2019-05-21 PPS School Board Special Meeting, Work Session

District	Portland Public Schools
Date	2019-05-21
Time	missing
Venue	missing
Meeting Type	special, work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Special Meeting of the Board of Education-May 21, 2019

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this work session of the Board of Education from May 21st 2019 is called to order good evening everybody thank you for being here this evening tonight the board is honored to welcome our students I'm gonna keep talking way okay all right tonight the board is honored to welcome our students who have received the seal of biliteracy from the state of Oregon we have we will be posting a list of all of the students who have received the seal of biliteracy on the PPS website and families will be receiving a copy of the complete list from PPS and students will be receiving the seal of biliteracy certificates from the state in six to eight weeks I think high schools will be called up in alphabetical order to stand before the dais and be recognized and I'd like to ask director constan to say a few words sorry how are we doing the state seal by literacy is established to recognize high school graduates who have attained a high level of proficiency in reading writing listening and speaking in one or more world language in addition to English this award not only acknowledges that two or more languages is important but it also honors the skills our students attain in their pursuit of by literacy and affirms the assets that many of our students come to us with this is an incredible distinction and it is our privilege to extend it to all of you when I thought of this as I mentioned a few minutes ago we're very appreciative to have all of our students being recognized who were able to be with us this evening thank you for bringing friends and family here to be recognized for something that not all students attain and that's a seal of by literacy to appear on your diploma so not only are you being recognized for meeting graduation requirements but you've done so you've proved your mastery of two languages and for that in this modern world that multilingualism we commend to you for that effort so felicidades I know not everybody earned it in Spanish but I don't know any other languages other than sprechen though h.glenn so thank you for being here this evening so we're gonna recognize our students and we have mighty soul who's going to come tell us a little bit more when ice not just good evening my name is Marisol Kreutzer secondary to a language immersion Tosa speaking on behalf of michael bacon director of the department of to a language who is unable to be here tonight I'm honored to inform you of a major accomplishments of 148 Portland Public School graduates who are being awarded the Oregon seal of biliteracy these seniors dedicated themselves to attaining a high level of proficiency in two or more languages an achievement that only 15 to 20 percent of Americans reach as compared to 56 percent of Europeans some of the primary goals of the Oregon syllabi legacy includes encourage a student to study languages prepare students to be college ready recognized and promote world language instruction in public schools provide post-secondary institutions with a method to give academic credit to applicants with bolita C's certifications improve intergroup relationships affirm the value of diversity and honor the multiple cultures and languages of our community before I introduce our representative students I would like to share a few highlights for this year's recipients this is the second largest number of
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recipients since the inception of this award a total of 140 a to be exact [Applause] nearly half of our awardees is studies school in Portland Public Schools with little to no English proficiency almost 10% a current emergent bilinguals there are 73 students who will receive an honorable mention award for their outstanding partner language score in national tests ib AP stamp slip these students demonstrated proficiency across nine different languages in addition to English Americ Chinese French German Japanese my mind Somali Spanish and Vietnamese all of our nine comprehensive high schools have awardees and this year is student from Alliance high school also earn their world we expect another 100 to 150 students to earn this award post graduation when their AP or IB language States results come out in July I want to take a moment to send those who played a major role in supporting our students to reach this accomplishment parents family members teachers counselors administrators and community members their support is critical the system planning and performance department along with the learning credit options program among other contributions they help us identify these students and their staff at the respective high schools and ensured these students are recognized a graduation Namie one project manager of OTL and elisa couplets administrator assistant work across departments to compile a list of qualified students cross-checked data and accurately reported information to the Oregon Department of Education so without further ado please allow me to introduce our to representative speakers they will share their remarks in two languages to address why being bilingual is important to them I graduate from Roosevelt High School and the Spanish immersion program the one and only Angela Gonzales this is cool when I started and this made of of a wind submarine Hispaniola no says he algo mejor taenia medic evoke army or a porque messantia disconnected is a part a diminutive odd creció noon ambiente dante nunca se possible a musical Charla's in espanol the todos modos no kissy obler make estaba mucho participar and miss classes espanol a veces me pony hablar con mis amigos en el idioma pero me Rutina consiste en escuchar al español it responded an English era como si to Vieira intend on to register as a parte de persona me cultura a familia pero cuando llegó ponto de tomar classes avanzada x' esta Luisa guna relacion comienza la Senora Velasco iacopo koch Rossio ser muy a passion ah de por seguir mesa studios en espanol al pijn airmail air cuento CC story escribió pweh Monsieur NCOs Sara Melissa sippin el poder tener conversaciones who EDA's me rino kappa Skara yoy yoy como todos aquí de tener éxito en manejando mess Kagan so ready OMA ahora no soy Tamira para hablar me siento más con el tada me lenguaje identidad community cana serving lingua tambien significa para hablar labelled me familia i ciertas cosas que no se pueden terra do Cyrano Swain ambien no importa lo tanto que un autre t me ma mami puede decir que me ponga las pilas yo la entiendo puedo hablar lair amis Abuelo's por el teléfono escribir leis Carta secret una conversación donde ambos nos podemos sentir kimonos a un sentimiento de boyo cuando puedo hacer que al que se sienta komodo con el hecho de hablar en espanol attend ido momentos en el trabajo donde se nota ka personas que les cuesta trabajo hablar pero cambian cuando sent Aaron cake impart o su idioma estar komodo cambia las experiencias de uno completamente ya C&L hospital cuando VA
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al cambio de comportamiento mi madre observer que su doctor habla espanol o cuando salvo la tienda come in familia y uno de los trabajadores estan despues us hablar knows en espanol mis padres también son be linguist IOSCO nas en el english he continued one aprendiendo igual como yo cigar entiendo display on pero como mention a antes y ellos comparte la comunidad de la español para yo mi familia el español es una parte grande de quien somos server lingua permitir que tenga mozi leuco de tener up she owns podemos layer escribir hablar más que lo need youma yes coherent way lo vamos hacer como todos aquí en SE did own computer Hispaniola me present a future o y para todos aquí les deseo lo mejor en un Corporon dohsa lenguaje en sus vidas no import ando take a formal odissey the nasarah gracias [Applause] okay so basically a little overview of what I was talking about is how I was always hesitant to speak Spanish despite having grown up with Spanish in my household and I wasn't sure if I was disconnected with my Hispanic identity but I felt pressure to know Spanish perfectly and that's why I was scared to mess up and when I got to the point in my high school career where I was taking advanced Spanish classes I had a strong connection with my AP Spanish teacher and that allowed me to feel connected to my identity and I became very passionate for the language and it also means being able to communicate with my family there's certain things I just don't translate right no matter how hard you try and I can talk to my grandparents I can write them cards and I speak of how it's very it's it's a privilege to be able to choose which language I want to read in which language I want to speak in which is language you want to speak in and I said that thinking and that for me and my family it's a big part of who we are and that the language can make someone feel comfortable and for lack of a better word to despite us satisfying it's rewarding to know that you can make that difference in someone's lives I've had experiences that work where someone may not feel super comfortable speaking in English and their whole way of being changes once they know that you speak Spanish and you can share that with them and then I wished everyone here which with whatever language they speak and I wish them the best with their future endeavors incorporating that language into their life thank you I would like to invite now a greater of cran High School and the Japanese immersion program Kenji lamb Dean konbanwa boku ni koto biding guard the amiga big IT team ascended stopped her car at Cena Nene home on who know me only what it they'll all be new anyone jinguk Onika a mashed up yeah they won't take any home boudic I won't she showed up saying that JEP to you humbly home when I got Corning higher you honey daddy much stuff Cano stupid beaucoup dishing a kids danced am one of the or not cool Yoshi Hakeem a tamaño de boku no koto wanted a new horn Lagoon calamita Sarah T much stuff kono enumerated Oh Cara ku ku ku mana bokuto to you Kaluga su better noise tonya tired a little walk at the 1i to you go Tony he monster attacked my son - stop she cash my cash the middle - Connor oh nice oh that a rarity you gotta to do multi Emma's that's a no gang was soon narrated Scaglione not the Kotova are you gotta comedy onion any mashed up there going you know gang on a Sudoku the new e-book what you going on a bunk any country on what you need any much stuff co-co-co co-co-co - no he don't knock on think or a montero terrain or you Quadski she got Bunco mode touched a bit on you Heike attend Tony or he can achieve I got an order - you go - he'd wish I had a miracle addict hearing at the Thomas Matta curriculum was even ottoman in Arabic you cannot say attire etiquette anymore Kisuke mashed up Nihon took are covered in our does she go to Silicon Valley Chema's she only some cotton emo Armory Show by okonjima Sen manage any homework JEP the monopoly me more more one-inch customers kyoko stock pony Dakota dick you know Saigon a son named kombucha courtesy of spartax Nicoletta grant Oh Coco non-human occupations and no cavities koko de correo knowledge in Sedona Baltimore Jakarta kangho noori oku
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assuit a comedic dichotomies nothing around here on the banco baccarat oh dammit Isis in each dealer identity no okey now boom in there I've got this and this next part would mean English I never truly understood what it meant to be bilingual as a small child my mother always pushed me to read Japanese books and had me attend a Japanese school on Saturdays I converse mainly in Japanese at home I was put into the Japanese immersion program where half a school was in Japanese most of this was out of my control my parents made my decisions at that young age and I was thus immersed in Japanese culture throughout my childhood I never stopped to think that not everybody had this privilege of learning multiple languages from births looking back I could say with confidence that I am glad my adolescence was shaped this way I began to appreciate the ease at which bilingual he came to me being able to speak more than one language has made me understand and appreciate cultures that are my own I believe I'm bilingual he has given me the capability of looking at issues from multiple perspectives and a broader understanding that people from different cultures hold different ideas due to their background and heritage I also realized that I was given the potential for my future that will benefit me for years to come I have the option to pursue a career related to Japan or even lived there without much trouble as I'm coming to the end of being a student at the Japanese immersion program my time I'm learning Japanese everyday in school is almost over I wouldn't be Who I am today without the strong guidance of my Japanese teacher at Grant High School mrs. page led me through the last three years no matter what I choose to do for the rest of my life after high school I will continue to work on my language skills as Japanese culture is a large part of my identity that holds great importance within me thank you [Applause] finally I would like to ask our attendees Burgas y'all ready to see our these to stand so the superintendent and school board can recognize you all our graduates [Laughter] [Applause] okay so we'd like to take some pictures of students with the board and the superintendent could the graduates from Alliance come forward please are there students here from Benson [Applause] the students from Cleveland to come forward Franklin [Applause] how about grant students [Applause] [Laughter]
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[Applause] [Applause] Jefferson Lincoln [Applause] [Applause] Madison Roosevelt [Applause] [Applause] and Wilson congratulations again to everybody this is a huge accomplishment and PBS is proud of you the board the superintendent all of your teachers your families your communities we're all so proud of you and your your ability to speak in multiple languages is going to serve you well for the rest of your life it's a huge accomplishment congratulations [Applause] okay so we are going to move on with the the rest of the meeting you are all of course welcome to stay I'm thinking you might want to go elsewhere and continue the celebration go graduate grab a cookie on your way out so we're gonna take a very short break of a couple of minutes to allow people to head out okay we're gonna reconvene and the next the next item on the agenda is introduction of the 2019-20 Student Representative to the board so I'd like to ask the current student representative Nick Paisley to introduce his successor yes well thank you Rita good evening board superintendent our PPS students and families I have a special announcement for you tonight like Rita just introduced the time has come for us and this year to introduce the student representative elect to the Board of Education for the 2019 2020 school year this year-long position as I've come to learn comes with great knowledge and pride for our district here at PPS I'd like to introduce Maxine lateral a soon-to-be senior at Franklin
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High School on Southeast Portland I've known Maxine for about two years now and throughout that time she's been a fabulous member of the district student council and a huge support to me this year I'd like to say that the DSC has spoken and his elected Maxine for her knowledge of Portland Public Schools and her and her grace and her devoted commitment to including an increasing student voice in a PPS and if you'd like to come up and say a quick word congratulations Maxine using the mic say something I'm just really excited that I get to have this opportunity to sit on the board and you know continue to increase bringing student voice here I've been very over involved at my high school I've been in our ASB for three years and this year I was on our newspaper so I'm you know being involved in different ways I really do enjoy leadership and working with adults who you know all of you I can learn so much from it especially the incoming board members too so I'm really excited to continue to learn from all the district staff and you know mingle and talk maybe about other than work stuff get to know you all maybe but I'm just really excited for this opportunity to continue to bring voice and you know go out and talk with all these students and hear what they have to say yeah okay that's all I have to say I love you so thank you for doing for congratulations on being elected thank you for doing this thank you for all your work to date oh yeah and and keep in mind that you know you might be able to learn a few things from us but we're hoping you learn a bunch of things from you so well though there's a lot coming okay good so you'll be using the mic a lot okay I know this isn't Nick this is not your last meeting right sorry what this is not your last meeting he's staying until we approved the student representative policy I'm gonna graduate and I'll be under back we can have weeks to plan all of our commendations of you but I just want to say that you have done an amazing job of really beefing up the DSC and creating a much more robust process for bringing forward the candidates for this representative and the engagement Maxine of you and all of your your peers this year has been so much stronger than what I have seen in the past and Nick that's do a lot to your efforts so we look forward to another opportunity to celebrate you and thank you for everything you've done but thanks for for creating this opportunity for Maxine as well yeah thank you know it's been it's been an amazing year and I've already been like for that last meeting in June I've already been thinking like oh my gosh what am I gonna write for my year-end speech and we're just gonna start it's gonna be it's gonna be a lot not I've done so much no I mean I've been able to meet amazing people at the district and I've learned I've learned so much just in this one year and just I mean about education about just how many different types of students there are out there and honestly what our world is made up up to so it's been an amazing experience and I'm ready I'm excited and ready to hand it off to Maxine for next year as well so I'm super excited but by the way I've got a bunch of amendments to propose for this student we already incorporated your hundred amendments and okay so um thank you to Nick and welcome Maxine okay the next item will be student comment normally at work sessions we provide time for public comment at the end of the work session I understand however that we have a number of students with us this evening who'd like to address the board so we'll depart from our regular practice to allow students to speak at a reasonable hour since I anticipate this is going to be elite me so before we call you up I'd like to remind you of the expectations around public comment board members and the superintendent will not respond to comments or questions during public comments if you want to follow up from the board office please contact Roseann Powell the board office manager guidelines for public input emphasize respecting consideration of others any complaints about
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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 boarder superintendent we ask that you give them to Miss 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 their response available once the board meeting is started we can no longer accept new requests for public comment Miss Powell do we have we do we have three we have Esther Kazak and Meera Kulkarni okay before you start I'd like to explain to share your comments please begin by stating your name and spelling your last name for the record during the first minute of your testimony a green light will appear when you're halfway through and you have one minute left the yellow light will go on and when your time is up the red light will come on a buzzer will sounds and we're going to ask that you and your comments at that point so that we can listen to other speakers okay okay hello my name is Esther my last name is Kazakh you spell it kiz a K I'm a fifth grader at Achille elementary Russian immersion program today I'm here to express my opinion about why I think it is not a good idea to blend fourth and fifth grades in one class first of all it's already hard enough for us to study two languages at the same time and by blending classes it will make it even more challenging and confusing the fifth grade will have to repeat what they already know the material for a fair grade is harder than my children for fourth grade and fourth grade is will be confused secondly why I think blending the classes together is not a good idea is because participation and being engaged in classrooms is very important for our development discussion and group work will be very difficult in in a large classroom also due to the fact that the students are of different ages a lot of students are going to be shy and feel uncomfortable to engage in class activities fourth grades are going to avoid asking questions because they don't want to be made fun of by the fifth graders lastly why joining 4th and 5th is not in our favor is that it makes our class size very big and teacher will not be able to address our unique language needs I was very very fortunate not to be in a blended classroom and I want the same for my brother who will be in fifth grade next year and for all the other students that are in this classroom I am grateful for the opportunity I was provided to study in a small classroom where I was heard and my questions were answered I want the same experience for all the students I want them to also have an opportunity to be in a environment where the teacher does not have to spend more time on classroom management that one time to teach them and make sure they understand and can apply what were being thought I am very thankful that I had the opportunity to be in Russian immersion program for the past six years I want the same for my brother and for my little sister who is joining kindergarten next year please allow them to experience this program to its fullest extent thank you very much for your time Kearney kul kar and I I'm a graduating senior from Alliance at meek high school I'm extremely grateful to have been able to find miik I went to grant in the last three years and it was not a fit for me it was just too big so finding miik was actually one of the best choices I had ever made I'm
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graduating with a 3.0 GPA so I'm very proud of myself also I'd like to thank superintendent Guadalupe fur or go to the playground for coming and seeing us and talking to us and listening to our needs and our wants but it seems like I and other students are feeling as if those needs are not being met as of yet many of you may know that our school was transferred from an elementary school to a high school with two hundred-plus growing teenagers more or less and we have no library we have no gym our cafeteria is currently an inside gym for rainy days a cafeteria and a auditorium for all of our assemblies it's also our testing area so we take the tests on the stage I think that most cost most classrooms are shared between two or more teachers and testing like I said is held in the cafeteria I think that we need space that supports us as growing people and is growing humans and teenagers with a lot of emotions and feelings and we need that space that sports learning development and mental well-being as young adults so I'm in front of you asking today will you continue to marginalize our alliance community as a whole or will you stand up and support us thank you lastly is Lexi Lexi Morris good evening my name is Lexi Morris Morris mor RIS and I'm a student at Alliance at meek when I came to meek I was behind in credits and I had struggled in a large high school in another district I have received so much support at me and I am now getting ready to graduate next month it has been very difficult for me and it should not be so hard for anybody to graduate from high school I have a learning disability and I'm homeless and I'm a parent to a beautiful baby girl that's right there and every morning I go to my I go from my friend's house where I'm staying at now to Madison High School to drop off my daughter at childcare then I go to Wyatt stop me if there had been a childcare center at meek I would be spending many fewer hours a day in a cab or a bus going to and from Madison if we had a gym and showers and dressing rooms I might have been able to take a PE class instead of having to create a workout program with the counselor to do on my own one of the words Alliance teachers teach us when we first enroll there is perseverance and I have persevered but I know that not all team parents do so I hope that future students like me could have an easier road to graduation and go to Alliance high school with the child care center a Jim real science lab so while keeping all the support we get from the staff here thank you okay thank you all for your input in your cooperation and I think we're going to we're going to take a break here the remainder of the work session is going to take place in the Mazama room upstairs on the second floor we'll take a 10-minute recess and then reconvene in

Event 2: Board of Education Work Session- May 21, 2019

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by [Music] [Music] [Music] okay next item on the agenda is the college and career readiness updates joining us first night subjects thank you everyone thank you so much for having us we have here with us our partners from connected this is Eric Olander and he is the president of Connect and and we have Daphne Stevens and she is their chief strategist and you have Ingrid I think he is here with eco Northwest and also partners in our work and we also have to see here from Ed Northwest also burners in the north so in just a few minutes we'll get into each of the roles and top further we'll go ahead and get started with our agenda tonight we are going to be talking about the master planning process we have some innovations of the process that we booked that we are embarking on our end caps then what beyond is very similar to the visioning process though we have embarked on a listing campaign our mentor is a wool and present you with some of that preliminary data we also have a compilation of the labor market data that we'll be using to help drive our decision-making as well as our pathway data so we've been able to examine our participants this is one of the first years that we have been able to collect the CTE data so we've been working with synergy to then put it to tag those students so they're so the numbers are really wrong this is the first one we've really been able to dig into that information and then we'll be just concluding with some other components what what makes quality college and career pathways because ultimately the goals of our master planning process is to find an implementation plan so as I think we've all experienced through the visioning process the first question once we have that in place from the strategic plan is so how how do we plan to action so that's once we have the master plan we also want to create the implementation plan of what that looks like in action as well as with the information that we are gathering creating district needs and capacity
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assessment as well as creating a plan to build capacity with the leaders within our district to help move this work forward and ensuring that we are defining key metrics for assessing our progress as well as continuous improvement so that we can continue to improve and so additionally we really see our work as looking at the branch of the portrait that's been created looking at the vision that we really serve our commands are operationalizing the strategic plan and operationalizing that graduate portrait so that we can make sure that we are graduating those students and so I always want to start with the why and so why is this work so important and that is because as we know high schools not working for for a lot of kids a lot of our students in school and this is demonstrated by our graduation rates and so we have a lot of work to get all of those lines into the high 90s right or hundred and so what we do know is that there's really compelling graduation data around students who have participated in Career and Technical Education and that reasons career technical education in so important for students is because it brings relevance to learning it gives students ideas of their future and especially when we're working with generations leave early our clients don't have Millennials they're old news we're working at genesee now many so we know that you know through history and what we've seen is adding more and more math and science and social studies without relevance engaging students in really well what we know about disease this isn't what works for them also and so what we want to make sure and and also recognized as that alone Career and Technical Education isn't enough to give students success in career they have to have the ability to get post-secondary opportunities whether that be certifications apprenticeships two-year college four-year college right and maybe all of those things progressively throughout their life and so what we want to talk about is that you need a new approach to ensure that every student is college and career ready so that we aren't tracking or putting students into buckets that one of these is perfect because both of those are good for everyone every student we are preparing for a career one day and so where we are in our master planning process at this time just I I think when we liken it to the visioning process I think they they use that term we're in the messy middle and I think that that's that you'll see a little bit of that tonight we're in the messy middle we have a lot of information and now we're going to be working to create a story from that information that we have so a quick overview of what we've done we put out the RFP to get some partners in this work in September we were able to bring the final contract to the board for approval in December and then we really started that work in January so in the winter months after January we brought connected in to start that listening tour so we were able to engage with multiple stakeholders from teachers to administrators to support Hummers to community members and so we did and we gathered a lot of data there were posts this involved again similar to our visioning process great gathering lots of bulletin and data and we have connected on their second visit they had scheduled a whole week to be in Portland and that was our snow week so we had like a few setbacks that was the week where there are too late cert days a full snow day so they had to reschedule something so it did push us back a little bit but March and April then we were able to then gather some of the quantitative data and so now we have a lot of data points both the qualitative from our stakeholders the quantitative that we'll talk about a little bit tonight and now we're going to really work moving forward to to compile that into a plan that we will continue to get stakeholder input so we are working to create an advisory group
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that will help us refine the work moving forward through this summer so that by September we'll have a pretty close to finalized plan master plan for submission in October and then of course as we know the next question is well how is that going to happen so we will also have an accompanying implementation plan management for that and then we'll start working with our schools and what we're where all the pathway design Institute's to start that professional development and start that work at the ground level and so I'm going to turn it over just a little bit more details about the process and what's still coming - Gary ho cleaner from connected and our partner in this process good evening everybody thank you very much for inviting us to be with you have the opportunity to meet with some of you but not all of you and so it's a real pleasure to be able to be follow me together and and share what we've learned so far as as Aurora indicated we are very much in the messy middle of all of this what we're sharing with you tonight is really our preliminary findings on all fronts but we think that we're off to a very good start again I'm joined by my colleague that me Stevens who's our chief program officer and connect dad Andrew Dyke is with echo Northwest and Andrew has done yeoman's work in helping us pull together the labor market information that will help guide this we'll talk a little bit more about how we see the role of labor market information in this in this process and then finally Steve plying from education Northwest Steve again and with his team has been digging into the data on student enrollment in Career and Technical Education here in Portland Public Schools as well as the number of students who are concentrating and digging more deeply at a career technical education and will share some of that information with you as well but before we get into all of that we wanted to spend a little bit of time on the process and just making sure that everybody is is familiar and up to speed with how we are trying to approach this work we begin and really have spent much of the last four four months or the first four months of this by introducing groups of stakeholders to what they're called link learning orientation as we will say a little bit more later we see link learning as an approach it's not a model that we expect Portland to sort of replicate in place that it's been done in other places it's a set of guiding principles it's a framework that you can use to adapt to your particular context here in Portland so a lot of what we have spent the first four months doing is listening trying to learn more about where people are with respect to their their hopes their concerns around the future of career technical education I guess one thing I want to emphasize is that Laura had said and you'll hear us come back to it repeatedly over over the course of our time with you this evening because we very much appreciate you are framing this work as not just a plan for Career and Technical Education but one that makes Career and Technical Education an integral part of the larger Facebook experience and that that means paying attention to how other aspects of high school instruction need to change I mean this in many ways as we dig deeply into this work over the really the next several years probably it is as much more about changing the way we teach the core academics as it is about delivering high quality career technical education and better aligning and integrating those pieces of high school that's easy to say I get it's not easy to do but what really excites us about this work is you are framing the master plan and in that in that fashion so as I indicated we have begun to review pathway data we have with Andrews help also begun to look at local state and even national labor market data and
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we'll say a little bit more and we'll say a little bit more about how we see the bowl of that data in the design process we have we work you know the way we approach this is to work very very closely with district leadership in co-constructing the approach to this again we're not here to advocate for a particular model this has to work before you work your community your schools and to do that we try to work very very closely with the district leadership team and Laura and Jeanne have just been wonderful and helping to pull all of that together and make this a true collaborative because this critical the first step in this is is what we call doing it needs to capacity assessment we're trying to map under better understand the assets that already exist in the district is important that's work we want to understand some of the challenges that are in front of us and use that information to undergird the future plan again miss Aurora mentioned a important next step in this process is identifying and convening an advisory council who will meet with us at least probably at least three times over the course of the next four five months time to help us review to help us initially to frame what the master plan and implementation plan should look like and give us feedback from a variety of perspectives this is when we talk about stakeholder involvement we certainly mean district involvement at all levels and district the site pathway level but also community stakeholders business and industry and post-secondary institutions and community based organizations with whom we've already had the opportunity to begin to meet so that the function of that Advisory Council is to provide input and feedback and ultimately review and approve the plan that we will be drafting and presenting in draft form in early fall September October just very quickly our listening tour over the past four months and had the opportunity to meet and speak with most of the high school principals in the district many vice principals counselors for academic we met with a very large group of Career and Technical Education teachers we still I would like to have more at the opportunity to meet with more of the core academic teachers and do more classroom observation at the core at them we have an opportunity to do classroom observation of career technical education in four of the high schools so we're beginning to get a better feel for what that looks like but we still need to have the opportunity to to look more closely at what the the core academic learning and teaching looks like we've met with district leadership career coordinators we had a very good meeting with the president of the portlet Association of teachers and then we also convened again with wonderful support and help from a Jeannie group of community stakeholders for an orientation last month and I suspect that that group will in many ways constitute the core of the Advisory Council that we will be one of the driving principles of our approach to this work is to make sure that when we are helping to design a system of college and career pathways that that design process is first and foremost driven by what it is we want students to know and be able to do when they leave high school we firmly believe that to do this well is sort of a backward mapping process how pathways can contribute to what it is that we want students to know and be able to do and we are so grateful that the timing of this coincides with a very heart and wonderful work that not only you as a board but really as a community have done around the Graduate portrait we sometimes call graduate profile we know
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that it's not final yet we understand that and it may be subject to change but as we look at what has already emerged what really strikes us about the qualities that the community is asking of its young people these are qualities that really in order to realize them depend on many more opportunities for multidisciplinary learning project-based learning the opportunity to work in teams collaborate so that's not that's not - for one moment undervalue they the traditional disciplines of math science English socially those are pretty clean quick but to ensure that students not only master knowledge and skill in those traditional disciplines but also leave high school with these kinds of qualities is going to require a different very different kind of approach to how we prepare the students and we believe that this opportunity to design a system of College and Career Pathways as Aurora said is really the how we achieve the what that has already been so so beautifully developed importantly it's it's it's rare that we can start this process with a district that has done this much upfront work to guide the basic design of college and career pathways so hats off to you and thank you for making our job at least a little bit easier so with that I want to turn this over to my colleague Daphne Stevens who along with me and several other people in connected has been leading the listening tour and knees and capacity assessment thank you thank you guys it's like to be here with me to see so I want to first start out by placing us in the readiness assessment process our process really includes a number of different activities we engage in the readiness assessment so that we can take a close look at what the college Iranian program has the place at the moment evaluated against standards so we can determine challenges strengths and design a very customized plan to move the work forward that's built on the foundation of our rating place so our readiness activities include school site classroom observations a review of college and courageous departments history presenting an orientation to all stakeholders around the quality indicators in this work we do that by showing them visions of the work in place that different school sites and talking through the guiding principles and then we engage in a listing campaign so once we provide this orientation if we ask for people's responses to see the quality indicators so they can get a better sense of health practitioners feel about the word about leaning forward on it we'll go into that in a moment we also I went to be cleared to Sheriff we also engage in a quantitative assessment analysis you'll see that with the data review and we engage in a leadership capacity check to see are there people here even if they're able and willing to do this work forward to take ownership of it the criteria when we do these activities include alright are all the pipe lumps of the system engaged the 5-pound community district leadership site leadership pathway academies and we want to look to see if all of the people in each of those prongs for operators next the educators in their focus areas and we're looking the key of four core components an image will go into further detail on our alive in the pathways so in the listing campaign we asked people to respond to the vision the criteria showed them in terms of what are their cloaks in relation to this what are their concerns but what strains are there that can be built on and what supports are needed as we move forward and one of the things that they would like to run to make sure pay attention to and take into consideration for the homes that we heard the major categories double negative words there was a whole staff collaboration a hope that student learning would not be relevant and would increase achievement there is a whole four step professional development there is an open process of transformation and the cross-cutting transformation really
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showed up looking like I hope this doesn't just address this it means I hope this gets down to the level of middle school I hope that leads down to the level of elementary school you have a wonderful alumni your bids and alumni maids alumni and a lot of people let us know what their experience have been like when they went to Benson and what their experience had been like around college and career-readiness at the middle school level or in earlier days so there was a really important to take this work not just I'm engaged look take it off we go to elementary school all right insurance process of transformation there was also a request to really make sure that this was work that was just happening to teachers it was work that was helping at multiple levels in the system serve lots of questions about how will the district's engage in this work what Powel our principals engage with their what's going to happen a pump there was a request of courses aimed for ports I mean you'll start to see some schemes across several of the questions there's some things that just kept recurring and sustained support is one of them how will we be supported there was also some posts around equity the way that equity was described by some participants in the money campaign were really concerned about access will all students across the district be able to engage in this work there was some concerns around bull there will opportunities be limited to certain neighborhoods of certain individuals or will it be open and what will that look like as the world moves forward some of the concerns of the major categories of concerns were around aligning with other district various initiatives and I have to say that we've done this work with districts across the country and this is normal this is normal many districts many people are engaged in the initiative overload and so what people want to know is how can you bring this all together how can you make this all make sense for me and so we've certainly heard that you're a concern about alignment there was a concern about ongoing funding and support again a regular concern across districts how is it 70 what kind of support to be put in place for us to move forward there was a concern about planning and you'll see this pop up again there was a concern that there would be rush to engage work rush to move forward without having put in place thoughtful strategic plans without having engaged with everyone to know way there was a concern that there would not be prophecies and without for staff beauty but I am engagement there was a conservative the district would not learn from the past that would repeat consultation so a lot of people mentioned already community work that had taken place in the past and some of the challenges that were there and some of their hopes around how the work of Education before independent there was a concern about being able to have enough time to retake this work out um it's one of my favorite sections people talked about strength to build on in I'm gonna have to stay this is not usual leave this and we don't see across districts all across the country the number of strengths that there are to build on in this district are just really incredible and really another small potential the word here overwhelmingly people that there are willing stakeholders here there is a strong seats because they've been catering infrastructure I can't tell you how many times I've just told thanks doing this work for 100 years 100 years oh we have some things to teach you which we love to cure all right there's depth of staff experience not only at the classroom level but also at the district level a number of people say because strong ecology program is a district department which is also unusual that people praise their bosses that much when they are not anonymously but there was also notably I mention of alignment with meat and what that looks like was alignment with industry needs so there was also mention of a lot of medicine and other graduates now work locally and want to be able to engage people at schools because they were supported and engaged when they were in school so there's a lot of alignment that gave us we mean an industry desire to connect well the schools there was a lot of a mining time in terms of the
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graduate portrait as they develop and also had to say which is also very unusual and that not only are you developing a graduate portrait but you're developing an educator portrait and you're oh I'm calling for ships and how can you education and that is awesome in alignment with the things that that people are requesting in the work and the kind of goals that they can funky beat by engage in its work and also there's a lot of alignment with a big bunch of students desires the support needed so again people ask for professional development that they're not just run into this or cold that they're supportive of professional development I'm a respectful professional development that builds on strengths and acknowledges expertise that again planning that we really thoughtfully engage this work don't rush to jump into it let me also give it a probability of success by being strategic in the planning interestingly I don't think I surely haven't seen this before although I want her pupils say it I haven't seen it before people actually asked for and overwhelming numbers collaboration more transparent clear communication they said that a culture shift was required in the district that would allow for these things which I thought was very thoughtful and wonderful to see on top up again and again to everything back and he can they ask for an alignment support so in the last category we asked people what are important points that we need to consider as we move forward in this work you tell us through the experts in your context you are the practitioners at will move this work forward what do you want to make sure we know categories of here why is our request at which teachers need to feel valued and supported and to who are concerns there is a pattern of disparity across the district and I'll say a little bit more about what that looks like um we heard overwhelming feedback that not all neighborhoods felt like they were engaged equally that not everyone felt like there is transparency around who had access to what and how funding were awarded and how decisions were made there were concerns about the boundaries a Reb that were developed around neighborhoods and the programs that that were showing up in each of the areas so this is the definition of the term disparaging Punk the district that they wanted us to make sure we took into consideration and talked about this word the district has a history of not following through on initiatives or engaging involve complaining so there was a lot of concern raised there and wanted to make sure that we took into consideration that the work needed to be well planned if it was to be successful the work needed to have a long term commitment behind it if it was to be successful and not just be a probably benign initiative or all the excitement sort of at the front but not sustainment or throughout great thank you yeah so questions and any evidence terrifying question great and maybe a simulator but give you sleep at plays where's Constantine just at some party to define alligators so very quickly we'll say more about that later pump very quickly when we use the term college and career pathway we're talking about a comprehensive pathway that includes the academic core the cluster at sequence of career technical education continuum of work based learning experiences and attention to personalized student supports all organized around a major industry theme those do not yet existent basically what exists now are clusters and sequences of Career and Technical Education but that is operating largely in isolation from the rest of what's going on in schools we'll have more to say about that does that make sense great so labor market the preliminary up I'm going to show you to talk about is really just some some high level summary trends of some data from one data source I'll describe that and I do want to
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spend a minute also talking about the purposes the care mentioned just a couple of points on on the use of these data because it's not the end of the story that the goal is not to develop a pipeline that meets our guests about the all the employers that are out there what you think about this from two perspectives one is a sort of program design and calibration perspective you have an infrastructure of programs you're thinking about adding some new programs labor market information could help you think about you know is there an employer base out there to partner with is it going to expand you become a stable industry what kind of jobs are the those industries providing how relevant are the skills we have in our current programs to the labor market can we expect for the future I'm sort of one perspective take it from the other perspective as well there's also sort of an outward facing component to the labor market information become a communications to think about the relevance of a specific program but we can say this program leads to a lot of jobs that are high waged you know you're pretty likely that long term success if you go down this pathway that's another purpose for these information but again it's not determined them it does not tell you the best programs for your you know a school or a community or an area there's a lot of factors obviously oh well in a few slides so so the data source is just occupational projections produced by the important department you get similar protections you know every state people look over to Vancouver because that's part of the local labor market you can look nationally etc with some variations their ten-year projections that we're gonna be looking at this data this projection twenty seventeen to twenty seven twenty twenty seven they're always a little out-of-date these projections were published in 2018 here we are in 2019 the world has changed receives slowing employment growth but but the point of these information is not the most accurate forecast as of now into the futures would provide guidance some general understanding of the relative magnitudes of which industries are growing which are shrinking which are stable where are they growing you know within a state which occupations within those industries are growing or not which you know which are high wage so again not not supposed to be a precise forecast you know none of the specific numbers are going to be correct there's a lot of things we don't know about the future but it gives us a sense of generally speaking if we have a information technology program what kinds of occupations because going to be out there how many jobs to be thinking about with the up the first slide but one other point there are a lot of members of these slides there are a lot more numbers your meeting materials we can talk about any of them but I actually this more is just introducing some of the high-level dimensions of the data that we will be thinking about you should be thinking about in terms of certain program development so as a 2017 but at the tri-county metro area Baltimore County Washington County cotton is county employment of very close to 1 million people the Employment Department rejection for 2027 is an additional 200,000 employees it bringt about 1.2 behind that there's a lot of churn in the labor market will see this in the next slide grab this 10-year period there's a protection we've got 1.3 million job openings are about 130,000 openings it's not just the job people retire we've been in out of jobs there's a lot more opportunity may be suggested that we could look at this information by industry trade transportation utilities there's a large and one base in the region all the way down natural resources and mining relatively small the new jobs are not necessarily proportionate to where the old jobs are they were right in the our education health both sets health care to those in crackly growing industry of these high level industries is to get health care 19% growth levels that is probably one of the facts we can have most confidence in increasing you for health care a lot of you know aging population that's that's most high-tech put the most money on that that it's not the biggest industry honestly but looking at these numbers can help us think about the size of pathways where the growth is going so therefore that's my takeaway well I think I'm able to meet point here because you know I'm toasting to more fine or finely tuned industries I think the main point really is that just because there are a lot of jobs tab does not mean that that second attack was discussing sized injured five ten years from now and I think generally pretty good coverage just looking at you know programs that you have now it's not as if there's a big huge gap you know that's nothing again it started calibrating think about are these programs relevant as relevant as they
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were maybe five ten years ago when they're implemented straight is that trance that's mostly retail trade it's generate is very different from her yes it has nothing to do with because all sorts of industries are engaged and international trade services this is mostly retail jobs and also wholesalers so it's not interesting pockets yeah the sort of standard high-level categories more details about when you break out you know wholesale trade retail trade or separate sectors I think the statement is the key one around even forecast that match how potential we can be exacting usurer students have opportunities access yeah and again this is baloney this is not to obviously to the specific busters and peppers think of that as distribution transportation [Music] so then obviously within the industries there's a range of occupations health care there are janitors and so on it's a little bit more about what's happening so this chart just shows you again at a high level these are not very detailed occupations or groups of occupations and the data get cut this more finely we see a little bit at the end I'm gonna straighten you out of the 1.3 million openings over 10 years are about a hundred three thousand per year across occupational again same kind of information already got the curriculum designed to run specific types of occupations this information can help you think about the economic relevance of those generally actually yes try to create graduates if Laura climbs higher that's right that's the next I says the point here what one of the points here is that you know you're not trying to design curriculum around the most rapidly growing occupations necessarily there's hope name student growth it's just like you said I'd get out of the lower wage jobs there's higher occasional crap morrow yeah Deming you're designing pathways we're sort of long-term success not necessarily the first job you know I gradually I wanted those collective work to do that pretty sharp with maybe a line cook or something like that says what you want to focus on it clearly it's not those third wage jobs the longer term [Music] so and you asked about highways the employment part does have a definition look at high wage jobs which within a region the tri-county region those jobs pay above the median so about the typical incumbent and those occupations will be earning more than the median wage hike man you to job with a lot of openings jobs occupations that are expected to grow and faster than the median growth rate kind of combined joys of 131,000 anal openings 46,500 for about 35% for the parties high-wage high-demand pretty good jobs in general describing the segment on average these jobs not surprisingly required for education which again becomes part of that book reports program for the purposes of long-term economic look at the charts is within those two categories all openings and the high-wage high-demand openings what is the education level required of the typical sort of competitive map look at that across categories start with all
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openings about 20% require to be competitive for a job require some post-secondary training short of a degree so the details there will vary depending on occupation to do you know certified nursing assistant certificate think Welding certificate things of that major there's a ball of innings 7% and associated we created almost 20 years and thousands of behaviors in advanced degree and the rest don't require anything beyond high school but it says about half of the equities very different story when we look at high-wage high-demand occupations all fit order required there's some post-secondary training sort of a degree similar share requirement associated we agreed with much larger shared baptist level level twenty percent of the bansuri that's about 96% of all the that's where you want to focus and we can pull these out they did apply through the computations that's when we did the next couple of slides like I don't want to get too lost in the weeds it's just an illustration of the kinds of data that are out there but you get very precise in terms of thinking about what the pathway in this design what kind of occupations and pathways is targeting and what the options might be for those waiting to time you which may be okay apologize but this is just all this about high wage high demand jobs and require at least an associate's degree sorted by number of openings the highest it has to be about 300 cubits at least partly visible wage etc but I think what you see here is you can pull this information out then again create groups about making room if you're looking at try to figure out you know are these high-wage high-demand and there other ways to cut occupations you know how many of those are there associated with this particular cluster what what do you know the median wages meeting with except for top management our salary no things elementary school teacher some of them finally again just is more example that we scale back to those occupations that require that do not require a degree but maybe for the most part some sort of post-secondary training certificates etc what those look like because a lot of occupations your alignment potential you haven't place any dental different cup don't care pathways but you know that's up there a lot of pain in fact that machine is sheet metal workers etc in the high-wage high-demand categories so again just sort of illustration the kind of dimensions the data you want to think about program development so the same language that's used at this event in forming the programs they've been developed before I turn it over Steve I just want to emphasize a few things that Andrew presented number one from our perspective this information on labor market is intended to ensure that there is a reasonably close alignment between the pathway theme and labor market opportunities in creativity primarily because we want to encourage employer involvement in these pathways particularly around work-based learning opportunities but also the design of really authentic project-based learning and the assessment of employers that are particularly well suited to do that the intent is not to create college and career pathways that has their primary purpose serving the short-term labor market needs of business and industry we'll say a little bit more about forming the same sense trend yes that's exactly right you know from our perspective the power of the industry theme in a college and career pathway is the opportunity it creates for students to engage in the application of core academic knowledge and skill general career and technical knowledge and skill and if that is done well it actually better prepares them to adjust to whatever kinds of changes we know are going to be coming in the economy but which we cannot predict with any kind of certainty so this is not about forcing kids to choose a career in ninth grade it's using a particular hopefully it's an interesting theme for the but it's using that theme as a way to really help students better understand why do I need to know this it's a fair question and we don't very often give students very good answers so that's I just want to really emphasize that when
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we talk about relevance we don't want to talk about pretend relevance so this is real real life young people particularly at the high school level are looking forward to adulthood they want to engage real activities we also want to have their interest and their curiosity drive fuel than towards achievement and this allows for a real context in which they do work and allows their personal interest in their personal skills to align that also helps make the work real and practical for them and it's the number one thing that increased engagement so with that let's transition to what are some of the high level patterns of enrollment in the current career technical education programs I don't think some of those professions yet listed as high wage sounded above average so because they're gonna turn Pakistan so definition so I would send a high-wage in twice a year just as a reward eating that vision versus a purely technical stop that uses regular life but I mean that people about a foundation without any class like that Yeah right no way just kind of suck some value convenient yeah I mean or a bike got it in the self-sufficiency we recast it so that it's 8 o'clock possible hmm when I started I just wanted to say first of all that in a previous life I spent 10 years in sport number of reproduction restrictive g1j just down the road so at best I have a fractional understanding of the time after that you output it but that said thanks for your service I know it's a tough job so Portland Public Schools in the process should be designed against career technical education data systems and the good news is there's a great deal of data that are in that system there's information that allows you to look at pathway enrollment and participation at different schools by individual pathways to be able to disaggregate looking at grade levels with different thresholds of student participation you also have the potential to be able to look at other educational data delete other information and your data systems as well as to begin to think about the labor market and the outcomes post-secondary outcomes the student achievement but as we mentioned this work has to be programmed into synergy and that takes time to produce those crimes and you were asked by connect dad to help analyze some of the data that are in the system for data runs that were not currently programmed to be run and so what I was going to do to share sublunary Meishan from that work I want also as you've heard before I do support this is early data our goal is to identify some of the questions that should be addressed by the CTE staff of programmers and also probably produce some of the detailed data that you will be condemned you need to do some of their work so it's a look at the data we access longitudinal student level course taking data in 10 of the 11 high schools offering career at the 10 of the 11 offering career technical education pathways we found there were 63 different pathways that are being offered across the school districts before I go on a quick primer on the CTE jargon if you will when we talk about students with different thresholds of CTE coursework we can we can label them in different categories ones and enrollee would be a student move in the table they go has taken less than a half a credit so typically that might be in a
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semester of course you can get a quarter credit so you have to take you take one in most schools they would actually offer more than one quarter credit so that would they get us into participant participants a student who's achieved one-half Brett you'll see the program area a concentrator would be a student who achieved one credit and in most schools that's about two classes and then a computer would be a student who completes two credits in a single career pathway and then finally there are Swedes who complete three credits and they create the opportunity for schools to the pathways to get extra money before pathways participation we're looking at the data we found that approximately 54% of all of the 9th to 12th grade students law students currently enrolled in 2018-19 we unduplicated the data roughly 54 percent of the total school district enrollment or a by a little over 8,000 students had earned some CTE credit and about just less than a third have achieved concentrator status or were projected to achieve concentrator status during this year so with that sort of raises is the question about persistence we see students are taking coursework but they're not necessarily persisting now keep in mind this is to the one credit level for concentrator status it is that never because the halfway it's not this should be filled out there you are you only saying that the opportunities are actually available for them so we looked at the coursework that was currently available so if there were so for example in finance there was a situation where it's being phased out a couple years ago we did pick up some data on that but we were looking at the pathway itself so if there are pathways being filled out now it's conceivable but we wouldn't have seen the student participation in those and I think my CD SAP colleagues would that better be back on some of those it's a great place now we've added all these programs that have been in place now Hawaii freeze so at this point we're speculating right we're looking at the data and that it's getting used as an elective course instead of a systemic three courses pathway so to speak to you about language so that's in order starting to dig into it so a question about persistence I wasn't interested in that but good well I was also you say we've seen when we're pulling the date out that suits take different first supported principle courses so almost like they're experimenting with a few different options and that's captured in this slide here so we looked at student enrollments I cluster now this is to whet your appetite we can also dig in and look at enrollment by career pathway within school and that's something that's down the road but we did look at enrollment by cluster area and one of the things you'll see if you can do math is there's a lot more students listed there than there are students we talked about in terms of enrollment and that's because students can take the other number was unmutated so students can take coursework across different pathways and in fact in many cases we see students taking coursework in two three four different cluster areas so if you look at this you can see that and this is up so getting take andrew's point for example in health services we had is the second highest level of enrollment that we saw and that does seem to match some of the projections of where they weren't we know that we don't know necessarily what the curriculum how bad connects with occupations we did see though for example in the case of arts a vehicle education well nine of the ten schools we looked at off for that program so perhaps it's not surprising that you can see that many students there however in health care the health services 24 of the ten offered that cluster so it does
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suggest that a lot of students are taking there then then again you ancient technology which is really the computer science class it's offered in each of the ten schools and yet it was only the fourth high it so it suggests that that is an area where fewer students relatively speaking are taking coursework so we now move back to the word jargon concentration so participation concentration you can see the numbers fall off and the reason for that is you have to take more courses right you have to take at least one credit to be considered a concentrator what you can see here is that the pathways don't change what change is the number of students are concentrating and so what that's suggesting is that students are starting out taking a class at some of these but they're not continuing on to concentrate much less complete numbers out there we drop this at this thing so we are seeing that students are starting out they're taking coursework and they are staying in the pathway of leaves they're not to concentrate because one of the things is we're still I try to make up see they like it also uses a push so like saying they didn't persist actually it's like I can check that off the list offline okay that I try something new so I wonder if there's a way to maybe I'm not a native it's like my range or something I had the same thought because in fact one encouraging exploratory feel exactly the folks after having tried areas keep assigning concentrate oh yeah I assume it's a it's a sometimes know me but who don't want to do is that as important even sometimes even more important than knowing what you do so it's certainly not necessarily a bad thing but something to keep in mind and as we dig into the teeth of the data a little deeper is the number students go on to from concentration to completion again those numbers start to drop off and so while it's fine to discover what you don't want to do once you find something that interests you the hope would be that you can continue on and gave more specific skills there the other piece is what kind of free assessments are we doing in terms of exploration to help students I think my experience is that a lot of math science geeks exactly they are pretty girly but some of the other pathways or I like not hauling so this see how yard and so if you have that all in your schedule that you have already have an idea or some summary exploration they go now I want to try that out so there's a better chance right yeah that's not like members - relevance conversation mirrors a lot of what we heard during the student or and really I think where we're taking this into account as we think of the k-12 continuum is how can we start providing opportunities early err for students to have some exploration and some options around around exploring their interests so equity in access isn't work and one of the things we did was we looked at participation in base and on Chapman and ideally you would expect students to be participating in professional education generally and within clusters or pathways at about the same proportion that they're represented in the street population and here in Portland it's roughly 50/50 it's in terms of the male-female ratio so you might expect that you would see roughly that kind of a participation rate what we do see is that on average was about 37 percent females reponse to about 37 percent of the moment and in terms of some of the areas where they were participating so the federal government for purposes
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of defining a non-traditional occupations non-traditional occupation would be fewer than 25% of one gender or the other so for example males and cosmetology or often be considered non tribe for male females and automotive or are considered non attractive females an important point is there's no such thing as a non-traditional CTE program CTE pathways are for all students however they do prepare students in cases for occupations that may be average at about so ideally if you have a higher representation for example females in under reference in pathways preparing for under represented by con traditional occupations you might expect to see a change so essentially what we saw in engineering the number of females involved were 19 percent so that's lower than that 25 percent threshold information technology managed to just get above that but was about 27% moving along to concentrators so and well these concentrators concentrators are students we achieve one course credit and what you can see here is a number of other clusters are now represented so it's suggesting that the females are participating that they're not necessarily continuing on to achieve concentrator status and we are running late on time so I want to say that the goal is to this analysis I look at it for race ethnicity and special population status and be able to look at that not only at the cluster level with back waves and in schools with that I will turn it back so a couple of just quick sort of summary observations again lieutenant to the preliminary but nevertheless I think important what we think we've seen from this first four months is evidence of a strong Career and Technical Education foundation on which to build a more comprehensive system of college and career pathways that broader definition of pathway does not yet exist for the most part career in technical education is operating in Portland in isolation from the rest of students school experience secondly while there are certainly many students taking career technical education for most students it's not more than the equivalent of one credit I think the there's some very important conversations that we're beginning to emerge around on the one hand wanting to encourage students to focus and really go deeply into a subject or an area versus an equally important objective of giving students the opportunity to explore different options I think a critical question as we think about this work going forward is is the is is a strategy that encourages students to take entry-level courses in multiple pathways an efficient way to promote career awareness and career exploration not taking a position on that one with the other those those are those are difficult questions I would also say though that and to some extent as you raise questions about the definition of high wage the notion that a concentrator is a student that has only taken one credit is a little difficult to accept and so I think one of the pieces of analysis that we wanted to going forward is to is to look more closely at the course-taking patterns of the students who are enrolled in so given that if the goal then is with this sort of introduction to begin thinking about how do we create a system in which career technical education is truly an integral part of a larger not just high school experience but ultimately certainly middle school high school if not k12 or p16 won't get into all of that tonight what happened how could we how could we be thinking about that and so I want to begin by in the world of linked learning we like to celebrate student work by in the demonstration that we led for five or six years in California which is the basis for some of the outcome data that we'll be sharing with you every year at the end of the school year we would bring students together with teachers with parents with employers to share the
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projects that they had been working on over the course of the year a few years ago we had a showcase at the end of the year in Southern California which was Long Beach Unified hosted it we had students coming from about five or six different districts in Southern California one of which was Los Angeles Unified and in particular there were group of students there from the digital media arts pathway at Hollywood High students in that pathway had been asked over the course of the year working in teams of four to develop a two-minute video trailer that they would use to pitch a full-length documentary to studio executives in Hollywood one group of students were there they had decided that they wanted to develop a two-minute trailer that would pitch a documentary on the history of racial segregation in Los Angeles so in their English class they wrote the script for their video but they also read The Invisible Man by Ralph Ellison in their social studies class they read and analyzed Brown versus Board of Education and the Kerner commission report from 1968 on civil disorder in their math class they learned how to calculate a mean and a standard deviation so that they could determine whether statistics whether weather estimates that differed appeared to different by a race or gender were in fact statistically significant in their physics class they learned about the properties of light and how lenses and cameras work and then in their career and technical education class videography class they learned how to create a storyboard they learned how to use a camera they learn how to edit video and sound and put all of this together in a coherent two minute trailer and they had it there was playing on a monitor bring us really terrific and I asked him I said well - who did you get to pitch this they said got to pitch in to the vice-president of MTV I said what's the most important thing that he had to say to you and they looked at me and they didn't they didn't miss a beat and they said he told us spelling matters and like you their teachers laughed and they said you know we tell them that all the time but until they heard that from the vice-president of MTV they didn't really do this and so in that little vignette we have what we consider to be the four core components of a truly comprehensive high quality collagen of equity there is no one right way to do this there are long ways to do it you can like anything you can you do it badly but there's no one right way however one chooses to approach this work in Portland we would encourage very very strongly that the pathway design that emerges pays attention to these four components that in a college and career pathway that includes the poor academics and here's the hard part talk differently much more emphasis on real-world application much more emphasis on multidisciplinary cross-disciplinary project-based learning much more emphasis on performance assessment rather than traditional paper and pencil testing so core academics as a part of the pathway is absolutely critical to doing this work well secondly there is a cluster or sequence of at least three preferably for career technical education courses that are aligned with the core academics again easy to say hard to do where appropriate that cluster should include opportunities for students to earn industry certification not as the sole objective of the pathway but as a way to give students a leg up in the labour market particularly while we hope they're pursuing post-secondary education thirdly there's an attention to what we call a continuum of work based learning starting in ninth grade right now we're talking about primarily nine to twelve although this could be this could apply in school as well but starting in ninth grade with students having opportunities to job shop to engage with industry mentors and evolving over tenth and eleventh and finally 12th grade into internships paid or unpaid opportunities to engage in what we call a school-based enterprise that is what we mean by a continuum of work based learning again aligned with
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what's going on in the core academics in the Career and Technical Education and then finally serious attention to personalized student supports by that we mean attention to college and career counseling attention to the emotional social emotional needs of students and from our perspective perhaps most importantly accelerated instruction in reading writing and mathematics because we have far too many young people coming ninth-grade who in many cases are performing two three four years below grade level and if we don't have a strategy for addressing that we're setting these kids up to fail so however you decide to approach a system of pathways we would hope that these four core components would be at the center of that development strategy additionally we would ask that you pay attention to these common features as we said at the beginning from our perspective what we want students to know and be able to do should thrive the basic design and implementation of pathways we believe that every pathway should blend academic and career themed course content through rigorous and relevant standards based projects we could spend a lot of time talking about how to do them well but pathways provide an opportunity for a very different approach to teaching and learning that is a project base ideally in our experience we design pathways and we implement them in schools so that students learn in cohorts what we mean by that is in their academic classes in their English class at math class their social studies class students in a Health Professions pathway for example are moving together through those academic classes because among other things that makes it possible for the academic teacher to really focus on creating opportunities that expose students to real-world application in those academic lists that's a heavy lift for most academic teachers they have not been trained in how to do that a lot of what we will need to do to make this possible is provide professional development that builds their capacity to make those connections asking them to do it for one industry sector is challenging if we ask them to do it for more than one we're probably setting ourselves up to fail so it's important to have that's that pay attention to how you students can move through their academic classes in a cohort that has lots of implications around master schedule changes we won't get into those details but equally important is creating common planning time for teachers so that they can jointly develop the project-based learning opportunities that are so critical to this so time attention to time is really really important also however you do it paying very close attention to how in school pathway work is aligned without a school and summer opportunities for students I think that self-evident could say more about it again one of those things that's easy to say not so easy to do and then lastly in pathway design really paying attention to creating opportunities for students to engage dual enrollment and earn college credit as part of their pathway experience so those are some guidelines to keep in mind as we think about well how do we create a system of college and career pathways that really works for Portland and the individual high schools that will be part of this process you have in your materials this document I'm not going to spend a lot of time on it now it is from our perspective a very very good example of what a comprehensive college and career pathway looks like on the back of the two-pager you'll see what the program of study looks like at this particular high school the attention that they have paid to making sure that in this case the Health Professions theme I scored that English the English classes really emphasize application in the medical field that the same is true in history and social studies even foreign language by
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eleventh grade the emphasis is on medical terminate terminology in Spanish so what I also love about this particular document is that it does pay attention to the related occupations selective sort of sampling of what some of those occupational opportunities are it describes in much more detail their work based learning continuum and it lists their partners in trying to do this work and it's really interesting to look at the number of Industry post-secondary community partners that they believe are critical to creating a really rich opportunity for young people so I leave that with you to thirty-eight I wanna thank you all for this presentation long-awaited and I means a lot to me and I extend an unofficial [Music] okay so I'm the social sanctions it hurts under social science you've got freshness medication success [Music] you got medical with us and then in 12th grade of guts economics [Music] so I guess my question is as much as as much as I can embrace yeah yeah things they needn't I do worry a little bit about it being I mean there there are lots of things in Australian government in economics that here about right it's a great question so let me be clear certainly any health professions in high school and when we talk about what we received the high quality implementation the objective is not to integrate everything with the industry theme that is the focus of the pathway but rather to make sure that that during the course of that instruction students are having opportunities to engage in it so in for example medical US history when students are studying the Civil War you might pay attention to what was what was the status of medical technology medical treatment during that particular period so it's not been lieu of in this particular example studying Civil War history but as we just do that could be I mean they're there any number of different ways that teachers might approach this but I've run it again I want to be very very clear this is not in lieu of teachers ignoring the curriculum standards that have been established by the district or the state it's rather this is a strategy for helping students better understand those standards and not everything that that's not the same students program we're all there English with seem to be entirely even second all right thus a question popped up so you're not right so that's why in the example that I gave you from Digital Media Arts and holiday hi yes okay so the other English class that we're writing the script but they're also reading in this command so that in other words if in that English class that teacher has to choose an example let's say of nonfiction or even fiction that students are going to read well choose something that is connected to the the industry the theme of that of that of that conflict so it's not saying
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do technical writing in lieu of reading really challenging literature on the contrary is that does that go it's a it's a really really important issue no doubt that okay so um let me I'm sorry you're twelve more emphasis than you landed on B and C to emphasize helps us identify more accurate that's correct he does it in case you don't like this truck over that's right so let's go this is hard work I mean so do this is a big shift for districts to make poor or district leaders to make the school leaders to make for teachers to make the students today it's a big shift and so we're going to go down this path no pun intended we better have some evidence that is working and so what I want to share with you very very briefly are some high-level findings from a seven-year evaluation of the college and career pathway initiative demonstration projects in California that connected had the honor of helping to lead and manage with very very strong support from the James River foundation ten large districts and help in places like Long Beach and Los Angeles the evaluation was conducted by us RI international completely independently of the implementation in that design and here's what they found they looked at students who were participating in what we call certified pathways that we have process validating the quality of the pathways of which students were participating I'm not going to go into a lot of detail about that but it is important quality matters again you can do this well or you can do it better and we had a rubric and standards we're making some judgments about whether it was being done here's what they they found that in spent students and most students in certified pathways 20% for students recording improved communication and teamwork skills again think to your graduate graduate they found that students of certified pathways accrued more credits on average the equivalent of about two more courses over four years of high school although were Latino and African American students that it's numbers are even higher in part because of that students who are much more likely to resonate right students were much more likely to graduate because they had were earning the credits that otherwise would have held them back and also much less likely to drop out interestingly enough they looked at the achievement gains for students in the eighth grade who were lowest achievement and saw significant achievement gains as those eighth grade low achieving students moved into certified pathways in nine ten eleven twenty twelve grade they found that students and pathways enrolled and persisted in post-secondary programs at rates that were at least equal and often higher than students in non-certified pathways and one of the most I thought remarkable findings the percentage of african-american students attending the four-year college and university was 12 percentage points higher for students in a college and career pathways to the very resistance so anybody who who maintains that this particular approach is at odds with post-secondary attendance generally but even four-year college and attendants more specifically that's not what occurred in this particular situation and then lastly the separate evaluation found that students and in this case in career academies which is one strategy very implementing this work by no means the only we're earning on average about $2,500 a year more for each of the eight years following high school that's equivalent to the salary bump that we would normally see Andrews the expert on this with with respect to earning an associate's degree really powerful impact so happy to share with you the larger evaluation unless I say it was a seven year longitudinal study that reports in each of the seven years happy make sure you have access so yes so okay
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so beta the basic research strategy was sort of quasi experimental so there were representative groups of students in certified pathways that were compared to similar peers and non-certified pathways over and we're not you know obviously we would have preferred to do a random assignment that's almost impossible to do with this kind of a district-wide so this specific Washington like poor academic classes is there absolutely so ya know a great question right so in at least two different ways so this demonstration at Curtin California in California the California State University system and the University California have what they call a 2j a 2g auditions qualification course before so students have to have taken four years of English let's see you're better I think it's I forgive it was three or four years of mathematics four years of science employers or social studies two years of worldline etcetera etcetera to be eligible for admission to UC and so one thing that we did throughout this was to track the ATG credits that students were acquiring and we also saw again higher more credits being earned they made a G subjects in certified pathways than a non-certified practice ideally we would have loved to be able to over the seven years to marry that to our state-based achievement tests because of the shift from the previous assessment system to smarter balance in California the state suspended state testing for the last two years of the evaluation so we didn't have achievement data for the first three and get into the last five that would situation so those two because those two indicators are pretty good the same organization fine that's right my Jewish requirements so just let me do a quick summary of I think some key considerations that we want to make sure that we places we move this work forward and get more deeply into you know what does the act look at the actual design of a system of comprehensive college America number one to repeat we are very fortunate to have a strong foundation of Career and Technical Education on which to build go work the the critical objective there is making that a much more integral part of the larger high school experience we have an opportunity I think as we design these these pathways to think more carefully about the pros and cons of encouraging students to go deeper into the career technical education courses again right now the overwhelming majority of students are only taking the equivalent of one year-long course but that halves plus its minuses you need to think that thirdly this work absolutely has to promote equity throughout the history you know as Daphne indicated we heard very very strong expressions about the concerns around what people perceive rightly or wrongly as inequitable access rightly I'm trying to stay back but a big important thing those perceptions are very very strong and expressed to us and we have to insure them as we approach this work that all students have access to high quality so that
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the values and it was about they just chose the process it yes okay fourthly I think problem are the time that we got to spend with a wide range of stakeholders there is really strong enthusiasm for engaging in this work particularly in a much more system systemic and comprehensive way and I think the trick is going to be you know how do we capitalize on that enthusiasm how do we assure people that Portland as a community you as a board the district as a district was prepared to engage in a long term commitment to this work this is not something that gets done in 1 or 2 years this is probably at least a four or five year longer to begin just to really see the benefits of this work and then lastly again as Andrew I think said so well in order for students to succeed in not just the economy of the future but the economy of today they are going to need some level of post-secondary education not all students can or want to participate in four-year college and university when we talk about college and career we mean college blog that we do mean four-year college but we mean to your community college you can be an apprenticeship for that's appropriate and it's absolutely critical that we design pathways that enable students to graduate from high school ready to succeed in further education and group both no longer one of the other and I think that that is the opportunity that is in front of all of us it's the challenge that's so that I will conclude just again you know to echo Steve's comment we so deeply appreciate the service the time and the thought and the care that you bring to this work I hope that the or believe you will honor that and respect that and continue to engage in ways that will really make for the public schools a better place for every every doctors in the district what clipping just a little bit with weapons up here that you mentioned that we're talking about generation C you know they're demanding relevance and here's my quibble I know because that different kind of totally not generations I don't have an alphabet attached to my generation a little and I vividly remember sorry I didn't complaining and great volume that things needs needed to be relevant and they were totally not so this is not a new thing I think what's new is that Anglicans that's the only thing I think that's also changed is decades past I think if Elvis was a secondary students have always wanted engagement it's just they want unaccounted for it because we were tracking so because of color especially young kids they were graduating special truth job got out of high school [Music] so Aurora thanks for they updated matrix this is about is additional suc- on the back but [Laughter] [Music]
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they're interested and kidnapping that out so things you actually have to very well I'd say I hear that [Music] yeah that's why I see it and here the different stock College here's 90 an embeddable have a video design some of our local employers come up with so you want to be yeah Charles the year-old and then we can see yes master that it's there - yeah our darts visual arts industry and we also read today our scene that generation Z stands approximately four hours the day on YouTube so maybe we need to start tapping into that there [Laughter] nice nature but not such a place where relevance well I think we can all say that we're committed to middle school redesign and really examining the experience of our middle school students and so I think that this can really help inform at work what do our middle schoolers need to be able to build that good to be home to success so he can just especially I mean I can get so she's always just seemed so like rate you're right so bring out at the ninth grade we have the college and career exploration course that our ninth grade students participate in so we I think it's a great idea for us to look at something like that if the eighth grade what are our high schools offering what are different paths what are career opportunities also many of our well I won't say many right now I think it's specimen Roosevelt do a CT eat meal for the freshmen so they'd get a quarter credit and four different CTE pass and then I think maybe looking at something like that then they have that exposure so they could still become a completer by taking a pathway they're interested in so that there are options well like that you build up these programs at the ISIL level in that you know that I made break you could flatten both before they go into forecasting before you know okay we're going to start our program we really suck you know business management right so they can maybe already something in a couple months before high school like hey I'm gonna try that guy I mean engaging is kind of another presentation we really need to expand that taking to college and career readiness and so therefore Cobre came on the burgers we should be talking about these things and careers virtually all of our students that's a little bit of a night shift
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not everyone's honeymooners so what are the other pathways to post-secondary plans to that point I mean as important and useful as I think it is to improve career awareness middle school actually introducing authentic project-based learning into middle school will do a whole lot to better prepare students for this kind of work in high school so again it's those two things together [Music] we have those definitions from a permanent believer or so to get those separations thank you thank you very very much thank you okay so next up is Alliance that meet location analysis and Nick has to go because he has yes we are on track to graduate [Music] alright then our seats warmed up for you for watching the next agenda item and I know it's that one we have our folks from Alliance here as well as other staff related questions questions and they put off hunters we want to make sure to be responsive Laura's resolution or some possibilities so that's what we're [Music] [Music] the fencin master planning effort began internally back in January 2016 defense and specular claims of December with two additional deliverables Caleb Deschanel analysis for offensive to be completed by the end of February and updated master plan for the campus to be by the end of March the superintendent's tab called listing sessions with all of the programs [Music] halten building and who's building a dedicated facility on the existing it's a parking lot for a white high school attempts at the regional center services team parent child care and our office at this time the board also directed an integration of the Alliance at Metis ability co-locating Hawaiian seventy at that that is the feasibility study that we are bringing here tonight it's also worth noting that staff did return to the board on March 19 where the board did approve the updated master plan so in your packet state you should
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have the staff report before tonight's materials and also a copy of the PowerPoint presentation you know special staff so my name is Bridal their senior p.m. on the Benson projects and myself along with Joe much is very from session will primarily be driving through the presentation on the deck tonight as I have Genet options there we'd like to change up the presentation just slightly to make it a little bit more efficient to go through but we'll do an overview of the plans first and then come back with an update in the packet for the schedule and budget see to make a little more sense so with that I'll have Joe start off with go through the options [Music] [Music] hi everybody thanks for having us so really real quickly on the schedule I think the main point here is that Benison scheduled speak team itself our milestones [Music] we're talking about this site right here the building the options I'll be going through various so option one is looking at the colocation of me into that building that it is building its what it ends up doing is before with alliances Benson dark forms in reconnect and shared a multitude space and I mean within that building and as a level of perking pet great go back you can see there the school's programs to fight there all of those birds in one building that we we explore options today which is located building as well but primarily within that building a classroom space and shared spaces within that book but looking at the request was made to look at providing some seats east base the automotive manufacturing commitment will be put in the Benson campus which would be directly adjacent to that this in this scenario today we looked at located here on the southern end of the campus to be in close proximity to that adjacent apartment on site or these and ease of access in doing so there's some displacement elements within the beds counselor locating here program space here's classrooms in science so most of those to be this was a diagram to show how we relocate those that can be Clippers option to be very similar scenario with village fete both Alliance programs classroom space but the difference here is that it's a slightly different configuration of - that could seem to be spaces commute Aysen back that's campus the location of that is important at the ground level just work because the automotive manufacturing components that they have ground-floor access the motive for this scenario option three is we've already seen an improvement the previous discussion we had in March this Lyons incidentally exciting community in its location and then option four is similar
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innocence that she buildings a on campus remain has previously approved but looking at additional traditional work on a meek campus or other location just to quite a modernized school for that those are the four options that were that so over all of that meets in terms of you updated budget I did square footages that were analyzed stay similar to the March 19 revolution of our baseline and with a firm thirty summary here is that depending on which options between these four and forward effectively have a range impact each of those four options breaking that down a little bit further presented a table of what those of those cops right now museum options some tale about how the arriving figures keeping some more format probably shown earlier but down for building are equal part cost level analysis soft ops associated with the project what we're showing here is that in just specific to the analysis of the enemy GE building both lines that means option 1 that's a true location of relocation and kind of Alliance and over with what we analyze it's a total building concept that's about 60 1.7 million square footage for finished pasta this is the program with and cover walking through that 61.7 little pasta pen the Delta removing the Delta that was previously approved and March brings us to a final Delta at that option we received we protected from the twenty seven point seven million dollar add to what that that's why that sliders should be in the country we don't have some okay right okay yeah I've been breezing through this as I assumed they were in your packets on my phone so I know it's moving target trying to figure out I'll step out it might not be the one thing sure and we're not happy to start you know just give you the bottom line numbers here what we see is the true effect so again we were looking at just the effect of the leap relocation to the current master classes so bottom line if option one is chosen as a delta 7.7 million to have that program at the second floor to the building that was designed to vision March to have that second floor and that space that we determine some program entities that's what option two which is the kind of a combination or that of bringing me over but incorporating some of that CTE space into the Benson building the bottom and bottom line impact for us is that is correct the impact of that would be a capacity reduction from 17 that's correct and then an option for is really you know that's what we've included in this is really just a look at a conceptual idea around what we would look like in the modernize work new building somewhere other than events and campuses join as Joe stated so based on the program space needs that cost per square foot this would be a project sometime in the
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future outside of the this offensive project in and of itself is proposing in that option we looked out for a future bond future project they suck so I put it in my box or this timepiece somewhere we have to make somewhere between 47 one thing we included in this deck as well is a competency analysis of parking on site the wanted to show impact where the designs headed currently existing and run that said existing site existing accounts of around 210 improve master plan that happened in December so that's again it didn't have the impeaching building bought the building on that parking lot but there was still a reduction at that time 170 added the MTG believes of a parking lot reduces that for their estimated range summer 25 1140 so that at the end of the currently about how many spaces so we're wanted to present the information that the alternatives we've looked into so far as an estimate to add another lower level of parking as we mentioned before added at a lower level of parking underneath the MPG building we already have the ground-floor parking there but this would be the lower level below that that would add back number of stalls I'm gonna put a pole range of 27 to learn 42 note that other alternatives are being explored some land purchase options Jason - Benson are being explored as common art and developed enough personal personal yeah so a moving target indeed but we but you know it's five wash Venice's before we had was the hundred and seventy slots but they're bad both of those are great how many staff just like a big staff versus student working so I'm sure we have so we have Vincent about seven and certifies that to test my can certify that about 70 and then what happens is that parking structure as is students Park freely in there as well and then so there's the neighborhood in the community operatic so repro but there's about twenty because I went out there years ago i market myself therefore and it is about 14:45 small amount combined faculties the South about a hundred and ten spots there's a extra spots that students and others and one of the changes that we are looking to make as part of this project as part of this plan is to have that access control to that parking lot and that part of the discussion theories you know has a parking lot through staff and I don't know the culture just seems to be the parking lot is for staff because you hit yelled at well because I'm afraid of saying you can create a culture where my days or something and just for clarity important for the master plan of Vincent we're about yes correct as its master plan services it and our patient engineers doing itraq across this week's so is there any and why the approved by with MBG obviously resolved
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I'm just supposed to be nice they very grand for instance has you know [Music] on site there correct I think it's and is retaining about the same amount about 100 spots and this analysis was done that was different he was their critic wrote and was there was expressed a concern about choosing to Parkman's beaten partly because some things he talks about but also this is the neighborhood school some kids drive more often that's there so they put the depot's appropriate to do an analysis this isn't recommended it was just stupid there's having a bunch of guys to see the numbers because I wanted a few steps back so I was expecting some different stuff in a memo so I have some basic questions that I am still very confused what exactly is the difference between Alliance ebony and Alliance at this and and um I'll get a little so my perception has always been that the reason you have these two programs across them from each other is that when they were moved with alliance with movements they couldn't fit so we shoved them in you know whatever spare space we could find and that happened a while ago and all the time they have evolved and they're now different okay and it's the the differences it seems me our function of where they are on the other hand I am frequently told no no these are totally different programs serving different populations of students and yeah they're very good so which is it and my original question way back when when when we initially told you go up and do an analysis my question was would it make pedagogical sense is there an educational reason to keep these programs separate or what these students be better served by unifying alliance into a single alternative placement so I'm very confused when the language around this is co-locating Alliance at me with Alliance at this so can we just stop there because I know at this point I don't actually know what we're talking about so I was reading in describe pants thank your great question more so - high school it's ID number with the Oregon Department of Education when we are accredited we have [Music] there is only one we are once reason that we are in separated I need sites and previous that are my core Alliance science and really does have more to do with space and not with to separate the small school research says there and we are still getting that personalization we get up to a threshold of about 400 students and so there's not to have 150 and each side we have adapted to to two sides by focusing a little more on the CTE construction
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partly because that's the states that there's some historical pieces of many of the staff together but what we really believe a combination of individual construction is really what's best for students it's um [Music] very similar to what was described from connected and you know we have several examples of that and both campuses so we are really working towards in of students who have not been well served whose lines constant eruption in their education and that is the same for both campuses it's just that because of space we've had to you know make a different programming there's sometimes there is movement between okay so okay so I get all that so so this was my essential question does it make sense to unify Alliance and put all the students together where you could have you know you can satisfy the need for you know smaller individualized plus hands-on that was my central question and and I feel like I still don't have an answer today my answer is yes you're into gift okay so okay so when when I look at the options that have been presented this is my other side questions it appears to me that an assumption has been made that Alliance students from whichever program whatever they call the lion students have to have separate CTE facilities but within that that would that would take away from the stuff that said this so here's my question is there some educational reason why Alliance students would not be able to be integrated into pre-existing CTE strands in Benson and share those facilities rather than I mean why do you need to have a separate Auto Bay for a line of students and our amazing automate right I think that they're both groups I could probably respond to this we have three Bay's [Music] throughout the day the the exception is when the teacher hasn't landed here because we just out of danger but those classes are our pre-packed and we have a schedule leveraged our unique schedule to students who did [Music] nice the other high schools so in our schedule students have class every day and if they are working for example on and on in that that work would be ongoing throughout and if other students who are with a different teacher are coming it seems like that's when you make a problem that's an auto program operates very differently we would like to give access to the yeah that Benson sleep better just get her right now so we have what four days
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right now but with our Bey's each one is specialized for a certain protocol that they're using with the kids and so so they build up from freshman to senior year so there's there's one day where it's just used for inches all they're doing is studying in their building they're taking apart they're seeing if they work that's all they do in there then they move all work to an automotive SEP some other doing it just working on these cars and they're dirty they're taking off the tires or looking at the engines they're looking at all over the front of the car then you go into another day and that's the diesel Road where they're just working on these big semi trucks so they have it set up to where as the kids are moving throughout their program they're learning a different component in regards to bottom-up automotive and they called out and loaded one two three and four so I was trying to wrap my head around if we were to enter great so we lose a bear too condense the curriculum and try to figure out what staying with let go how about we still try to conceptualize this and it's a it's a difficult popped up because of how it's been set up all these years over a happens okay am I totally get you know is what it is and okay but but like here's my frustration it feels to me like that there's been a lack of imagination and and you know I was hoping that we were going to get you know an analysis that would look at ways to do not segregate the students to to actually have and if there's some educational pedagogical social-emotional I mean give me a reason oh why why the Alliance students can't take advantage of all of the CTE strands that are that are gonna be 10 feet away and yeah so I would stage students to us so we don't really have the ability like offensive high school to articulate a warrior we have to be more flexible and give them multiple entry points and 2ct to try to kind of sparked their interest a little bit later in their in their high school career and so we we approach CTE very differently than Vincent with that authority that I think they called it the wheel the freshman year and then second 34th year in high school so that's that's one of the reasons that's really different we also have a lot of warmer than some high school students roll down credits they are looking for a different and so I can see that that that could be a problem because our job is to to reengage students my base we have to provide a different kind of program and so we are to remind that responsibilities of personalization we do have a lot of social-emotional programming that that complements the CTE Oh just because I have the same printer does putting 300 million dollars there's a lot of taxpayer dollars it doesn't have some other students yes and it just the students were lucky and it doesn't seem like a stop capital dollars efficiently [Music] programmatic me evolved in a way that we efficiently using it's a really expensive space equipment so that we optimize as otherwise really the dollar capital investment a lot of staff
02h 20m 00s
- pretty small that doesn't say I guess it's the question very well about said even like the students they're not going to do to me they're not going to do the wheel and everything else but it seems like women is equipment some ways but that's the critical piece I mean if if that was the case that murder disallow for example juniors who want to transfer me to say come on in we're very specific that you did take the first two years where you were getting pretty much prepped for choosing your major so that first year you have eight rotations where you're going to go through and see all the majors you're gonna be learning bits and pieces gonna learn about safe you're gonna learn about how that use their equipment and that sophomore year you kind of fine-tune it just a little bit more you go from eight to four I'm writing it up and now you're good at thinking about something that I really want to do within that junior year you choose that nature and that's pretty much where your app for the most the beard day from 8 to previous has taken a few of your courses that you need which is the English the math your core courses but you're so you spend all that time and some of these are double block with your instructors it's very difficult for us to bring in a transference a critically and as a junior or a senior and just figure it out because all of that is passed so we would really have to change the entire curriculum or scope there whenever Benson if we're going to start doing it in that model but Sarah Robles ain't got a bunch of former defensive students but been exposed to that already sells but in addition my understanding is that you there are students who's who have a home high school elsewhere who can come into Benson and take something right so they're their neighborhoods everybody's in school but they come in for something no the last 20 years there has been precisely London student from Franklin who did that she went through Otto but she had to do essentially what you described furnace other than that no there is an option to do that well there is a theoretical option I think yours you're raising it the way you are an option yes thank you and that is my point yeah okay as soon as the opposite in that we have students that come to Benson and they want to take certain classes that we don't offer because all of our electorate identity programs so then we work with them to figure out okay is this a PCC class is something maybe at Portland State is something that your neighbors blue comfort we've done that a certain students to allow them to go back to their neighborhood school or some other capacity because their parents are very adamant that we love Benton but my kid wants to take this is what you don't want let me go at that so if I gets my junior year over a two-day period the existential weather semi-times auto-related forces if you are doing for a regular students or they're taking four classes a day and if those classes are federal to live in regards to Ottomans sort of filing taken two of your four courses bar in your CTE points and then you're taking their initiative sometime in the day and then the next day it's whatever your public where it says you need for your core but half of your classes again for the classes that there are double blocked because we have a vast majority two masters are different waters catches a chase out of a 2-day theory not seen a period 1% of that time [Music] so how many students here's the question that you probably can't answer how many students per pay a few students birthday are you amazed and totally locked up with the number of students who have encountered so immense it gets bigger without editing anymore students in
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staccato programs that are now that is a tough the classes are at capacity right now and that capacity for anywhere from 25 to 30 students per class now to again most gutters yes exactly and the entire automotive section that one I don't know but we don't have any issues of it the number of students signed up for for example automotive sorry so just just in but you have to ask yourself so with those five days that we have are the car they all being used at the same time no we have we have two teachers right some timing some time they attacked me sometimes they're 70 some time mr. Bailey is doing the spot engines sometimes mr. Hampton is doing diesel so maybe two of the four days of pageants are being used but the issue is that throughout some portion of that quarter or semester they're going to rotate through all of those babies they don't just sit there for 3-4 months so that's I feel like we're back to the culture up now okay can't do it this the way we do I can't do it this the way that we do it and that's just to me because it's a failure of imagination your you've got capacity in haffley's can we make this work so that yours urgent question is the it's an option that we're wanting to imagine or decide if it is an option in all the nineties live cohabitated events on campus Newshour I mean if they're if it is an accident of space and history that these students are separated into two different locations two programs that have evolved over time just because they have to if we're talking about are we talking about an alliance high schools that would unify all of the students in once what place or are we genuinely talking about new programs that are so fundamentally different that there's need to be in different locations in which case can we call something can we go one of them not Alliance like this makes no sense to me so that we are persisting to do is I'm asking the question because matters space crying and control management Benson high school there's just you you would have set aside a whole another one I don't work out a lot of shared integrated spaces that's specially kinda what I was hoping we were going to get here and what do you really hate to do that I don't know I don't kind our birthday girl or boys are this that's what's in my brain does that also were a alliance of Benson they're near graduation there's no way they're going to go back and Wilson and recap the last couple of credits stage it's individual tensions palpable across the finish line there within a year roughly where his life speak is water charm jewelry there are more benefits keeping them separate so the lancet Benson is also follow so these are students who may have zero credits may have two or three credits they're reengage from being out of school or and so those students
02h 30m 00s
students we have seen students partnership and those are students but they need and that's that's what we have been doing by having no access to two stackable career-tech program so yes we are currently kind of dividing students by how close they are to graduation but that is really because term or said or outlet of history and scarcity okay so can't just you know they need to specialize a little bit because we have these two small spaces if we had one space where we can integrate students that's where I think you'll see the concatenation over how we combine our two our two current campus programs into something that all students constant mayonnaise is happy one is enough insta-tox calluses going back to the question about MIT that's it one of the things that I've also hear is about the students who are Alliance are there because also social emotional anxiety kind of issues so the and we heard that loud and clear as we were talking about that as we were thinking about what the recommendation would be so integrating in the defensive like you were talking about just completely integrated sounded like well that's what they were in already okay well know what I'm saying that's not I'm suggesting what I'm suggesting is if the kid wants to take automotive or manufacturing you know or I don't know healthcare I don't know they could be distrained in his hands for for those classes what it makes sense would it be doable would be feasible would it be educationally legitimate for for an alliance students to to flow into a pre-existing CTE screen defense or not that's my question and and you know I'm persuadable if if the answer is oh hell no because you know you're asking them to do a course that they they had proven doesn't work for them because of in in my particular environment you know make a case make a case any case unpersuadable but I haven't heard a case what I've heard is habit but what I've heard is this is going to do it because it's the way we've done it so this is where we're going to do it and there it is and it's gonna be way expensive so never mind well and so I I was just going to add the other pieces when we landed on a recommendation it wasn't just on can both live at Alliance it was also looking at the cost was looking at the timeline so it wasn't just based on put in to be together in one building because we did see that they could be heard that they could but the price was the biggest price it was also creating another comprehensive high school on the same Benson parking lot so where we would end up with to see now I don't think I don't know I'm sorry [Music] Vietnam ounces or a merge Alliance on the Benson campus taking to consideration the fact that maybe in any given time 20 percent ish of those Alliance students would be out of the building attending CTE classes in Benson thereby reducing the square footage of the and we haven't discussed that because that Z sent full clean if you're talking about the assumption is that Elaine students would not be doing it well I'm just following that binder line up
02h 35m 00s
[Music] and confidence for common school district several years ago we have infused not mindfulness into it we have infused some drug and alcohol prevention studies but it's a it's a social-emotional program for students it's pretty robust at the meet campus we have tried to replicate it in but other resources to do that and so that with these if we were integrated for all of our new students it's a covert building program says okay these students have they need to put down some threads in this and we take the principles from that approach and we can we use them school so that's enough format in a structure for the way that we were at our advisory program want students lactation and it's just it's it's are away so that is the kind of thing from the Alliance perspective that's also a perspective a disruption to their four-year articulation so if I could say it another way and if we burn back a few years just starting to talk about this and we were going to solve the issue for all three of the schools at the same time at the beginning that could be the starting question is to start there but that isn't what we were handed so we have some decisions that have been made with some time lineman to me and so we were working within that structure to say based on what we heard from the two leaders of the instructional program that integrating them into the Benson building just like the other conversation about alliance at Benson would require a huge redesign of both of their programs and we don't we didn't see any rationale for redesigning the whole program just so we could get them in the same space even where we are in this project so what we looked at is the board has already made a decision on Benson and Alliance at Benson the cost we've got the timeline were moving forward that felt like a huge piece was to try to meet that timeline given all the other things that are related to it so then we looked at really the main focus was should be put in both on that parking lot and to do that and provide all the CTE they want and gym and everything else they want was going to create another comprehensive high school on the parking lot of Benson in our minds not everybody on the team but those of us who are giving you the recommendation that didn't look like a promising practice for the district going forward in looking at having to fund it from a new vision and those kinds of things it seemed like was that really going to get you where you wanted to go and so those were the constraints within which we made a recommendation if there if we didn't have to pay attention to any of those probably disappointed we just wanted to look at the program programmatic aspects you say yeah go ahead and build another comprehensive high school a smaller one for Alliance for them all to be unified on that parking lot so that would probably be our second choice but even where we are financially was why we offered up when you say another comprehensive high school so what are the elements that you'd have to add opposed impeaches building that would make it what would what would have to be
02h 40m 00s
added away the whole be appropriate Auto Bay's or something whatever is kind of shove it then put my back to that assumes we said there's no way they could share facilities in Benson right so dip for that one sheriff if we're not gonna share facilities events and if you have the programs we should shrink the size of the MTG building and plan for the United Alliance rebuild at Sunderland Clark Kent and and the reconnection services of every relative or can we have to have we have to do so whatever different their place okay right now we're planned we are planting great art MGP village to improve Alliance events and resources and target just right companies okay just that I'm saying why are we building that if the ideal person to unify the office I know Easton say all because here but if if the long-term best thing for her violence then we should not build a new building to house an alliance offensive we should plant a unified alliance somewhere else this footprint really doesn't work very long there's but there's lots of Central Services I mean I want Alliance at me is the greatest centralized location but it's relief we have kids from all over up there there's others think about if we keep going down this town but we're gonna end up with is brand-spanking-new mpg till then that's half of Alliance right plus dot plus or whatever you know always they be connections there okay and then we've still got half of Alliance sitting in a crappy building across town and and you know how am I gonna swing back to people so chair no one would disagree that Alliance being situated as it has been and behave exactly as it was never intended to to house that kind of appropriate the community has been very clear students were very passionate that's about it they deserve better so I know we need to do a serious remodel there that creates a therapy do small no grands in there we need to find them another site and you know this exercise was to sort of explore we would like to do that in the shadow of the main fence the campus which we already specified to be for 1,700 students and meet all these facts and that's what it looks like I think to go through an exercise movie figure out how to house to high schools early building even if there was some shared spaces even if there was some integration one can shrink the Benson and exercise but I get where you're coming from Pacifica coming from equity oriented place around our meek students deserve as much as they just happen to not be Elliott's there at one of those women I mean so okay this is what I was hoping was gonna be in doing this analysis and it's not so well I would like to acknowledge that we came down a pretty pretty difficult if not impossible task here extremely lately this is a piece of work that was identified to be done in the summer of 2017 in terms of determining the fate of the Lions when we were discussing putting bets at the bond there as a board there was no discussion of this until all of a sudden the Benson master plan is Russian for the board the school improvement by many was dissolved there was no consideration of it anywhere and so then we have oh let us throw you this flamin hot whatever you know right when we're trying to get the Benson master plan through and I'm not you know it is
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what it is but I just want to say that it is a extremely unfair and unprofessional and unfortunate circumstance that the board who move this happened with regard to consideration of this important question I mean personally sorry because I'm not digging fur for consideration of this starting in 2017 when we had identified it as a huge open question and there was nothing and so now we got figured out and I just think that means as he said because it's nearly impossible what we're asking you guys to do and this window of time now and that is rocket board as the instructional leader over all the schools in all programs when I occurred over and over again what if what they've done to create the programs that they've created which are great programs that are serving our kids well to do any integration at this point requires them to either completely redesign their programs which I wouldn't recommend doing instructional it just doesn't even make sense when you sit in the room and listen to observe how the kids are learning in those programs if it wouldn't do so I get where what you're hearing and what you're saying but it's a it's an isolated question and I think the last point just raised is that we are sort of trying to keep everybody's program intact we're trying to meet the needs of everybody as well as keep on our mind and and trying to help you with this is that we have huge communities now that we've had conversations with that have some expectations about what's going so you're right we didn't feel a luxury of saying let's just throw out the whole plan forget the timeline forget the Benson bag advisory and all those people who spent all this time and energy and forget what staff says about what the Benson program should be like I can't wait one against the other right now in this role you have to look at everything in there together I would also grow another idea out and remind us about the real high school that brenda has envisioned and we have gotten grant money to start and the reality of the social emotional anxiety depression issues high school kids are dealing with I'm living it I have two boys and they're both dealing with it which is what I did calls constantly when something's blowing out so I I can feel it at a visceral level what our kids are are living that are dealing dealing with them and I would suspect that if you went ahead with plans how you have and you have an opportunity show another dedicated Alliance high school on another spot at some point that you're going to have other needs that you could add to that and still even serve more slips PBS on with those unique needs while we're also redesigning on high schools to be more like what we talked about with college and career that's a lot to do at one time so to completely disrupt these two programs to make them fit in the same space doesn't make sense to me which is why I supported the recommendation there's a lot of it's mistaken you don't even have you don't even have a rule that's more my plan so I mean we also represent taxpayers if we're spending the money here we're not spending it somewhere else and you know the reality is our education education needs by the facilities just know the exact same high schools we have and if you look at the enrollment projections I didn't even see how we're going to the high schools that we are building so it's something to use the program alongside for leaders because I mean I wouldn't jump to the conclusion that worth building increases
02h 50m 00s
that would be half empty what we're building in our high schools that two years later after the doors opened our way overcrowded because people want to know them so I mean we don't know because if you look at the history projections you can't necessarily fill all the buildings because it is so out on those the less accurate gratitude right okay and we're gonna fix the housing crisis so not to wear it it's gonna be good Oh ed yeah oh thank you I would like to go back to what the superintendent said Benson is designed for 1,700 we need to be better than seventeen I'm not going to agree to anything I will do everything possible very few resources make sure but it does not happen we know what the net if you built is all we're just cementing inequity in place I completely understand what you're saying Lorna and I have seen how the CTE programs had need work and they are not remotely like what we do it at Benson and to go back to what you were saying fun we know the lines of students have arable it been coping with anxiety with crowds with noise they the the big high schools have been employed in all kinds of ways so Curtis tell us about the control chaos that is Bentham at Benson you've got the students walking down the hallways with chainsaws and nail pens been mention is all strange smells unexpected noises and big big crowds of goods so if we are going to do something separate something new or alliance sighting Alliance that that whatever I facility is SBA will provide the CTE on and not try and push those kids into what on the surface looks like the adequate space in medicine because no Benson really is completely different from everything else and I you know I said this many times before I wept at the projections that Metro does which are 35 year and I think that we are going to need every high school space we can possibly get 20 years from now saying that the the Highsmith eight particular high school is small is under enrolled now so we build it smaller that's what gave us a thirteen fifteen capacity Roosevelt and right now Dan you should be out pulling permits from the city to put the portables at in front of that building because they are going to need it they're going to need it a lot faster you can get okay anyway it's the primary reason we'll say I'll post it here let's don't care that it's not for people none of the options and stable perfect all pointing out the obvious is that option one is we don't have unlimited resources this would effectively convince additional resources to respond without going through the process of everything else that might go to put your bottom two are both sides process so that was certainly one component and knowing that we need a bias for action here we need to make decision what that polish is not taking an action now gives more time for planning for the decayed alliance program gives some more time for program general and the con being yes it takes a way that you justification but it really has all the other pros have time to
02h 55m 00s
decide what is the best location of appropriate and it honors all the previous decisions that have been made to date about the 1700 Benson the location analysis programs okay know what we are I picked up his money so what do we do so I just understand the staff recommendation is optional widgets the decision acknowledging that because actually one program and two sites what's under its half the program just an aspect of another constellation of others it's all kind of odd it's not a move wait but it's an interesting exercise because realistically we're gonna have to face events and projects be the second phase so if not is a subsequent bond then there are further possibilities as far as be conceding how to address any of these because the fact is there is some money to build because they're recommended at building Alliance when I was holding up anyway right all the options yeah yeah and if if I understand eyes so if we did up should one no not option one if we did option 3 which is just go ahead with the building has partly constituted then at some points at some point we have to contemplate option 4 right which is another 50 grand 50 euros right yeah right and that's a pretty quick look at that the whole range but it would be a dedicated that program that means it's customized so it could be a pre-existing site that we reconfigure it could be an entirely that's a different exploration okay I'm just I'm just pointing out that if we're in in cost saving mode we're not saving anything in the long run because we're contemplating it is another fifteen million dollar building somewhere toward those where so understand that but although I would like to respond to that saying I hate bed but monthly the meek building is enough at some point we are gonna need to tear the thing down and atoms without something else or some purpose where regardless so you know we got 45 years worth of on projects we're gonna have to do at some point we're gonna have to dump up both of the money on the meet site or something okay either to modernize its level a or a situation no it's a quick as so we're where I am as based on what you're saying this rapping and Sam lamprey unifies me Alliance and Alliance excuse me and make sense to have the other entity programs there or configure at some other Sinclair locations
03h 00m 00s
Nagata clay serving our kids and unified being just way to go that's that's it off of that work right now I want to ask Brian if we say no to the empty tree building today or in a week and then in six months a year two years a new board says you know I think we needed to go back and do that where are you my impression is that other than what Joe has the drug share of his death you got nothing invested in this at the moment at what point could you pick it up again and run with it if you needed to if you're asking simply for the standalone portion of what's included and resolution yes the amount of investment that's been made so far sort of time spent on design analysis and things of that nature is is to a bowl to pick up later understanding the implications of what that means to do that later it becomes a little bit more challenging so for instance cause the construction doesn't ever and she woke up some of those implications the thing I think about most though though is that plan now charge that was resolved in March 19th resolution was what to to with those what to do with the mpg program statistically a defense so my question back would be what do you do with the dark question what do you do with Alliance offense because without an assured place for them to go that's an effect what you're grading is a vacancy for them that is not known if you scrap them that was original probably resolved to be added by extinction what about the rest Alliance and so we came back this it motion of the table is it mpg building or not the board's already voted on that in February we've got different information so if we're changing our mind so I think there that would change I understand but I don't know why we would build a new building for something that is not that's magical interest I have a maybe I did early maybe said I didn't your important I apologize it that's mine I don't recall hearing that that I feel like there was it's mayor we're where we are now for sin that's the best way to go I don't see why investing and in classic clarifying the question so 20:22 start in the best of all possible worlds through the circus travel medicine would where were the start planning started construction in 20 regardless all Campeche relative Trump's hands so either the long-term services you have fun so the relocation plan stays intact whether you have that strapped the building a kidney transplant we still need the relocation plan investigation that's the Delta 34 from the December to the March budget was also 34 twenty-seven that's mages face way more sex
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sorry following these injuries if you know Fayette cancer so you unify it somewhere that's so option one you know why is that my understanding for that potentially the appliance offensive to another facility allowing they always which is not easy though yeah I understood they'll kill here in DC building but option use the would create like and the location about its central everything I think me itself is not great in terms of transportation a lot of our kids don't live in - tape sticky on Karen apparent we also know that there's good neighbor issues there as well but noise restrictions currently in place that limit alliance Anika activities which would be even more challenging we tried to expand operations thanks Ari we're going to talk about both were mentioned so so that was just my response in terms of tearing down me you really hear that suggestion was they could buy yes certainly would be an option we'll be unified Alliance and Kent a little bit also but catch me so is that so I and I feel a responsibility to our alliance events and community that when superintendent board members team you want to stay here so I think you know as we went through this exercise we did a very hairy there we go like that ten apartment when you see the absolute and theoretically yes program could fit there the whole program the combined program can fit again but again the issues are raised in the end of the sensuality Bentsen canvas that was raised as a very strong opinion the first time around and why it's being cited there so that is a pretty big driver consideration okay not acid I think that it is very weak just responding to your body language I think there when the visitation of resentment we want real science labs we a child here real food but you as soon you shared their voices of those those that seems all very like they should title and she it seems like I don't know why we read three sites well no I mean we'll do Benson and then you have an intermediate and have the that you have wherever it is unless you combine them so you in position it means butt so no the good base option that's approved is not a underground parking structure it's a ground bubble we had surface level ground level parking [Music] and we figured out earlier that the parking spaces and quantity of parking spaces are the budget pretty much okay like we're not gonna we're not going to eat disbanded there's no requirements ourselves what we heard feedback was there's a concern about there's no requirement for it gets more rare so it's not included
03h 10m 00s
and I want to throw out as I regularly do changes specific guarantees in the master planning period yahwah up with a bob and bob was willing us isn't getting the on the street apartment spots around Vince and Rebecca I really believe there is something we should okay that really isn't weeds sorry I wanted to know if if we were any question never mind okay okay I don't quite know what to do at this point so i mean i am i concerned at the possibility of they can be in our previous resolution about creating an empty building altogether however come up I continue to be concerned that it's that we're still leaving after the alliance student sample and that was not that was not what I thought we were going to do originally so but but you know the fact that it's illusory is actually an opportunity there's a plan I mean you know this is resolved what do you mean what's not about it well Amy was saying you know this is this is going to be dependent on future funding a future Wilson 193 already committed so I'm just saying I'm just I'm just saying I mean it's that it's not really at this point because we solve all the problems and money I don't know get like worried about I mean I know 24 million dollars is a lot of fun but option 1 keeps us on schedule it gives us an mpg building it unites alliance and it seems like it meets everyone's needs and that's where I'm walking work so and the thing that I worry about is all the discussion be happy and then we're going to go back out there and say NP cheat you're at it [Music] so primarily option one seems very changeable it's gonna cost more but if we who are already on Full Faith and Credit event well and the other thing is if if the alternative would be to build the mpg is currently imagined and then at some point new option for throwing the 27th at an additional point seven million aren't to the existing in Fiji is actually a cost saver they play five million dollars right but it still goes back to the original you still end up with the original concern of the communities I thought the original concern was that the community would see this as a duplication of facilities not to undermine my argument because anything we can make a strong case for duplication of facilities because there's so because meeting that meet alliances so relevant events and that's how you start your argument I think you can start a better argument when there's two versus three that I think it's an apartment - OH - residence so option one hu to we still have to me case that there's several but you're not which can I can I ask a clarifying question what's good what is the difference between option one and option two maybe
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both options our dedicated alliance space in the Benson Polytechnic proper building thus do seek the overall capacity in defense of seventy and taking away those things that were designed like a signed CD new space plug the reduces all okay do we want it we want to take a boat alright cuz I'm not taking about touch over any food even if we this is like maybe were landing closer to the place might be the additional information stop there's no resolution because the recommendation is to basically do nothing that's completed the direction of providing and analysis if there is there is moving direction provided we have placeholder for next week choose option one or two what else would staff it was smooth out want us to know if we don't answer tonight but I think I would want wasn't one of the Muslim issues around option consumers derbies I was gonna say that I think I think the nuance of that is that if the direction comes out tonight that there's a preference for option one that's distinctly different towards an option to since you've heard from the educational side the impact from option two is very distinct and disruptive correct if the direction is to move in two options one the we have minimal disruption to our design team in terms of logistics of a construction schedule and planning around that is minimally disrupted the staff the educational side is as seen our report the impacts were more I guess more positive direction in terms of that combination Alliance at beacon Benson coming together to question the main questions down Lou to earlier is really around the budget so if there is you know if we are you know okay our prep to go in that direction then it would be on us as dad said we have the resolution that is you know can be drafted and set up and going in that direction I don't think that there's besides the budgets there's nothing negative project team yeah because if it's a state project it would be well obviously an option one and we incorporated that into the Benson projects with this project team that's easily before for us and we can be still be the timelines that start at the instruction in 2021 occupation or that expanded building for the MPG boat which would now be expanded to two stories instead of one that's totally doable within our timeline but and I can talk about this impossible yes we're gonna do this we put still the option to decide how adverse doesn't right here uh yeah we calculated that it would affect our design process by about five to six months that's another reason why I'm gonna miss my really big point so for 61 million we get versus very grounded vegetative 34
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all part propensity or that's that one that is also right that is correct we are saving money see it's all Italian from an instruction perspective I don't think there's anything I think of that we won't add I feel like I've heard the descriptions over and over again I apologize if we haven't been cleared about that but the the disruption as I described people with programs or an option to would still be something that I would just want reiterate again it would be what I would [Music] I'm okay with that well I'm just answering Julia's question I can't think of anything else programmatically to give you unless we just said we're throwing everything out starting all over and it repented vocals programs that's what else to do option just what I what what happened we thought about option right our services you could sort of make police impression so but what I'm hearing is port has appetite to go little higher and we create a win-win-win of creating distinctly supportive environment for all the MDGs will suffer get dark etc without trying create a small comprehensive the shadows offensive but actually a facility that is specific to the student needs that we heard over and over and have forgotten are highlighted notes about those we asked for results in a long-term cost savings it's terrible because it that's we can go back the optional one to flesh out a little bit look like we may want to sort of think about is there a little tinkering on the integration like shopping for instance a cigar if yeah they are thinking I'm sorry but I really care about this dump if we are speaking about seriously about option 1 about any alliance and meet over I had thought that Alliance and make an alliance of medicine at very different visions for what they wanted for poor Space Alliance and even wanted more gym space more actually Epicurious space our library space means that we were putting in in a very small scaled down versions for Alliance and Benson so this is we're making a community because there are so many programs housed yeah they kind of have distinct these incentives and some jerk facilities like technology lab or a fitness center they has their own sections I was gonna say work very early in the process right we've taken the chunks of space as we seen them and is very early stage even just gathering some programming data at certain point and we have just started having dag number one last night it's just launching the process that we would get in details flushing out that creativity that these guys are so adept at doing and coming up with that analysis further so this the this concept as we said before is based off of the best information you have available at this point there's like any other project diplomas conference we established those up front but the
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sort of the gross number in mind and work towards something but a more refined the South with some direction from the board it sounds like like staff to come back the draft resolution for expanding it was recent resolution operate colocation design that so you're talking about feedback with a resolution vote on this is there is there a reason why I mean using the drug deadline in priority 1a for us is that we solidify the program the master plan that is the proper building we are already in the schematic design of that do you think that now in those times correct if we are proceeding with option 1 if that's the direction of whatever questions you want to come back for a vote on that next week people do that the - whether that's a yes or no we are we will go through what we call the programming phase the master plan will come back with the master plan design through process as well but that is the process the question is do you want to come back it will so you both - we're happy to do do that's question Oh yeah yeah yeah well except the one pain out there I think it's access to ZTE space within Benson which we don't need that bug River people going option there's no efficiencies this behalf when we had a lot of discussions okay all right we talked about last upgrade our exes very right out of separating do you want us three people okay so no show it's not a question just I want to be clear so need not interfere that there was gonna be some efficiencies it's the ventures that that's still completed just relized there's still something campus efficiency yes correct so the childcare oppose positive so I help to be able to haul this out to put those outs of it it doesn't just look like we're on top of it it looks like there is where the efficiencies make sense and it doesn't because I think that usual approach that way to talk about communities otherwise and whatever I think it would be helpful that's what evolve our destiny but if down the road had three do you know what would it cost to give them access to all this up to they're going to get by in your image so I think that would be help for the overall discussion so how about we do this I think you heard I think you've heard clear direction okay sorry launching for option one okay so so I don't correct me if I'm wrong but I think for our purposes we don't resolution next and sit with this and think about it you know things make her hump tomorrow morning that we didn't pick up in last
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two hours so they come back when you're ready with a resolution and more and make the case we wanted to get out what are the points of intersection where the cost savings why does the night the newly though uniquely designed an alliance and achieve release make sense over okay we did okay thank you [Music] it's early yes okay it's their public stomachs okay fine Jerry Mayo factual ality teacher sorry about the peanut gallery when it was kind of trying to chime in because I felt like I was exactly the right guy it depends what some of your questions yeah dat no it um this is my students made a poster I was hired in 1999 and then vocational village high school which was essentially defensive for kids that could not or would not be served at Benson we have 10 vocational strands we had the gym good shower facilities we had all the engines we were not created as one school and separated you know separate schools when I was hired there was some six alternative schools spread around history the time we were relocated in 2006 - then it's leaked it was gone for Carol Smith proposed she was then the director of all dead propose that we put them under an umbrella to protect them because the reason we're down for was because when all schools share footprints and FTE with comprehensive schools in lean times they disappear which is one of the reasons I would argue that the options are a bad idea the other would be being a shop teacher now started as language arts teacher - being a shop teacher I can tell you first of all teaching shop population is a special assistant casts its it's a different game but we operate a very high level we've got a robotics program that is actually illegal of Edison's robotics program do you believe that we're far stayed there FTC we operated very high level but the other thing that I would say there's two models right you can put our kids in with vents and teachers or you could have us as the CTE teachers that are ready to work with this population because I've done it for 20 years to move into that space but in the industry matter there is no bigger conflict between an effort shift there's no bigger conflict than that between first shift and second shift they despise each other right now if you me that you separate companies using the same space if one of my kids broke the $100 tool or the $10,000 tool we're gonna have real problems so I just don't think giving the option to use reliable really automotive Bay's don't pull kids they will cars those cars would be specific to the programs right you know so our car project that the kids are seeing through I mean I love that connect dad was here first because vocational village has been doing you know what they're talking about forever I mean forever you know I I embed language arts into my shop on a regular basis that bike lessons in woodshop so I think the the direction that I hear moving towards one it sounds like the cheapest most equitable option why wouldn't you do it I mean that's just the simplest way to look at it build the school to build the village for what is it fifty five fifty years now it's been trying to be right that spot that special population to benefit from CTE and the ways that we know that all populations do hire graduates working opportunities right out of school I'm going to place a kid at bigger the summer that's graduating in a couple weeks list a student and DaimlerChrysler for summer internship last summer it's a BCC in their engineering program so thank you for your hard work that was contentious I was on the edge of my seat and if you want to know more about the history of alternative education in this district that be happy to talk to you at any time
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okay any other okay I am all right I thought my dyslexia oh Jessica I'm gonna have it as the first thing on the list today Jessica clearly COF all right I'm gonna give you much field as I run it out dyslexia is a direct conduit to the school to Prison Pipeline mm study of Texas prisons found 48% of inmates were dyslexic the services for dyslexic students in PPS is this they don't exist this only serves to further the deep racial and socio-economic penguin equities look the DTS and the wider world the current system of oversight and support but dislocate services within PBS is untenable staff are doing their best with the best of intentions and seriously but that role is on top of all the other work they have to do and they don't have the expertise so PBS needs to hire a dyslexia coordinator please someone who can bridge multiple departments and all grades have a deep understanding of dyslexia and all aspects of reading and literacy to be versed in current research and best practices and have a thorough understanding of how the brain learns how to read what happens is the dice so is that understanding it forms everything else have a strong understanding of and experience in dyslexia at advocacy through an equity dyslexia is one of the biggest equity issues yes my mind is facing and somebody in that position needs to understand that have experience in the classroom working with the selected students using suspect successful specific instructions and having that hands-on experience keep at the forefront keep in their minds at the forefront making PPS systems in schools serve dyslexic students the way they need to be served in the Oyen order to do their best learning so dyslexic students learn differently they need to have the ability to learn the way they learn have a strong understanding of and experience with social-emotional complexities of dyslexia there's a whole lot of other stuff that usually goes with it it's a lot to handle someone who listens to families and does not dismiss early concerns which happens and on a final note earlier we heard we heard that spelling matters spelling is an integral component of dyslexia curriculum and practice so dyslexia coordinators key in increasing the number of students who can spell and go on to work for MTV anyway that's just me thank you [Music] time to Roger curse your ki r CH NER I'm here to read a statement written by CBR see this afternoon between 3 o'clock and 5 o'clock today after we were informed of new revenue that was posted by a board member on Facebook dear PB s board and super to turn our the CB o FC didn't learn today that PPS has identified approximately 7 million dollars in additional revenue since the publication of the proposed budget based on our review of the superintendent's prior race and the top 30 priorities provided to the board for today's work session it appears that there is no plan to use it any of this money to restore any of the 30-plus FTE teachers and 14 FTE classified staff that were just cut in the proposed budget see page 178 of the proposed budget for the total staffing differences and page 58 of the budget presentation for a description of
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the changes to the staff equation as your appointed community advisory group we encourage you to allocate a substantial portion of these dollars to restoring recently cut teaching positions instead of new investments or an alternative language non-classroom investments such as middle school transfers transition differences over we also request your consideration this is an opportunity to increase reserves as this new described respectfully submit by I'll remind you that your committee possesses economists accountants auditors tax experts in fact the head of the tax division for the city of Portland investments bonds and if tips institutional never I can remember board members Mary Ricky and Herbert swamp that's how far I could anyway we're not potted palms okay I don't think there are any other civilians in okay the outline recruit actually there we go I and I also know that the next conversation is probably so I want to I hope we do whatever I'm here we're ready to present get better on TV the phone thing everybody's can't wait No [Music] I know [Music] [Music] yeah
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[Music] [Music] yes three guys so pair of six Americans [Music] I [Music] [Music] Oh so much the question came quite a lot of your see these are common things your honor oops it's congratulations okay yeah none of us should be ribosome in a publication on with every single yes I'm excited that happens Commodore conversation everybody else
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the state lines a counselor gave it done so good question they still have battery so what we say the longer things [Music] the glasses without a turnover [Music] as a reminder the way that I've divided the presentation three sections so these are the outcomes for this part of the discussion and you just want to share it overview of our worship team understanding the worth of fun to support students and school communities what is the ship from all histories and probably won't into the last piece about current strengths and challenges of LSS and for their ideas but always open to so we wanted to first start with just an overview of my department title and some of I made a couple of the slight edits I liked this is now before they have the one exam so this is my organizational chart so so there are two so that's the office of strategic partnerships and community engagement under those two obviously we split the two and have two departments one is that our but department strategic partnership akr fun development team and then the Department of Community Engagement and so as you can see in the department's region partnerships I have three FTEs I'm happy to explain what their specific roles are if if you'd like me to and and so this this is the oh Jenny McCarthy is really
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operating and leading our fundraising efforts here at this the best movie straight that's not to say that they're the only fund raisers in the district but they are principle drivers of our fundraising [Music] so yes so they're not my so in this case they're not my report I'm not reporting to them but I just wanted to make it clear that you know as we're having conversations with the farther the client comes online at the board that board of directors you know I will play in a critical role and being able to shape the conversation that the board has and so that's what I was trying to do there yeah yeah there goes Paul exactly exactly and so so I started in October of 2017 and as you all recall I started off as senior director strategic partnerships and External Affairs I was brought in to really think about how do we galvanize the business and philanthropic community

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)

2019-05-21 PPS School Board Special Meeting, Work Session

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: Special Meeting of the Board of Education-May 21, 2019

Event 2: Board of Education Work Session- May 21, 2019

Sources