving the budget and that vote is scheduled currently for May 28th the interpreters I believe are still with us and anyone requiring interpretation everybody's in the back right okay okay before we begin the public comment period I'd like to review the guidelines for public comment they're essentially the same as they were for the previous public comment we thank you for being here and taking the time to talk to us guidelines for public input emphasize respecting consideration of others complaints about individual employees should be directed to the superintendent's office as a personnel matter presenters will have a total of two minutes to share your comments please begin by stating your name and spelling your last name for the record during the during the first minute of your testimony a green light will appear when you have one minute remaining a yellow light will go on and when your time is up the red light will go on and a buzzer will sound we respectfully ask that you conclude your comments at that time we appreciate your input and thank you for your cooperation okay Miss Powell we have to we have Collini physic to uh and steep you'll
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and first let me apologize for the lateness of this hearing we're we're about an hour behind schedule so apologies so good evening my name is Colleen fujitora Kol I and I a few si tu a I'm a staff of Arco immigrant and refugee community organization and I'm the coordinator for poly public school program faces program that's family and community engagement services and we have services in North Portland and throughout PBS so I'm here to advocate and ask for continued support of the faces program and this is a very beneficial program to the immigrant and refugee community that we serve a lot of these communities there they were here and there you know so called survival mode so they have two three jobs and you know they're there they're supporting their children is just what they give at home in their advice but they need extra support and school and that's where our F comes in and then we're here today to with one of our family that is benefiting from the program and she's on the Pacific island community and I'm gonna introduce her shortly but this program is here to support African immigrants Asian family Vietnamese community Slavic community and as well as the Pacific island community and the PAI community is a fastest growing population here in Orion according to 2000 census and today I brought one of our client her name is Wanda and she's going to introduce yourself in carrier thank you being a place of fame I must wear my today's completers so my name is lou hamer like his he introduced me my living in North Portland from Pacific Islander community so we have program sewing program hoods was supply at shorts middle school and that's the only place they do the sewing class as far as faces they are the one who support the program also my son tutoring my son I have a hard time with my son moving over here I don't have more education but I want my son my kids to grow up better here get a better future so I reach out to help so help from Collini but my son so they offer a program for deterring to improve so far now my son I did see it improve from reading math last months he received the principal horn and last week she received and Richmond award which is make me proud of leaving this country and have all the opportunity here and I'm so grateful for them for all the support they offer for us so my kids have a better life and better future and also my Dolan community here thank you so twice a year we're required to submit a report a media report an internal report and these are the six Soviet that we share that you read but I wonder I'm going to bring a live person so you can hear that the emotion that they have was we cannot express and we report and so forth so thank you for this thank you Thank You chair I know that we're following up with our Co precisely because of the importance of these kinds of services which we intend to continue supporting thank you for your testimony all right Nexus T Buell a couple hundred page booklet and they give you two minutes here we go school board and superintendent my name is Steve Buell bue L let's be clear well the budget document has been improved the budget itself perpetuates the disparities the
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inequalities the inequities and sort of say at the racism of the budgets which have directed l PBS spends its money for the last 28 years well the previous board and interim superintendent Youssef Awad had set up a process which would have equalized programs in kindergarten through eighth grade and created equitable special programs such as special reading in ESL this superintendent and school board a backtracked thus having a budget structure which continues to handicapped children and lower economic neighborhoods compared to children who live in higher economic neighborhoods I don't know if this was done because of political pressure ignorant sore racism it's probably a combination of all three but it remains that if you were poorer then your school gets less of its needs mounted and this impacts the school in a way which causes parents who can flee to often do so bolstering the downward spiral of Education in that school and the reverse happens in the upper economic neighborhoods by equalizing programs it would also allow you to make special programs equitable and the impact here would be huge take special reading for instance schools with more kids or way behind should get more FTE to address this than schools where most kids are pretty well caught up a formula to determine this not the whim of the principal who often acts without the knowledge of any administrator without the equal programs and there is no transparency on each school's meeting the special needs of its children there's a fairly simple concept but it takes real courage to act on it so far only Paul Anthony of the top administrators and board members has done so hopefully the new board members will have this courage and understand there are the representatives of all the taxpayers and all the children something that seems lacking with most of the people in this room go Blazers thank you there's no no more do I do I dare say does anyone else want to speak okay okay all right thank you for your comments so this public hearing is adjourned thank you to everybody who testified and we're now going to move on to a work session this budget work session of the Board of Education from May 14 2019 is called to order welcome to everyone present we're going upstairs to Mazama okay we're going upstairs to Mazama

Event 2: PPS Board of Education Work Session-May 14, 2019

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all right so the purpose of tonight's budget work session yesterday first we will be reviewing what we are planning on bringing forward on May 28th there are some Corrections and some additional additions that we like to bring forward and then also an opportunity for the board to have a discussion about what they seem to date and what they might have consensus on to bring forward formation a staff will need to the purpose tonight is that there is going to be something that the board would like to be horribly want to get a consensus around that tonight to them we have time to fill that into our financials that will have to bring forward for the budget process so it's I'm going to just ask you to there are no page numbers so that's the one at the top of page two minutes as budget principle in 2015 the CDRC developed budget principles and then brought them forward to the board for review and the board adopted them in February 2016 and these are ideas for decision-makers to use to develop the budget their purpose is to create a shared understanding of values to use as building and adopting and because we're just gone through a visioning process and this new teaching plan will come forward in the in the summer we will be looking at the budget principles again this fall to see if they are in alignment with our new vision and our new strategic plan so for this year we agreed that we would use these principles that are are in place and so just a reminder these are things that are thinking about as you know budget as we continue to go through the price okay moving on to page three where it says budget headline so this is kind of a nutshell what we in the proposed budget we overcame a seventeen million dollar shortfall we made reductions and that was based on the government's such it there are so much distance since then we will be going through that a little bit we will we also reduced more so that we could have the thirteen million dollars and investments come forward and really those are what the we know transforms urban districts and those are the superintendent priority to get CLO Singh they're coming forward and we have additional funding resources being allocated there we're also responding to you as the board the community leaders and staff and one one of our goals in this process was to have minimal layoffs now there are reductions and positions but that means through attrition belts and those are covered by people X fitness this great comment and the basis we always have some open positions and then the the P layouts that we do have we do district counts work with individual law or other positions of difference so there has been work in that motion moving on to the next page this is board's role this is really a nation state statute and also comes from OSB a guidelines for board members it's really similar role and that the first thing that you do in this is in the budget process reminding you next you will have also a multi-year finance process that will proceed it for six months and so eventually become a continuous support to the strategic planning so primary role and that first official meeting is you receive the superintendent's budget message and a proposed budget and then tonight and also at our gonna say that Ron Klain mr. Garcia have made community event that we had a Fabien we actually had quite a bit of participation there but the important part here is the but at the board acting as a Budget Committee is to Lucy's we need an input and take their questions and we've had a process both public transparent process and questions posed by the CBR see our community budget
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review committee and the board as well as community any questions as we responded to those responses and then also the board role is to modify budget is needed so we know that we have some adjustments or evidence so there will be some modifications so we will for surety there will be a modification and then finally though this is the most important part is you impose the taxes so that we can levy taxes to support our operations and they're local option lobby as well as our capital Banco de so there's that will be in that Jews meeting we also will make appropriations which give us permission to spend and then adopting their budget formalized process moving to the next page this is probably the best interest page out of this presentation and that is the one that says updated revenue changes and other credits there is 4.6 million dollars here the first is a million dollars right now the increase we have increased the beginning fund balance projection for each year five million so that means for anything they hear a million more than we projected in our continues to be involved and I was important of that we also understand that we will see a 9.0 billion dollar funding level which also gives us an additional amount we do have one charter school closure that we would do the pass-through to that so in other words we get received a revenue from the state and then we paid the charter school to run the turning school that school is closing this year so we will were anticipating loss of the students will end up with other programs in our district and at this point that is a expense that we will not have mr. founded capital projects transfer for two million dollars that we won't leave and that brings us to the 4.6 the next page sure can you explain the capital projects transfer we do have an additional grant coming in I don't know if it's been fight or mentlemen to be honest with you but it is one of the state grants to help with capital projects in schools so that is allowing us we're not we don't need that two million dollars in the capital projects when it's unusual to have that larger transfer and that was a really just set aside and then we received a grant since then so it's not meeting as a transfer anymore so it does allow it to run in operations I'll show you more on the expenditure side too about that in just a second it just quits now related to sort of it off we could get update my appropriate the Trillian process or we were helping families dr. Chris yeah all right not right okay yeah I got what I wanted her to hear the comment if we could give a kind of follow-up of where how we're doing helping Trillium families transition to do their their next PPS experience it was limo how they would be supporting the process for families could be helped to get an update about where they've ended up CPR HD and I think we discussed the increased state school but is that is it still our understanding that that money is going to have strings attached to it it's you know twenty eight million across the state point from the governor's budget to the let's come forward it was eight point and then twenty eight million more would be I'm sorry I didn't ask the question okay does it come to us free and clear without obligations yeah Oh it'll grab the state school formula oh it's one opinion that $1 billion oh yeah yeah yeah good that's change for little us discuss thank you
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there's an economic forecast tomorrow yes you anticipate any major changes I the major change came out yesterday with the Student Success Success act right so I I believe the what I've heard is it's increased in terms of revenues but I think that was pushed through with backs that came forward I will here the official economic forecast tomorrow but for the state revenue but it's I'm not entertaining at this point another change to something so so many so if there is any increase in state revenue it will go elsewhere I think that they have already anticipated that and the plan that they approved yesterday a long list of everybody you didn't get funded my success that time yes it's in line so I'm moving on to the expenditure changes summarize again but introduced capital projects transfer is that we're not transferring we're transferring from general funds to capital projects it's not needed we have a state grant that supports we were approved for a state grant that supports capital projects so we are keeping that in general fund and I'm going to show you in a minute what it's helping to offset if I can get you so the first item on the changes to expenditures is we had a an error in the HR budget we have four distinct three EF TV and that's now corrected M is in it would mean well it's not that pregnant where we are asking for you to make that change to correct it only the sort of propose to the budget the next item is we estimate that our maintenance budget currently has two point four million dollars unspent I made a promise to the board that we would spend every dollar in maintenance they have awarded contracts they have the work will start as students leave but it's very difficult to get some of the work they're trying to get done while students are in school so this will be something that we will do every year right now we have fiscal year that ends June 30th and what happens is they start a project with one fiscal budget and it was another so what we're allowing them to do is create we'll take their money at the end of the year and set it into a fund that carries over into the next year so that by the end of August they're spending beyond the remaining for the summer so we'll allow this on a regular basis so that they can always fund those summer projects each year sorry I missed it what's this Riddler root was that those that you who else here well that was your father's project okay this is general fund these are things like an HVAC system that has traps that sale that are don't close properly okay candy this massive repair it in high school like a couple of our high schools made some massive repairs and their HVAC system functions better so that's some of it that I was the HVAC as a big component of this summer work and it's also repairs to roofs but we're not replacing the roof you know we along the line so it's many different kinds of projects electrical is but it's reaping our Billings in good order it's flooring and let's just go this endless yeah okay so this is the question regardless of how the praise night I'm curious that this was the original budget proposal was that just a matter of there's a lot of work to prepare it is trying to estimate what it was we
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were hoping to be spent by June 30th but became clear as the farther we went that we weren't going to make it so in working with the maintenance crew we made a plan and this is a best practice especially for the maintenance crew it's it's really difficult to take money for two different years and about two different POS or get all these contracts worth going over so this just allows them to start in June can carry through August and that's their natural time to be project that that part that I get okay with they put it when we this feeds money that was unspent from last year carryover so some things because historically the maintenance budget has gone on spent okay I think I shared that with you offers oh there was millions of dollars but yet spent and that's why I made that commitment to Korres we will spend every dollar so now so that really it's less savings because in the past we used to have maintenance carrying forward millions about spending them and so now we're saying you know we're spending every dollar because their buildings needed so in the past let me just pick a number yeah yeah four million dollars was still sitting in their accounts that would just go out to the reserves of general fund okay but now I'm saying no that 2.4 million that we know we haven't spent we're now going to spend it but it's going to take us to August attention to the project okay so how is this different from our maintenance teams needed time to get this is a firt this is the first time for their doing it but they just need time to get everything in order - yeah I didn't know how much they were gonna actually get spent for far enough in the air we know we have the number and now and now we and we have the contracts identified but you know we've done the procurement work we needed to so we're ready now to to do the work I'm still kind of struggling this was built in this years keep going okay I can draw a picture - yeah all right simply and I'm selected by the maintenance our beginnings to the bathrooms at Franklin with this I didn't I can't answer that question so we'll take it down as a question Oh everything okay so I'm gonna move on the next adage was it successful school survey we did that for the first time this year and we're going to continue that going forward so it's an addition to the budget it was just we didn't put it in there we propose whom the recognizing it needs to be a permanent placement now they've done to it we have the need for as our buildings are modernized they have projectors that people need to be on ladders change goals we also need to have support for district-wide trainings so we're adding a technology technology support position that will help with maintaining the new equipment that we're having to schools as well as just support overall in the past few years they have lost positions and as you know we're only getting more and more technology as we modernize and as well as just the computers the kids have all the student devices so having more support that combination of the support for training you know we have just requite trainings now preference well that requires ad support when we have a treatment does it add CT um did this woman and it's not always a full-time position for for the big support right now who doesn't Riley father dies he is very proud to have this actually we have these great projectors these great systems at Franklin Roosevelt of that Fabia that have been kind of turned over without your guidance and support this is part not life cycle that we're going to incinerators this will be a huge help for for folks and for somebody to be
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able to save disabilities responsibility ones so another topic question for the flavor response I know officially we use pcs or in those Bay's and yet we have a member of especially our Dorian into classrooms that use maths as their support floor mats yeah we're fully on board with it's not just senior leadership who gets to purchase max we will support that in any school problem it does not maybe yeah I'll just do okay I'm moving on to Foundation and strategic partnerships we're adding resources make you know we've heard some of your ideas and your support without so we'd like to continue to expand the capacity in our chief engagement officers area and so you just gave a presentation with achievement RC gonna talk about additional support for your team position yes so so the position is as we'll talk about next week as we build out the fund you know what you know okay so part of the conversation is twofold one is that the fund will engage in a conversation with the school board around an operational agreement to establish the protocols between the two entities we know to expect to manage the local school foundation efforts we need to additional an additional support how we are in conversations we have private entities to support the backend financials to fine every department at GE and so most likely happens at this position will support the local foundations and then with the operational review it you know cover that cost so I thought though when we took this back if new seasons which has been supporting an administrative rule is going to continue that and this was going to be ya know add to our budget there's those correct so I'm meeting with new seasons tomorrow as part of that conversation so what's the 150 so some of this is with community engagement there was an increase to non-salary in both the strategic partnership side and the community engagement side when you expand the staff and we have a need to provide non-salary supports to a department so there is 50,000 in salary it's certain the general fund portion of the position there's the community engagement component there's the strategic partnership component and the foundation so it's we also have so we're really trying to expand we're listening to it but the board send the last meeting about how we expanded our capacity there we think about what resources it's so grateful so they may all clarify it this way director for members so my understanding is that this is as you as you recall from the last board meeting my community a chair which is only 30,000 and so part of the $50,000 in Creek non-personnel is to support you know that year-long feature efforts that we do so that's the 50,000 the hundred thousand that is mentioned in terms of that this FTA will support you know a big chunk of our work will be around again will be strategic partnerships most generally there's a fraction of that FTE will be dedicated to supporting our local school foundations that portion will be subsidized by new citizens if as
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their continued partnership in this program subsidy so so right now that's part of the work so the FTE that we are looking at to support is ranges in terms of a salary between forty and forty nine fifteen thousand plus you know plus the cost minute are those fringe you're looking at about 60 65 that is about the the amount that new seasons contributes to to all hence rates currently and again I'm going to be in a conversation tomorrow morning with new seasons about what that looks like and so again I just wanna have this like that PE that we will be including in here will be will have multiple roles right the role to support the fraction of their FTE to support some of the operations you know Pam getting the checklist and whatnot within the big portion of there will be dedicated to supporting me and my team as we continue to raise dollars on behalf of the system so as you can imagine part of the part of the challenges yes since I've taken on engagement you know there's been a lot of your a very engaging city of very patient community and so part of my dedication or the last few months has been very solely focused on like engagement engagement efforts and so having the need for an additional person that could support you know are too long Robin and Camille or are active fundraisers will be an added support inner compartment so yes last meeting was cost-benefit analysis very positive so kind of cheap okay there's an opportunity cost to be something there I think I'd be interesting just benchmarking whether we're about where were I guess I'm concerned with because we said this was going to be a no a no net increase and in theory the beneficiaries foundation support are those schools that have foundations or maybe the Job Description that's different yeah I'm happy to some clarity I think we need to be able to explain it to the community because we're taking it back and it actually primarily that support primarily benefit socials that have foundations and then we're adding on definitely and I think another get it and I'm happy to share more next Tuesday but I will say that my my focus around this effort is to ensure that those communities that don't have that bandwidth or the opportunity to raise those dollars that require that additional support and so so this person will support specifically Robin who is in charge of school partnerships and ensuring that the schools like lent like regular the school that this year she had a half a dozen homes si si TSI schools that she was raising money for this person will augment some of that effort and again I'm happy to show you a little bit more more clarity so it's probably my you scratched out foundation but community engagement that's really my hair but I'd like more detail on what that position is about your piece so I'm going to move on to the next line was one last comment it seems like every week we see those name attached to some engagement initiative I've got a company you're late it's like 3,000 doesn't master there so if we're looking at and adjustments the budget just one thing that should be - whereas the other side and that people just resources to support activity the next item is a carryover for a ten minute Grossman Heights count there's 900 thousand balance at this point and we're carrying that over to the second year to continue supporting the movement
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to middle school so that's unspent through the original allocation carried over here very so much of the maintenance care however this would not carry over so there so basically we could also utilize that funding for feeder schools that feed directly into those schools to do something that around transition camps to do some school promotion it's also utilized for supplies resources in technology for each of those schools it's also utilized for professional development because in those specific schools the teachers are allotted two additional days of professional development so we can also use it for that as well two issues on this line item is that this current board has placed aquamarine upon sort of equal footing with Dublin rose way heights just given the implementation they have some curious uglies within this is just not listed here but he's also clustered into the middle school commercial budget which they have been they have also been utilizing that throughout here as well great so my second question was completely I'd like a lot more detail on this because I know thousand dollars is a lot of money and how it's being how that nine hundred thousand would be envisioned being a lot of because if I'm a school needs you know forty thousand dollars for something and I just see a big plug number versus if it's there's a it's a cost three mil school clusters there's a some articulation between the elementary and middle schools it tells a different story we can get that to you and again it's it's really totally utilize with the feeder patterns so I know specifically States the middle schools because it really is that's what the focus of the budget was created for the middle schools opening but it's also aimed it provides resources to two feeder pattern schools again particularly around transition school-wide you know field trips to this to the school's themselves and so forth but we think we can get something in more detail in terms of how it's been utilized since the budget was since the budget was allocated to that so several years ago we came the last part is the master arts education plan phase one and superintendent Carrera Vicente interpret speak just for a few I do these a good tiny because the origin surge state-of-the-art presentation that pointed out a lot of gaps in our arts pathways it's definitely a priority a year from now when we get new resources to make investments to plug all those holes but there's a couple of areas where in communities isn't an aquifer situation so part of the proposed investment here is to support for a couple positions for instance one added arts ltd to support programming and a lot to the school as well as curricular and Scott this would be one position that provides instruction and all three schools and that quality a brother in addition we've heard clearly from families those also the desire to be the first sort of pilot we become expended summer arts academy to PBS so I actually just my advice proposal what that would take proposal now for a one-week Arts Academy to serve 200 students from have been George go watch as well as graduate through fifth graders into those little scooters
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to help them and start and try to make up for some of that you can program so what we cost for Arts Academy like that serving 275k we've sketched it out if we made that attend a program and if you doubled up 150 that means one Showcase is coming to share across the teachers with materials for a program this summer which is kind of a pilot like to create teachers together come this they're different different place it was also a request order to continue artwork master arts education plan I need to support teachers continuing to come together and accelerate that work as well that is an avid cosa to our only 2% faculty in the district so that would give us a highly needed a second Tosa to cover both balance the other arts so that would make it a three-person team for the hugging school year especially when we're talking about a year from now expanding arts education operating news so that's what that 436 covered with the summer camp involved the fall like Visual and Performing Arts if for those teachers a proposal from every discipline as well as some customized where you eat discipline part time both evidence oh it's to be probably our roster a dozen or so people working through these rotations and students we've got an intensive experience so they're just standing by because they want to send out invitations because we want to do a targeted approach for kids and those underserved communities especially for graduating fifth graders this would be but it's an attempt to do something listening to the schools that are being listed there's a lot of kids southeast that I'm sure I'm getting equitable access to arts either yes I'd be interested in we're gonna spend that amount of money what's the sort of criteria how is how does it sequence so that we are able to serve all the schools that it doesn't it doesn't become a concern I'm very supportive of all the investments we made of the greens in north east and north there's a big at a piece that of a side of East Portland that so I would want to see that folks having access to arts now that's absolutely our desire and goal to be able to keep that eventually there's a few things on top good to you know make it to one week camps one they call made in North Portland neighborhood coordination that we keep it attending accounts and maybe go over here opportunities possible we just do a lot another summer go by and not doing for kids that haven't had those opportunities that they deserve so you have a lot more detail and then seeing how it is that plays out way across the district it's you know I guess tonight only having two people show up I don't know if that's an indication of we got those nails or more for example but people in the southeast just have no idea that way passing a budget and what they what they should be asking for or expected or you know how to movie age or help their schools that you know are your underwrite resource are getting inequitable resources okay moving on to the next actually for you though I want to point out that the
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total of the revenue is within fifty thousand dollars it's still there's two items in the revenue now point out to you the beginning come balance and then also the state school um really it's a reconciliation is needed from three years with the funding that we're just now getting tomorrow so we are going to be reviewing that this week and so it is possible this number to change and we will certainly bring that to you as soon as as soon as we have that reconciles and it's something that will come forward that reconciliation in May 28th budget meeting in the meantime we don't anticipate it going down we don't going up we've been conservative in our estimates so that could you know we still have there's still a lot to shake out to you know it's a big budget so we're still coming through people are providing us information when we discover something they thought was different than what they have and so I don't want to be overly optimistic that there's going to be a big chunk of money there but there could be you know something smaller they could be allowed to spend on something but I but I won't move just needed two more days to get that work done in order to really have it fully reconciled so having said that there's a couple of things that are bubbling up might be a hurry and they're the two items that are on this list are because they're things that I've heard repeatedly the multiple areas in the district so might hear something once right there maybe twice it's not on this list but these are the things that I'm hearing multiple times and so the first is how much what it cost - right now we have proposal of a four or five blend in certain schools across the district if we did that it would be two point four million dollars cost to make it so that we have just fourth grade separated from fifth grade another area that it continues to be heard is middle school electives and really to get to a more equitable elective across the district for middle schools will be about four point four million dollars Hill schools and middle grades that's where I answered my questions because the sufferer Beaumont was a hundred thousand bigger ego with that was to work by Oscar so 100,000 is there that mathematics education plant-based one look at that but just as an example of one school that's from theorized how we got some for tomorrow if that's one school you don't have to work for I'm just trying to one FTE I don't it's not always one empty spray yeah that's just one stop captain and for Reid you're gonna do a cover it's assuming we have the sketches and everything else is future Talent it would be a big number the middle grades of the candidates who writes it also but it's also my impression that if the middle school doesn't have a deal I programs not pressing equity issue for because in the GLI model to be ready is the real the real crash that Big Bird premise where the bells rules that which is try to figure out how maybe there's a halfway piece of that can you speak up in sorry I'm sorry sorry it's I'm tired so maybe instead of looking at the whole thing if there's a an equity partner lives as well it's addressed and these areas that would be less than 4.4 million and again at nine months I think that's something we
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should talk about as if we do this what don't we do or if somebody drops out of the sky this would be our next priority so the interesting thing is just using DL is our criteria may actually benefit a lot of higher SES schools I think we have to be thoughtful about our little design we can put it in some patchwork solutions Indian here there's not / - do that but I would want to look the whole thing and so work out the logistics so we can guarantee applicable access to we collectives you know that's gonna take some time to work out you can aggressively over the next six months and there are a lot of labor partner issues wrapped in as well so it's easy to add an FTE to offer more sections it's a workday but it's not as easy to actually imagine the whole thing it seems like there's two issues so there's the the music do I the the six or seven period that seems like that's one and I think we should we had a brief discussion that that that couple birdies but I think people who watched it I ain't got a lot of questions of like so like how do you get one of those deals of you know this is because it sounds like some schools are getting it so having some sort of equitable access across the board doesn't like one issue and then the other issue I'll just go back to that Excel spreadsheet that the district has that has the actual section by sections of what all the Middle's what's offered at all in the middle grades whether it's a middle school or a k-8 and really looking at but from a comparative basis and you're never going to have you know four lane or world languages like Wesselman hands or three at some of the smaller schools but are we offering a world language at every k-8 that those six to eight graders have an opportunity and so to me that's where I see that more of the gap not that we're going to have three more languages at every middle grades but do they have one and do they have it every day of the week like and that's what I suggest is you actually need to figure out with those guiding principles are that will be true for any little group I look through here I mean I see too often sort of like office aid as electives and no in some schools and just not really robust selection Dessie evident needs to face these are the these are the five we agree every KH or middle school should have so the kids in the don't grades get them where we agreed that don't have eight that's an elective yeah we do I don't get all want to see a substitute changing our grades programming that gene Valentino and there goes the task force of principals other people process with people to think about just for the coming school year looking forecast you sort of try to resolve this of issues but fundamental question remains around you know a little school redesign all together not that we have no resources I think much it's very much a shared goal of ours to make sure you know regardless of how to be a scale that something would be true you know you mentioned actresses a world language that that would be there or any little greater regardless of where you go to school I could be content other thing I would want to see and that requires a flexibility during the course of the week for a given student which actually gives us an opportunity for project-based learning more hands-on a longer a query periods maybe squeeze an eight horses the course of the week versus a discussion about a traditional six or seven period schedule I was going to say I still have a lot of questions about how we are allocating FTE and courses for the middle grades now because I'm not seeing the bump for our three middle schools that we should have gotten we were led to believe we would
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get any community yeah if you look at oddly and Rose my Heights and have my the number of electives that each one of those schools is exactly the same as the number of electives that was offered at the Wellness feeder school three years ago it hasn't gone up Oh and although Irvington has a very nice foundations near the Rose way Heights ka northie hey yeah so it's not foundation dollars that were artificially boosting I the number of electives in those pay AIDS so how is it that with about say a hundred fifty kids in the middle school years at each one of those we combine four into a middle school and we don't get any economy of scale that doesn't make a lot of sense [Music] so to the larger point yet we've got to really look at what we're doing for all of this something I'd throw out superintendent as long as you mentioned doing the master of education plan which i think is wonderful I just like to make it explicit since you and most of the other staff weren't here for the Ernst tax funded positions it's a wonderful thing that the community is doing that but between the specifics of how we could spend the money only on K 5 and how the district responded to that we tended to be laying off over Mills through all the music and arts teachers for the middle school years well we do have some surprisingly stupid situations still the that are going on and I I hope you'll look at all of that I wasn't even aware of that so yeah there was a reduction in deliveries pony I'm sure yeah there was a masses have cameras the district just took the money plugged into what it could and said to hell with the rest why I don't have anymore ere we bring up a lot of apart points we're still trying to sort of understand past practice staffing levels so much the throat bit not going in the middle grades so I apologize I thought that we did the opposite whatever juice and at least amethyst whatever to me that's numbered now we should we shouldn't move money than that yes I don't know that we have I have not seen Hitchens a the white of Hugh office eight our students got to up items look so can we like we'll look into that I'm not aware of any that's certainly what a fight for everybody wants a lot of them that is still happening that's like we got just great now stop that would be I can circulate a big massive spreadsheet that shows yeah I don't know I got a question I got from staff this year so my love for school business okay from fifth grade being the lunch do these for relief for the secretary on my elementary school so carried over Oh sometimes it plants the seat I'm going to know that's not the case for every child but I was telling you that that my first taste that it was to give them at school my mother on my schedule marched out of the principal's office wasn't honest kept those elementary school during my lunch period but anyway I'm gonna continue on now right I can't miss out sermons tonight as a reminder that we're looking at fifty thousand students
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so as the beginning we wanted to just speak about all the voices come to talk to us all voices that don't come to talk to us and this new year there I think there's been fewer voices it's also crumble it didn't work that the team came together and proposing the budget thing really trying to listen to where the needs were so the reason I want to have you take a look at this the people we call the heatmap just reminding you that if you look at this column that says it's in a yellow to green areas on the right it says 2019-20 developers do so that is how this is sorted so it shows from highest to lower and our schools of dollars spent so so that's the story it's not alphabetical showing okay so when you look in the red two sections listen you have math language arts for three years of student achievement just to get a sense of where we're spending the most money now this year not this is the historical as well excuse me what would be spent in nineteen twenty we prioritize schools the red need the most improvement and then scaling if you go to the second side to see you start turning blue or this hierarchy so when we look at the next section its how many students per have to email into the schools so when it's green to to read 3 this having more staff member students compared to the backside again decreasing with stopping where there's need for approval and we have a three-year history there and then the third is the dollars spent per student for three years and again really looking at when you compare that to the next one where you have the free reduced lunch or meals by direct certification percentage you can see that there's definitely it goes from orange to green so the highest poverty is orange and flip it over you get to the other side so as the poverty levels go down so have the dollars and the achievement has gone up okay now I will point out that these are not all the same three years again because we have dollars for two years that we don't have the achievement results yet but we still want to show three here with history okay so just recognize that the years are not you can't align them to the same ears I bring this to your attention because to me and to this whole budget got introduced to this whole big picture that we have brought to you the story I think this is one of the most important pages and this budget document because it really tells where our priorities are what is the most important work that we need to do and I have will say that you can see also the CSI TSI in title schools being given priorities discharge so I'm really looking forward to with all the investments were making in what we know will improve practice in the classroom to improve instructions for our students they have also that systemic changes and that kind of supports for our teachers I'm really looking forward to looking to three years from now when we prioritize the dollars where we believe that we should be prioritizing and to see the results that we're getting with making not only just bending not just reducing class size but also looking at what what are we doing to improve our classrooms and schools so with that
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just wanting to make sure everybody the reproduction smaller reproduction his would one circle that was a presentation in a previous oh you can get cigarette great I just copied okay alright last page so this sort of future future thinking I mean what I guess the so say that what's the Student Success equity comes through you know I'd be interested so like if if we wanted to move sitting beyond eight percent of you know now what do we need to invest in because it may be that we're not just moving them a small increment but Roger implants then say we that is at thirty three percent or graph that's at 43 because some of these differentiation and some of these pursued dollars it's like well we spending that is differentiated dollars being spent on the right things to change their levels of student outcomes of the Macan I don't know whether its aspect is there or not but I guess that was that's what i curious who I want to know versus just layer a little bit more depending on where you are image in the chart but but wouldn't we look look we putting into that and that was specifically investing and that's going to move that that number I mean sit and invest us started surprising there just like one line apartment one of this 8% now there's twenty eight percent that is your levels those are exactly there any questions reference to her so the ones that are puts the supervisors think about every day that's why the different shoes recruitment plan news 15 spend its time think without we've heard from a snapshot of that in our presentation routine about differentiating school supports do investment would actually allow us to put in evidence-based ear tubes additionally certificated intervention teachers etc they would be a whole maybe you prescriptions we do begin to apply that a be fun to actually look at these all disabled our matrix to see it's not really a resource issue it is around a broader array of outcome data conditions in the school combined with the intervention if you stay focus and right now we're analyzing that through the improvement science process somehow we're completely revamping how we are constructing our school improvement plans before our school improvement plans and before that or really a compliance based tool just to satisfy the OBE now we're completely revamping them so we're actually doing some really in-depth analysis around the root cause of why we have an 8% to achievement rate you know in mathematics and really having instructional leadership teams at each site really dig into those root cause analysis as we build up a new school improvement planning process so then that's actually the right questions and the conversations that our school days leadership teams are having as we speak now as they're constructing those three goals around literacy mathematics and culture in life however when you look at what I understand is the only in-person support for kids who are behind in the schools as reflected budget book it's the instructional specialist and the allocation of those does not match where the numbers of kids
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he did our and I think the same is also true yeah with the application there's a real disconnect there when you look when you take the percentage here take it out of enrollment and see what the raw numbers of kids are who actually linking L they do not appear to be getting the in-person help that they need yeah and it would also be incomplete propagated flawed theory of action sorry that that problems were brutal solution this is why we focus so much attention on making sure we have a solid core curriculum in Tier one so that all teachers can actually differentiate to an extent we need to needs of diverse learners and then we can get really specialized in the students we need something more because we'll never be able to purchase enough instructional specialist and frankly they don't exist so how are we going to train up all of our educators and make sure that in every school community there's some access to some of those specialized supports that are that are more unique so this is this is why we'd have to sort of make the base strong so that as we want to pyramid we're pretty efficient with those resources so at this point I'd like to get us to this session and I asked the core as you look as you think about our original proposed budget everything there plus the two pages that show the updated revenue and we expenditure changes is that something you can support as been present tonight do you agree the priorities and is there consensus for an investment than any other specific questions that it doesn't appear and or dancers that disappear they watches around the spreadsheet you can show me oh so in terms of a discussion do you support what we brought forward do you agree with priorities and is there consensus for any other investments granted I may not have additional funds but if I do this Beckett sighs to shake it all out is there something that is so what sir initial question I have is I I don't know what process you went through where you agree the line said we're going with these and not with these in terms of you came to some kind of prioritization so yeah I have an idea of what were the last in that sense so if the Lord said you know what we really want to do that's a given where would that money come from what would we what would we give up if your ship tonight I need to be a trade oh right so we don't what we don't have a sense is what were your kind of last end as you were going through a prioritization process what did you find that it kind of was the last thing before you stood up it really came from across different it wasn't it came from different areas the one is a correction so that's things that are in the budget now on the forward major it came from various areas throughout the organization and then the superintendent of night set it down in there that was to compile a list with this yes but also
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talking about the original are you talking about when we had a larger dollar I'm talking about there is the original budget presentation there are some things you're included in that you did included and brought together requests from all sorts of different departments and made choices about what sin was out I'm talking about what were this sort of there's really more investments expanding we would like to expand we had made a priority in in November as a SLT we made a priority to really support the instructional side so when you look at the most of our investments it is in that part of the work there was a few operational that were safety and just hadn't had to be included but we really there were tears of work that could be done in terms of the instructional design I'm increasing curriculum dollars we don't have enough for what we need for curriculum and even just the professional development the supportive schools so if you're asking what would be other ways that we would prioritize as a SLT those were the areas where so we said you know we want to spend two hundred thousand more here what would be your first choice to say okay that means look at there's 100,000 out of here here and here I'm not looking for a long list from the hoard where I'm going to have to go back and make reductions what I'm trying to offer up as we're reconciling our revenues because that's where I see we still might have a piece come through is there something that the board has consensus on that they'd want us to make that far beyond it so I'm not really one unless the board was to help with Katrina it's not something except for I look at four point six million dollars just got spent and like we didn't have somebody else came up with speaking to the disagree point so I I don't think that's really that's not how I would expect the conversation what would you suggest well I guess it would have been good to know there was 4.6 million are gonna be 4.5 million dollars and then a discussion about is there you know agreement on some of the issues that have been raised over the last several meetings of where that money would go and it's not saying anything about these particular priorities are they're listed but it's like so we're point five million came in and it's gone and you know I think it shouldn't be well now if the board you know we've been talking about something or it's been a focus for the board for us you know whether it's a year or you know two months during the budget process that it's also then now it becomes a net net like something like we've got to go find those resources and I don't view that as the board like rewriting a budget it's just being part of the discussion sure so I can tell you that these numbers are hot off the press I was reconciling them in negotiations working with staff and you know having had conversations last week so when you say so really we're trying to get this to you two weeks before you need to approve it that was our goal is to give you time to PayPal so it really is the as soon as we can get these numbers to you and we had I'm very pleased that the two numbers came out very close together they were developed independently they weren't developed because this was there and that was spilt they were developed in the pen and when I finally reconcile them today at the final reconciliation I couldn't have been more pleased that we were hours apart because it could have been another different problem so I'm not saying there's any bad intentions I'm not saying there there may be other priorities and so to express this Scott but well we have to you know come up with other you're not looking for the
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board to redo the budget it's like but so if you want to add something you got to find something you know it's got a net out it's really it's just a it doesn't have I'm not suggesting that it has to be the board that identifies that but what I'm saying is that if if additional resources come forward it would be good for us to know what were some of the things aboard is thinking if it doesn't then I need to know is that something you're willing to have reductions and other or areas to pay for and so I'm fine taking the budget forward just as is be presentable right but I also want to give this opportunity for the board to discuss their priorities that's the attempted busy let's just jump in now that we have an irate so I'm I'm still back to it's an imperfect process this year that's I'm good with that the the sense of pure conversations before the actual budget formulation started you know you listen you listen to us and came out of our discussions and I believe you're coming up with this budget in response to a lot of that and it may not perfectly match our actual well now that we're actually talking dollars and cents so what I would have liked is that here's our best thoughts that match up with what we've heard but here's some because it may not be perfectly aligned here's some options Nance I don't I don't see that that's the point of these two items that we're leveling up know I've talked about the whole thing if this had never oh we get some more money here if that had never happened I still have the same question yeah I think you the team has done a really good job and around the margins you know there's always her inference I'm back and forth and I don't have my tools you haven't given me the tools to say well if you want to do a little more over here then our choice would you know if we have to cut something this is what we we would suggest that you give up so so I our intent was to bring you a list of what we believe are the priorities at this point and that's that was the expenditure changes the only one that is scary I'm hearing okay that's hockey this is part of it but a small part I'm not talking about the whole enchilada do our operating budget of fifteen or whatever it is to say there's always that marshmallow piece now there's a lot of that that's just my view but there's some things around the margin of we could push for a little more here like a nightie but that would mean a little less over here and I don't have a sense from you all your best judgment of what would be a little less over here because we always funk and I feel I feel like we've already done that little I think we've already done that when we brought the proposed budget to no you have no idea what I'm talking about that if it's 750 million my theoretical question is what was that last ten thousand years of N in terms of least value it's all about you and so when you say it's the last thing we don't have elastic that's what I think that's actually yeah yeah because it showed up here a couple of these the last thing was a sign that talk about the correction or ITA's Acurio the the art plan was we got a little more money
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and certainly you know I yeah we all we all love art so it's not well that sounds really great and your judgment was that was the next thing on as opposed to actually it was did not work that way and so what the way it worked is Guadalupe and I collected from people throughout the system things that needed to be adjusted and when I compiled the list I had I shared it with him he shared his we got one master list and that's what came forward it wasn't something where it was weirder than it yeah yeah we're rollers okay okay so I mean I think I hear what you're saying so to come here tonight to say we've done some further reconciling from our original proposal looks like we're up four and a half million you know here's the menu investment areas we've done some initial thinking we've done our best to rank them but maybe the board has determined that they want to rank them or maybe other things on the list that we've heard you say and we've kind of done a rough cost estimate of those so looking at this full menu 2100 order yeah it were if we're looking at marginal challenges we have to know the trade-offs because we might say yeah I know art the trade out service if we want to do the artists thing for a while let's expand this out these two you know another two weeks ourselves good too what are we giving up because at that point we might say well second five crap we have a limited budget or you might say oh well hell yeah or we might see yeah maybe another question to ask is if we have in our reconciliation of revenue if more money comes forward is there consensus of what what if if we get five million less what would be that number one two three things I don't have an answer right here I have to consult the team dance okay that's but I'll tell you something how you implicitly made that decision budgeting so and if so then what are the lowest ROI maybe true Oh different way that we are still developing our academic return on investment process I'm working with getting the instructional leadership to join us in that training with you and so we are not as far along so yeah so you talked earlier about priorities so for example I'm still wondering so my big priority is that we get off his limit and we've talked about losing a lot of the of dollars for investment and beyonds looking at what so if there are other vestments here or money is available for me is the port number that would be a priority to look at how we support the continuum of students towards their signature to tier 3 yes so maybe that's an example to talk about what are our priorities to me that's number one and I would choose that I mean I wouldn't want to have to make terrible choices but to me that's like through some events but I'm sure public education I think that that's what we owe every child is literacy that's kind of a tops the expenditure changes the court needs among a lot of these Corrections or things that I would say the first one is an actual affection I mean there's two carryovers right so so the carryovers are basically just is it's not a it's
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not a gimmick like it's just what it is unless we made a very explicit decision not to apply the unspent maintenance budget to the next two to the summer one right we can take that off the lips I think yeah but so we wouldn't have to make a decision on ffense and and the wisdom of doing that we can debate but okay but otherwise your your approach is that it is standard operating procedure in the district so cheap that this carryover happens right it's a practicing and so on my prior constricted so that so successful school serving I'm assuming that yes I would say that wasn't our site leads that we should have had that and a bunch of my first time that you could also I guess asked the question we just didn't we're just getting the research like is it in every year if you need to do it every year is in every other year I mean I would say you know just having looked at it's like looks like it's great data but I wondered then we're gonna starting to do another day of cycle without actually doing something with the native OB so it could be an every other year technology support I also sounds like it was uh we probably should done that so there is a general fund in fact as we modernize their schools absolutely okay so foundation okay so it's Turkey engagement foundation engagement and strategic partnerships that's 150 grams and that was Brittany from wrong that was pretty much a response to what you heard Pepa less right so Jonathan's team is going to take that 150 grand and parlay it into about the money so we're not not in the vacuum though I mean I go going back to Scott's question is like all these things they're trade off so what I you know want to put more money into literacy to Jewish point to tier 2 and tier 3 I had you there were some other things I'm just I'm just articulating the logic here right right right went through okay um tub many rooms really makes an ugly green that's money that it's money that was budgeted to be spent on the new middle schools and they still have work to do to get going as a new middle school and they haven't spent all of their funds and so the request was to carry it over to continue to support that process okay so next I mean we could theoretically decide you know what what I did it right we're gonna take that tonight you the doesn't know you so custom but but it's a carryover so I'm not even sure what we're doing with it this is part there's not a lot of detail okay okay so what my point is there's not a lot even in this list there's not a lot here that was driven by oh look we have extra cash a lot of this was already country eight and you could unlink it you could do something but okay so the only thing it sounds like to me see the only thing that was really a we're gonna take a chunk of money and we're gonna decide to do something different next on education is that thing to me like with no budget until there's an approved budget right so so that things like we encumbered this or we spent it it's like we haven't because like this is the budget process for next year it's not like these guys get to go to the funder line necessarily and yes I would look at it's like so if we didn't spend it this year I like them a lot more questions like why didn't we spend it there must have been a reason we didn't spend it and then what specifically is going to because we both those you know those numbers that's three and a half million dollars and so but I think the point about this list is you could
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prioritize these some of these things in this list but describes lectures week is there's 600 and something million dollars where there were other trade-offs so then the investment they do five and a half and throw a half a million I'm just throwing those here at the belly on explore your - two or three or or or and now if this is going to be the board's budget we have to have at least some of some of them and yes a lot of a lot of our values are where they don't want to reiterate it's a really good budget proposal to sign here on the edges and I speak for myself but you know I want to feel like I had something to do drip the sidestand good it's a common feeling by Budget Committee usually I am used to working with which includes you your CDRC Libby makes him here instead of what this district has by statute is a more separate process right it's a common feeling the budget statutes were created in a time before measure 5 before you had measure 50 where there wasn't a predetermined permanent tax rate the budget committee used to determine how much money would be raised by taxes by actually improving a variable tax rate that gives you go up or down at this point and where we are with measure 5 and measure 50 is we have a permanent tax rate that never changes so I often hear from budget committees there's no decision to be made here I don't feel like I'm really owning this process and it's a lot of it is because you no longer have that decision of what should the tax rate be for to support the districts and the system is designed I want I have no experience with that system and that's not why I'm talking about okay the expenditures and I mean frankly we get I mean I think ideally the budget is a blend of the expertise and professional activities of the staff and the board bringing community values to the process it's a melding of those two and man just collectively on the board there's a hundred years over a hundred years of PBS experience which you know and stop bringing hundreds of years of professional experience in melding that and what I think we're trying to articulate is that yes to some degree some of the values were bringing are baked into here but not all so just to say and here it is and we're approving the tax rates I think the tax rate is just like an afterthought I don't think I don't think anybody runs for the board just up the tax rate so it's the line item in the resolution like setting the actual rate but I don't I think that's a and this is what you have to do to get the budget so it's more about I think what we all bring is like how does this impact students I mean and from a non educators sector Julie or non educators stamp but it's not about the tax rate that's just a mechanism that happens what action that happens you spent how could what would be helpful to you because I'm having a hard to understand my baby so for example the Board agreed with Julie and said we want you to put some resources to make some anyway and even full headway in tier 2 tier 3 literacy interventions what would
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be your recommendation of elevated X amount who would get this and we did weii mountain to get down and if we increased expenditures here our recommendations would be if we have to come somewhere here's one place we would recommend not or maybe you know there's a certain point where you can't really bring things to say here's here's our best judgment as to where we would that's that's what I'm looking for so I'm getting the the request to say well we might just send someone I'm here but I want to be responsible and know what that trade-off is because there's lots lots of places love to spend money on but I don't know we might come back around seeing that much of that lousy Nani is failing well we might say now these are all tough choices I get what you're saying [Music] this is the board's budget there's a lot of a group bunch it's all general fund everything you have enough minutes and years you don't have to do 2.4 million as one example I would love to have our alliance be a part of this project where we attach a coefficient our alliances do not comes with dollars on anymore any number of the menu of issues I don't know how the board was making those decisions historically but that certainly some of the direction than what I had maybe just a little bit about how stop arrived at what you see in this budget book there was never any perfect but you know we we spent dozens of hours locked in a room together and said wow everybody you're all new Chiefs here basically new department heads what's it gonna take after we subtract off of the budget all of the staffing we have to provide this is what's left and so tell me what it's gonna take to run each of your departments at its basic core function so that it's stabilized and we can and now once you've all done that what would be the next level or two of work that you would love to do and so literally everybody charted that around the room and then we have this the next question now of all the things that you would love to do beyond your core essential services are gonna have any impact on student outcomes which are most directly a through-line to student outcomes and that's when we came to our realization it's going to be sped because we have to and we haven't done that well it's gonna be more curriculum because without that we're not floor we can't even satisfy our basic mission and third our kids are in crisis and you need more behavior supports and do all our conversations flavor partners that's going to be the third area we're going to be investing in and so that's how we came to sort of our thinking about I don't constitute our budget message and where we would apply our resources and so you know we've gotten a little bit better numbers we've reconciled of course we took some discretion and prioritizing a few other things we've heard along the way but you know there's there's always some margin and I would love to bring you the menu because all we would have to do is pull out all those charts and we would list for you but all that next level of work is across the entire organization you would see sort of how we how we came to those conclusions but you might decide we've been talking to our constituents that thing that was on your list they didn't appear necessarily for 1920 and it cuts budget is that something actually we want to prioritize over this and we could we could have that back and forth conversation if you wanted to kind of get a fuller sort of picture of what we had to contend with so that's the exercise we went through and there's a few more things you know that we've heard in our conversations you know we should frame we shouldn't we didn't have to frame these as and board we just you know just bless this this is this is how we have a little more money this is this is where it should go it's like they're some of our best thinking there's 10 more things let me debated there isn't an exact sort of coefficient attached to any of them because not all of them are student outcome related some of them are just necessary work in the district that we should begin to pay attention to but it's totally up to the boards discussion and discretion to sort of you know let us know how they how they want to prioritize
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so I can I can throw out my list if that helps change the dynamic of the things that either questions I have are places where I and the bottom aren't gonna be any surprises but that raised before so the tier 2 and tier 3 struggling struggling struggling to read after that I'm going to go back to the Roosevelts capital dollars I think we don't have an adequate response to the community of what happened to the five million so for spending money on capital by army spend hands or earmarking and reservation or Brendon sorcerer for me right five members it seems like that's what's it working it to do and the district did and until until we pass a resolution saying we don't want to do that I feel like there's five million should sit there until we get the CTE plan and go you your first item I just wanted to capture that right invested sincere to the three the bridge alone training around the red literacy and the you know students leaving third grade right I'm just go through my list so sorry that's probably the most powerful thing at this point okay so I'm concerned because I haven't seen the budget detail and it wasn't originally in the the or chart the systems performance office if we're gonna go deep as a district on performance and really shifting our budget and our people's focus around improving student performance we better make sure that office is capable of supporting it so again I don't have enough detail to know whether it's enough but I don't want to get to February of next year and the you know how people in that office to do we need to do because that's probably our most important work the middle grades sort of a base equitable office a base of equitable offerings how is that defined so if you have you know three kids that kids don't have a world language we should add that or whatever that whatever the base equitable our middle groups the middle grades that allows email schools because it's the case usually that are then sort of similar to the systems performance auditor I'm concerned that the opposite of equity has one person is and that that's not enough to support a district that has long historic racial equity issues and I think it's highlights the prior it is for you looking a bit being that she equity officer but also they means you got have people underneath that and I think what I hear is one person in the center offices are not so losing the equity sort of Action Teams and where there's a system of supports for the equity work whether it's you know embedded in different functions but that that it seems to be missing and I think some of the things that are manifesting themselves in our schools the issues that are getting raised is a reflection of not having that this is a teeny issue but I raised a player I think there's a small amount needs to be added to the internal performance auditing office going into next year you know some sort of funding for both polling for the bond and communications because I don't technically set ourselves up to be successful they went back out to the community with probably the ability a dollar bond and then the last glance it just happens I had asked a previous board meetings some questions about the executive office budgets looking on I still like to see that because to me that's part of what the community to look at is trade-offs that are made and so my last question is does this budget allow all
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high school students take full scheduler classes thank you crank or can something is does this budget allow all students high school students to take a full day of classes we can get to the insert I think wrongly suspect there will be two days for that classroom can get pay so to take a full day of classes and I expect the answer will be yes have we budgeted enough FTE so that every student can do that I will be amazed if the answer is hot now I don't we have to have a 90 percent of the student the high school students taking a full day of classes so I guess the question should thank you for the fresher the better question is are the school staffed for 90 percent of the high school students to take a full day school given the staffing requirements p80 contract so that's my evening all offenders should have any papers instruction along with it truly and I just want to make sure you know the Roosevelts capital dollars the staff recommendation is now using CT as well as the remaining 2012 so um that's great I I don't have a preference of where it came from when I wasn't on the board when the original resolution this raised but I think the board made a commitment whether even though it was a split vote to do something and I think it's it makes a lot of sense to do it informed by the new CTE plan know so you know so it doesn't matter to me how it's paid for I just think just there was a commitment that was made and it's not going to do it like the board should do it is it okay that six yeah I won't know this is like a big food Rosabelle community feels like the money is hiding under one of the shells and I'm just being transept the memo went out okay so I should be represented in the it seems like in the budget if that's in it and it already is by being in the seeds it's in there is funds to support it and that's what's in our memo to the board and my apologies I thought it is on now so I appreciate the listing and I'm sure as well for some of their interdependent from one another or like question around the executive office budget last Tuesday we share scope for priorities that would be funded with things like the educational proposal for the broader community around the vision development as the strategic plan the operational the middle school redesign work that's that takes funding to do that work bring people together this is your performance was definitely listed
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a high priority for me to work we wanted to plus we've already agreed with the board it's gonna be hard there's a million dollars a lot of personnel there's more than a million dollars with the back tivity there so you know I I would need to decide which of these things we can do little or no activity and in which ones are we gonna prioritize this is where started drawing you know connecting they are between everybody's lists see what both what we'll combine at first and then we orient there and it's the same thing with sort of the next level items Department leads would also want to think about who views more money for title nine training absolutely we use more money to add a second section of piece and schools and schools that are interested in it absolutely like so there's there's the list of menu listed I know that they each also have in mind but it would be helpful because this is the time that we have for this to get from each of you because maybe there's things that really stand out that you are in consensus about we need to figure out how to how to balance the books for the next iteration but there's no point of the discussion they're pretty good also but looking down the executive sentencing and whenever we get it like for example I asked for the year-over-year increase and like worst like what got added what got decreased and your community it's been I think it's hard to argue against any of these things or for it without sure and I could also just spread it all out or we be in my assistant it's part of my budget right but because it's it's a million bucks for a billion-dollar organization is nothing sort of discretionary and now to pursue next level work into these areas so from my perspective just like every single dollar in the board office it's going to get scrutinized I think the same thing happens in the executive staff because that's what happens when you're at the top and you're accountable it's just I mean it's it's not a criticism of what's in it it's just there's a higher level of accountability in scrutiny just like we I mean we were talking about you know a couple thousand bucks on the board office budget and doing it so I just think that's an expectation because if I'm a if I'm a parent in a school that doesn't offer or something and you know middle grades you know a K eight nine or old one and I'm looking at over what West Oakland has or Mount Tabor or so would and we say well that would cost two hundred thousand dollars to add and then I look at the budget item and I'm just going to keep picking on this this one light item because this is what people in FINA go ask is like we went from 1819 to 1924 a travel out of district it went from 300 to 700 thousand so there's four hundred thousand dollars an increase and you're prioritizing this is the conversation you know conversation you have with you number you're prioritizing out of district out all over something else and so I do think we have to be able to rationalize explain at the top of at the top of the districts are expenditures and we had two others last year well and and the superintendent's office from probably the last eight years no I'm not criticizing you don't understand the exit we are all accountable jointly just like we're accountable for the board up this budget just you know the superintendent executives that same level of accountability and just like we need to make make the case of you know why we're we're spending money for either in district or out of district travel that's like senior section you know that has to withstand the scrutiny and the trade-off of other things that we're not saying we're gonna do just I think that's highly being transparent about the public's dollars because I think I'm rather brutal about it but there might be some things that you know folks if you don't think about when there's an extra out-of-state travel light some of the people sitting around here actually we recruited at those events for instance you know or PTSS work who's highlighted or spotlighted in a presentation that or we learned something that now is influencing the
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budget proposal that we have in front of you for next level work next year for instance so you know those are some examples of things I have to weigh and I know that there's more priorities here than a million dollars is going to move you know work in but people want to know what that is and I don't have a problem sort of describing that or I could just take the million bucks and spread it along the cheese and they can do that next thing that they wanted to do and we don't have to move on any of these priorities so there's lots of ways to sort of best there's money in see you know I've outlined what those priority areas are gonna be it's okay to tell you for how it was goes in the end but you're talking I think issue if you're saying you're not okay with any kind of discretionary budget that is not specified know I what I at the last meeting I asked to see what the year-over-year changes were so I haven't seen it yet in this apparently coming and like what was at it and what was you know what went down and you know I think just like we went through ours with a degree to a degree of detail that did not happen as parts of the organization that that unhappy I don't think that was good use of define for the board to debate some nominal expenditures maybe should be spending our conversation talking about the big areas of expenditure and what return we're getting on those investments so I I think it's important to be transparent about it but I don't think we should spend inordinate amount of time around a rather nominal budget I mean for my last district where I served as deputy superintendent I had a multi-million dollar discretionary fund so it's a different context here ten ten thousand dollars spent on flower leis we're gonna hear about it for the next ten years so small amount of money okay and that hasn't happened in years okay so give it a rest I'm just a really they're responsible it why is it you're responsible I'm just saying small expenditures can have a big impact when you talk about it all the time I mean I have a Secretary of State to audit has a certain place it is a moment in time it as as you frequently said when it came out it had certain motivations behind it and I don't think we have to govern our lives based on a deeply flawed State August the point was is that a small expenditure as impact and I just think everybody has a different so I think it's time for us to regroup here it's getting late and staff that leads an outcome of tonight and that is is there consensus from the board I've heard some since I have one item that has I've heard from two board members that it's important and that's literacy tier 2 tier 3 intervention making sure every third grader can read but I'd like to give our court members met before opportunity to each take a turn because number one and I'd like to hear all sudden well I like it returns you to have the battle makes sense I'm the only thing I can think of adding is what it was cost to implement the requests we got lower implementation of five to seven to and as far as I understand it now there's your question Tosa and there's their quest to to fund their proposal for teacher professional their model of what professional yelled again again has getter I'm all for teacher training it doesn't have to be the one they propose just like the other specifics and their demands right it's there yeah yeah so that's all I know I think I think that's great who just made a public commitment that we're going to decline the Justice I got people with extra time to work on that an extra person he's not going to argue about so to move that work okay I'll go so I'm going to go back to the priority investments then actually are already in budget six million dollars instead services and classroom positions I'm in favor event three million dollars and differentiated school supports I'm in favor of that two million dollars in curriculum abilities that's a good day million dollars in health and safety for
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building maintenance and transportation yep squeeze more but I'll take basically quarter million dollars in social-emotional learning yes quarter million in multi-tiered systems of support yes quarter of a million and professional development which I mean I guess she had more at all but I think he's a good um maintenance carry over two point four million dollars oh hell yes I mean we haven't talked about it recently but a year ago our hand was on fight about maintenance I mean we talk about it all the time you see yellow man is getting you know talking about me and endlessly we haven't talked about it and not flip lately so yeah 2.4 million absolutely I mean if I have endless money I would probably want to do more things I think throwing some money at the climate justice stuff since promises were made and not kept yeah I'm in favor of fulfilling the promises made to Roosevelt however we do it I don't know I mean what is the time I don't know I it feels like an exercise in futility because unless unless there's there's some sense of what we can cut and I don't know what that could be because we're pretty bare-bones then each one of us sitting here getting a richness based on stuff we heard I think that's irresponsible to be perfectly honest or you know that you can label your own actions but part of the process is we get elected to the board to bring forth issues that we've heard of the community or that we've experienced or that are missed by staff or then maybe we have a different priority it's not here it's not you're responsible it's part of the discussion is we give and take if you don't provide our own list so I think for years and years and years I watched boards how we're doing a process [Music] Julie did you stick your taking I thought that really low resources to just provide all right what's that Julie to too don't you yeah great also few things I think you ahead of the dyslexia once we start weaning there's never even need hold it next that's not as small as the actual classes that are intended to help middle school students who are climbing the one that has most is Jackson which is not coincidentally I think our highest performing Mills right we're running tests with our minds before every year for both language arts and for math they have one core course and then they have two supplemental courses or that here for bringing bring up the kids who are body and not coincidentally Jackson also has most of us lives of any of our middle schools now they don't have a
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huge foundation they've only got about 700 kids compared to what Silva's I don't know how they are doing that I don't know how they're growing those supports but when you look at the performance of some of their feeders students are not mark up they are clearly doing a very good job I think it would behoove us to find out how they're doing because we're talking about outcomes well there is a very important fountain and they're throwing some FTE at it and I don't know where it's coming far they're using their available time and current staffing and resources in different ways from mostly húrin we they are we ever it is we just learn from it but how are they yeah how are they covering everything and they're a bridging art school Oh God well yeah squeeze of influence right around as we do middle school redesign we should think about what are the unique features there that sorry just I kind of I just wanted to answer your question of the last time Jackson those code had money to pay for an FTE Pro foundation dollars just to know that you love it so they have not raised and you know ever since yeah I'm elated one without supplement I staffing right they're accomplishing a schedule where there's more robust academic intervention time for students and more electives and have cake eat it to a big eat it too yeah they got it so here's the summer school dollars there's like over a million dollars is that for this summer of the phone summer for the Summer Arts Academy we're proposing well is that is that what that is I was only talking about that no there's well there's also in the budget there was like a million dollars for summer and stration correct me if I'm wrong staff that's generally only credit recovery okay first you guys what that what that was because I think the last couple years there hasn't been any I haven't seen 482 suburb extended right yeah yeah I would love to do stop me but resources thanks ever so I don't know what my talk about but it wasn't me yes well we were you were proposing that Rosa Parks what they want to stick with what they're doing so we're looking at you know what operates I swear somewhere I saw really though I don't provide some savings we're going to drive through it so summer opportunity for like if you're not ready for a fourth grade and was Frank I wish me where I'd like to call it a fifth quarter and to look like the revenues every one accelerates yes but wait climate change to keep them happy that there's some alternative perhaps it was for some a few band-aids so is the little grades and the music additive tier list or is it this is I
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always have a hard time arguing yes sorry and we just calls out one particular bad date for Beaumont feeders yeah so I'm just gonna keep it simple and it is team that's the work to do together proposal okay so now what well I appreciate sort of each of these items is going to take some more first out hops down well that looks like work fully integrated you know it'll be our tots to see how are we making out work and hopefully the next time as many of these as possible okay that's two weeks from today we're going to talk about this prior to each week which I would think they wouldn't have to you have to mention yeah yeah and I'm wondering look miss Li let me think about it overnight so jumpsuit what I heard multiple mentions up for the no middle no middle school equity I'm really great so we've got so wait a minute Wow well I mean it's a you know you're you're talking about there's there's us there's a million Wow's you know of stuff that we would do if we had more money so what are you suggesting over you want to cut back on special athlete well I guess no I guess I would ask is like so like climate justice and some of the other new ads that's I'm just saying I'm surprised because for the two years I've been on the board that's been a major issue for the board and we made progress by opening two middle schools and by providing additional support to aqua green but the work is done yet so yeah I so approve like I like is there is there a way to do climate justice with fewer resources fewer resources is this a resource issue or is this a focus issue which is sometimes focus isn't dog rules and is that more important than kids in k-8 who aren't giving so what we would consider a base level level yeah I guess if somebody showed you I mean we've heard 4.41 say not my class it's not well it's right here new slides items bubbling out for 24 month we don't have it oh we do but it means where you want to cut that I'm saying you want to put that time into special education that is by 4.4 million or some other thing back to your original question of what we're what were the other things that were close calls or I don't think anybody would say specialist would be you know the thing right up the line so I that I think we saw the things right at the line are these the ad package that sharemarket they were very pretty course as I'm willing to at least look and again I'm not saying I'm voting YES to
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spend another hundred thousand or another 250,000 I want to see what the trade-offs might be that has a that's a pretty penile trade and to me the metrics you measure of the tier two tier three that is core work and that the a pass that's but the the investments we're pretty much limited at all work right Rico well what about that get 900,000 that's there in there with some of the middle school sis need to meet it simulates a lot of this things undefined and yes they're weighted to target someone that perhaps I guess if I will I'll drop the issue if they can show the kids in the middle the middle grades are getting a base equitable package not they're all getting the same because we know that that's not happen that's not gonna happen but that there's a base level of equitable programming at all the middle middle grades because it's a well it's too expensive it's like we don't we don't know that because you know what what are we defining us it's the base level programming for the middle grades but we did say something like well nobody's getting upstate for examples so what we can what is the office I guess my kids they went to a middle school there's a title one middle school and they got so few electives and they did have the whole office aid and like it's I had a student who went to you know come on that and every single elective and I just think we should look at that so maybe I happen so I'm with you on the getting rid of the office aid but maybe except for when Claire was there but maybe a public one more which is what do we think is the base like do it does every seventh grader have access to take one real language because if they don't and that's just an example of it we can pick what it with the base level that we think they should have and do they all who they all have it they have art or music do they have you know one world language it was 4.4 million to answer that question I don't even think that's really an accurate number I'd like to do little school redesign in a thoughtful manner that looks at all of it so that we actually have a clear definition with the community around the little grades will be anything we're talking about right now that I think would be the accepted what we could look at is you know what's what's the inventory of offerings and is there glaring the hole somewhere that we can try to plug so that we don't have students now while we do that bigger work down the road just isn't shorted and experienced I have to catch up with the notes on the task force and what they discovered because I don't know what the scale of that is it's not going to be 4.4 million but I don't know if it's two schools and three sections of an elective or as 12 schools and 48 sections that we would be defined but if there's a few places where that's been historically a problem and we've looked at their school budget and they haven't prioritized other things then look at that but I just have to know assessment of what that would look like and any approach we take would just be a bad thing for the coming year so that kids in middle school now have that opportunity so I guess the question is so it's not going to be done for this year so we have this this year's what it is right I mean this upcoming next year because we're not implementing those will redesign next year so I knew things are wrong band-aids when kids are getting something really inevitable and if it's one at least two years and that's not a big it's not a sling it's a band-aid that that seems to be the equitable thing to do directly and I ask that this longer work cuz now we're into year two of the redesign for
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those kids who are still in those schools to make sure that we can say that they're they're gonna head into high school having had the basics and make sense it's probably not anywhere close to or not and I just saw that with the scale of it is I don't know what we can probably gather by Tuesday so I'm assuming there's been somewhere that's looked at this and I don't know if there's a middle school equity fund we can set aside for now while we work out with principals where some of those are but I would have a whole lot of questions for our school communities if they made car making decisions that some of those inequities in place for students also so I think this is a shared responsibility awesome so we're not just neutral solution that gets what they need they may be and sometimes it is I'm good at scrutinizing school budgets but I don't know that I could look at them all between now and Tuesday there okay it's going over the lemon I think that's passed you Lisa who's helpful I think the team has to regroup get a few hours of sleep and get back at it and the team has been listening and you know they have scope to work in mind I don't think anyone's mentioned anything that would be supportive of it's simply a matter of how we must prioritize their resources maybe some other body of work get sequence for the year off course we tackle some new things you brought up those that's coming in conversation in discussion then we're gonna become something so what's currently under connects weeks so under state recognition the college and career readiness plan the evaluation of alliance that meet campus 5/9 quarterly updates OSM and EAC have a GPS foundation present at all so we've been bumping the foundation presentation for the last two months so so probably well do it sometime week we could just have a really really warm we don't if people would be satisfied with memos written memos on osm and BAC then we can dispense with an in-person presentation and that would open up some fun we could still be posted with the interns right yeah right then the community would see it yeah the college and career readiness okay so we can do that but what is the

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)

2019-05-14 PPS School Board Regular Meeting, Work Session

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: Regular Meeting of the Board of Education - May 14, 2019

Event 2: PPS Board of Education Work Session-May 14, 2019

Sources