2019-07-02 PPS School Board Regular Meeting, Work Session

District	Portland Public Schools
Date	2019-07-02
Time	missing
Venue	missing
Meeting Type	regular, work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education - July 2, 2019

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okay this regular meeting of the Board of Education for July 2nd 2019 is called to order welcome to everyone present and to our television viewers for tonight's meeting any item that will be voted on this evening has been posted this meeting is being televised live and will be replayed throughout the next two weeks please check the board website for replay times this meeting is also being streamed live on our PPS TV services website we also have interpreters with us we do not have interpreters with this nevermind okay before we proceed board members are there any items you'd like to pull from the business agenda for a separate discussion than votes okay so we'll move right into student and public comments do we have any student on public comment no okay so I'm skip all of that okay superintendent Guerrero would you like to provide your report certainly chair good evening director so I'm going to be brief tonight at our last meeting I described a lot of activity that that staff is busy mainly have a planning nature that includes ensuring that we fill all of our leadership vacancies I think communities have noticed are on a rolling basis a lot of principal announcements there were several more today interviews are continuing our principal supervisors are busy working with community stakeholders and interview panels to identify for our remaining principal and assistant principal vacancies recall that we added a number of assistant principal positions or were at this point now continuing to fill and identify candidates for those slots we're also busy planning for our annual Leadership Institute which will be in August so we're looking for to continuing with some of the themes that have been important priorities for us but also placing a special emphasis on educating all of our leaders to lead the work in understanding our vision moving forward so we're looking forward to that the adults won't be the only ones busy learning this summer we do have about 3,000 students who are participating in our Summer Scholars Program I had a chance to visit them this past Friday spent the morning thank you David home for for the tour we were able to visit a great number of classrooms and was pleased with the work that was happening and across many different courses that our students are taking at Benson I was observed students coming from our high schools all over the district in one particular social studies class they they took advantage of the opportunity of having the superintendent visiting so they had prepared some interview questions so we engaged in a lengthy conversation and some of the observations that they shared which frankly I agree with is how do we continue to expand extended learning opportunities for secondary students frankly students at all grade levels what would it look like if we offered Summer Scholars and summer school and extended learning courses at all of our comprehensive high schools as well as evening programs so we had a great discussion they talked about the importance of access and eliminating transportation barriers by thinking about in the future how we think about expanding that beyond one comprehensive hub but it's nice to see 1500 students from our various high schools participating in each of the two sessions that we're offering this summer also looking forward to the summer arts academy kicking off at Tubman so stay tuned for more information on that there will be a culminating showcase at the end of that experience for our students and then the other thing I wanted to mention is I'm sure you're aware the public is aware that the 2019 legislative session just end over this past weekend it's worth mentioning because I think there were a lot of high points there for k-12 public education not only the passing of the Student Success act which which will provide for additional funding a year from now but it also included some crucial student safety bills multifamily zoning that we think will have implications for our neighborhood schools and I wanted to make sure and give a special shout out to our director of government relations Courtney Wesley who helped lead the team down and Salem along with many other of our advocates and helped ensure that bills important to bps stayed on track lastly just want to acknowledge our new board directors for joining us at the day as this
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evening earlier we were able to celebrate and participate in their swearing-in ceremony so welcome to new PBS directors to past Lowry and Scott thank you in advance for this important voluntary service and commitment that you make to the students of Portland Public Schools last night we had the opportunity senior staff to dive into a little bit of evening orientation about sort of what it takes to operate a 1.3 billion dollar organization with 9600 employees which actually represents what are the biggest companies if you want to look at it that way in the region so thank you for for letting us take that first kind of download with you on how our organizational structure works as we get as you continue to get to know all the ins and outs of PPS so welcome that's all I have for tonight so that concludes my report thank you so the next item on the agenda is election of board leadership and this is actually sort of the principal reason to have this meeting before we move to that I'd like to give a take just a few minutes to review what happened over the last school year and it was another very busy year and I think there's a lot that we have to be to be proud of and awful lot of work was done a lot of work remains to be done but we are I think we're making real progress and and I want to I want us to acknowledge what what we managed to do in in a relatively short but busy year so I'm just going to tick off a bunch of things despite a large projected shortfall and continued inadequate funding from the states we passed a more transparent and understandable budget that included targeted investments to rebuild long-neglected foundational areas that are critical to improving student outcomes it included a staffing model based on principles of real equity prioritizing schools and programs serving historically underserved and highest needs students we continued development of a core curriculum development of a multi-tiered supports and services special education professional development work on creating a climate curriculum work on creating expertise in dyslexia and training teachers to respond to students with dyslexia we're well on our way to creating a master plan for arts pathways throughout the district and we've got the initial phases of developing and implementing a full district-wide plan for college and career readiness opportunities for the first time that's just the first category we open to new middle schools and stabilized a third which was a huge effort for many many schools across the districts that improved educational opportunities for about 2,000 students we completed a comprehensive community process that produced an ambitious and inspiring vision for PPS that will guide the development of a multi-year strategic plan this fall we've completed master plans for Madison Lincoln Kellogg and Benson we're committed to creating a new day educated building to house the multiple pathways to graduation programs that will finally provide high-need students with the specialized learning environments they need and deserve we settle contracts with labor partners and most most notably we extended the p80 contract for one year and through a successful IBB process in interest based bargaining process we secured contractual changes that were recommended by the Whitehurst investigation to enhance the district's ability to protect student safety we successfully pursued an ambitious legislative agenda as the superintendent just pointed out and it was I have heard from several sources in Salem that the fact that we weighed in on some items actually helped propel their passage so just to call out a few Senate bill 155 significantly enhanced student safety in art including a redefinition of sexual misconduct and substantial investments in TS PC DHS and OD II that will improve the capacity for investigations we joined a coalition that successfully
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lobbied for the Student Success act and the first step in major corporate tax reform to redress 30 years of disinvestment in public education we joined with others to support landmark housing legislation to open up options for affordable housing for students and families and locally we worked with the city to preserve the district's capacity to protect students and agreed to work with the city to redesign SRO program to address student and community concerns we also helped to spearhead local opposition to the proposed expansion of i-5 based on health and safety concerns the risk to Harriet Tubman middle school and its implications the the implications of an interstate expansion for climate change and finally last but not least over the last six months the board has embarked on a major effort for professional developments and improving the way the board conducts its own business I'm hoping that we will continue that going forward we will be it in Boston at a conference with other school boards across the country and we'll be learning about different ways to different ways to organize our work ways to to kind of keep the main thing the main thing and focus on student outcomes as the the guiding principle for everything that the board does so that's my little list of things that we accomplished over the last year so madam chair for me I just want to say that's a really impressive list and there's nothing on that list that doesn't have your fingerprints on it and maybe a couple of couple of your edits maybe more than a couple Oxford comma people complicate your commas correct so thank you for leading the board this last year and I say there's nothing on that list that you weren't intimately involved in and I know you put in so many hours so thank you thank you as I said earlier it's it's an honor and a privilege to to serve on his board and and it's a thankless job and being the board chair is a thankless job on steroids thank you okay well I wasn't gonna put it quite that way but I'm not gonna disagree and I had decided a while back that having been in board leadership for two years I was going to step back and I believe in circulation of leadership so so I will not be continuing in this role I want to thank everybody for all your support at that long list that that was not just us that was I mean for one thing that was all of us but it was also all of a lot of the people sitting in this room right now an enormous amount of work has happened in this district staff are working massive numbers of hours and and their the dedication that everybody has to doing right by kids in this district is is really yeah I mean it's it's nothing short of inspiring so thank you to everybody for all of the work I'm looking forward to next year working with new colleagues and and in the in a different seat and my employer has been very kind and indulgent and I actually need to do my job now so my page open so at this point we are going to take nominations for chair and Vice Chair according to board policy leadership full leadership roles are voted upon twice annually I will we will now consider resolution number five nine to five election of board chairperson I would like to take nominations for the board chair do we have a nomination I'd like to make a nomination for a slate Amy con stem as chair and Julia broom Edwards as vice chair or co-chair okay so I think according to board rules we we have to separate the two roles so
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I'll take a nomination for chair okay I would nominate Amy Kahn stem for chair okay do we have any other nominations yes I'll second that nomination okay director to pass moves director Scott seconds nomination of Amy Constanta serve as cheer this is resolution number five nine to five is there any discussion I'm sure to to the motion so director constant has a 50-year affiliation I promise not to be exact in the 50-50 what year history with PPS starting as a student as a parent as a volunteer I don't think there's been a money measure that's been on the ballot in the last two decades that director Khan's damn hasn't played a significant role in and but not just on money issues when kids were being shortchanged in some particular way by the district or getting an inequitable treatment directors constant stepped up whether it was through the parent Coalition or any number of other parent led initiatives we've had I think that you're going to be a really strong and student focused leader and I think it's gonna be a great six months and probably before we continue with the vote I just want to double check on resolution numbers do I have the right number is this 5 9 to 5 okay okay the board will now vote on resolution number five nine to five all in favor please indicate by saying yes yes all opposed say no any abstentions resolution number five 925 is approved by a vote of 7 to 0 congratulations thank you okay next we'll move on to election of the board vice chairperson do I have a nomination I move to nominate Julia bream Edwards as vice chair in a second I'll second okay director constan moves director Scott seconds a motion to elect director from Edwards as Vice Chair and I'd like to take a do I have to do a separate motion on the resolution or okay so is there any board discussion of resolution number five 931 okay the board will now vote on resolution number five nine three one all in favor please indicate by saying yes yes all opposed say no resolution number five nine three one is approved by a vote of seven to zero congratulations thank you looking forward to working a leadership with you director constan right back at you and the rest of the board okay we'll move on to the business agenda the board will now consider the remainder of its business agenda miss huff are there any changes yes we would through five nine to four okay do I have a motion in a second to adopt the revised business agenda so moved second director Scott moves in director comes damn second to the adoption of the business agenda we got to get our Scott's right director Bailey sorry sorry sorry yeah this is gonna be confusing sorry last year we had Julia and Julie so I think blame for all the proper stuff the board clerk can board manager are conferring about the amendment or lack thereof to the business agenda so just a moment while they are conferring okay we can talk about how we're gonna resolve a Scott issue with Julie and Julia that like everybody before is sorry we're gonna add back in five nine
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to four which is the field trip which was the field trip we withdrew the contract musical form we would do the contract for musical quarrel sorry okay so do I need to do the motion I think you should okay so we're looking at a business agenda that is not changed do I have a motion and a second to adopt the business agenda so I'm confused as 5.24 back in yes okay it's so much okay there was there was a change but and it happened before so the business agenda is currently posted is accurate correctly as it's posted on the web page no this is the one that's on there I need to change it before we can proceed okay I don't know okay we're gonna take a five-minute recess while we sort this out I'm sorry okay we're going to reconvene so we have a have we withdrawn all those motion no we have not okay so we have resolution number five nine three one no no we have the business agenda has been moved and seconded I would ask for an amendment to the business agenda that adds back resolution number five nine to four I move that we add resolution five nine two four back to the existing business agenda do I have a second second okay director constan moves director to pass seconds a resolution to amend the business agenda to add back resolution number 592 for don't have any discussion can you quickly review what that is because I don't have that okay resolution 592 for okay 592 for is is authorization of a student trip for athletics okay it was taken off the business agenda in error so we're adding it back okay any other discussion okay all in favor of the amendment to add back 592 for please please say yes yes opposed say no any abstentions okay the amendment passes by a vote of seven to zero okay now we're gonna go back to the underlying motion which is already on the table to approve the business agenda as amended any discussion okay all in favor of adopting the business at the amended business agenda please say yes yes anyone opposed say no any abstentions okay the business agenda is approved by a vote of seven to zero okay next item are there any board committee and conference reports I would like to give an update from the Charter Committee we have not met as a committee but I wanted to just update the rest of the board on our Trillium students and where they have gone so thank you to Karina wolf and ter O'Neill for providing me with this information so first of all I think that the district charter office had a really thorough and compassionate response for all the families who were displaced with the closure of charter and I heard really good feedback from Trillium families and so we have the vast majority of those students returning to their PPS neighborhood schools and a wide variety of neighborhood schools those kids came from all over the city so we have out of roughly a hundred and forty five kids who have been placed 101 are currently assigned to their neighborhood schools forty-three are attending PPS focus option alternative or charter schools and there as of last week there is only just a handful of kids six or seven who haven't yet determined what they're going to do but I know the torah' office works really hard to find help families find the right fit at all all those grade levels because Trillium was K
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through 12 so I want to commend them for that and you know it was something that was important to me to know after going through that process that was so painful and difficult in the spring of of closing Trillium but you know we wish all those kids and families well in their new homes their new schools thank you I have just two things to know first from the policy and Governance Committee we're working through two drafts of big policies one is the student discipline and healthy substance free schools and the second is the professional conduct for between staff and students so both of those for the new board members those will be coming to the full board for first readings yes you're right it's three I always put the student discipline the other one together so we've got three and hopefully those will be coming to the full board for first reading soon or for another first reading in case of the Professional Conduct policy and then we also we really worth the leaving board members last week to committee meetings so we also had an audit committee meeting last week where the bond performance auditors joined us along with staff and the committee members to sort of finalize the bond budget gap audit that has been done and there'll be a full report that goes to the full board to wrap that up so that should be forthcoming in the next week or so [Music] anything else okay the board will now move to the Mazama conference room for a work session on collaborative goal-setting and once we get upstairs I will I'll be handing the metaphorical gavel over to the new board chair director constan and you can you can facilitate the work session the next regular meeting of the board will be held on July 16th this meeting is

Event 2: PPS Board of Education Work Session July 2, 2019

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this obsession of Education to order turn it over to Danny ledesma to let us know now she's going to walk us through this school study session thank you so much congratulations and it's such a pleasure to honor to be able to work with all of you and your new roles and new city thank you very much ok so we're going to just really quickly go through what we're going to do tonight at the end of the day our goal is to come away at walk away with really firm ideas about goal areas maybe even goals that mimic a smart goal but to really kind of come away with an ester own sense of like where this board is really interested in these goal areas and so to get there I'm proposing that we go through these series of activities so we've been working on getting to know the data understanding of the data the trends multiple sources of data trying to really get a sense of where you're seeing some positive deviance we're seeing some areas of crazy disparity so we're gonna spend a little bit of time and kind of going through some synthesize notes from our three times together and then also give you an opportunity to look at some information that the superintendent's leadership team looked at regarding the achieve the opportunity and achievement gap and you want to do to see those four questions and how they look at the verb then we're going to get into our groups and we'll stay in these groups for to the next two exercises so we'll talk about the vision so Jonathan our colleague Jonathan Garcia is going to come back with some synthesized of your vision in case you don't in case you don't sleep with it yet we have will so well he'll look at the work and the information that you need after your memories have been jogged we'll take a look at the educator essentials the graduate profile and the system shift the Graduate portraits and the system and we'll make sure that you you know have some time to kind of review that and of course you can have like a pretty robust discussion we'll do some cryptic conversation and then we're going to do kind of like a modified World Cafe well you'll get into four groups you're in your courtroom in the first round what you'll do is that you and the staff door assign to your table will start to doodle around doing a spark bowl using the draft one and then most of the members will travel to another table give your feedback and at that travel to another table travels for another day and so you make it around the world and then we'll give that for the pub groups a chance to look at the defect that you've got from find the goal then we'll come back together we'll look at what the four groups did all together and then we'll make notes if you still have any questions or areas they want and then I think we'll be able to call it a night so hopefully this you'll feel like this night builds on the work that we've been doing over the last three three sessions all right so I'm gonna pass out another document and so what I'm gonna propose that we do while you're while you're eating or you're recovering from you're pregnant ceremony I can hand out this document here and this document basically I'll walk you through it but on the first page so on June 12th after I've had some you spent some time with AJ you you took out your boxes of binders and we went through and looked at all of the data and got you really sort of familiar with Athena you got to look at multiple data sources you had to do some find some facts and also come seclusions so so from that or session at the very end you reported out on sort of what you were finding in these areas around the English language arts mathematics a ninth grade on track and then for your cohort graduation rate and this is where you are looking at those
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and for comprehensive supports I was gonna say like any other video so do you guys this is just some some high-level notes that came from that the second set of data that you have are some of the work that oh yes Scott and I really like to get a definition of the four Cheers all the assessment data and tier 1 tier 2 your you know 4 is above whatever they are some kind of their definitions how they fit into those categories over the hour okay so mr. then after who remembers June 18th this is the last time we were together so at the very end of that obsession I asked you to start thinking about data and some and trying to sort of get to a place of words some areas or goal areas and in each of your report outs you had ideas about things but there was also some questions about measurements and some some things to consider in terms of how to describe metric so then attorney to page to what you have are some reflections on regional equity and social justice so I just wanted I you know I think I'm impersonal I just want to thank you all so much I it really means so much to me who gets to do this work to have racial equity and social justice it feels it feels really good to be able to do this work knowing that we have your supporting commitment and that you all have taken such and have had such a lot of experience of working in this area so what what nestled he did the superintendent's leadership team we've been sort of basically going through similar exercises as part of our sort of strategy building towards a strategic plan and so we have been looking at the data and one of the things that we talked about it was sort of like how does institutional racism sort of get expressed in educational systems and so what we looked at were sort of four or five areas of how that gets expressed and then looked at how does art data either reinforce that or where does the data point to where we may have to do some work and are there areas in the vision that lying to point to how this work could how how the vision could reinforce work to address these issues so this is new information for you and so I want to do is give you a couple of minutes to be able to review this and then we're going to do just a hair share so you don't have to move just yet so you can continue to make your way through dinner so I'm going to do is go ahead and read through this document and then I have three questions for you in your pair share what data do you sell questions and/or what additional information from that so go back to go back to the binders go back you know Scott did a great job of modeling that the second one in terms of all the observations that were sort of synthesizing these or maybe your own observations what's really compelling to you like what's sticking out as an area where you want to focus and then as you're thinking about what's compelling what our goal areas that you're reading to think about that are serving conversion for you okay so you'll I'll give you a couple minutes to read and then maybe just turn to your partner so releve and Max Andrea and then Scott you can be my partner you can [Music] whatever you'd like yes these extras are
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[Applause] all right let's come back together it's been three minutes and 30 seconds how was your conversation [Music] well so did you all get the chance to go through the questions maybe we can just start with as you review does your memory miss jogs we got back to back into our June 12th and June 18th was there did you have any questions Scott talked about I'm getting so nervous whenever I say Scott organ I'm saying I really so Scott said that the ones understand more about the tears were there any other questions about the data or places where you wanted more clarification on page one my brain on track what whoops what are what are we measuring what goes into that sure um let's see it does six credits right so okay so just the fact that they burned six credits not theirs is that the level that we're getting we're not diving into it and they're confident those sticks they've just that's the that's the only mention a lot of school districts try off-track necks but they yes street-level tool and radar the indicate that we should buy food for my support plan so yeah here but that's enough to attract voters yeah here they're all strapped but that's the Stephanie we have built the capacity to trap a lot more through this but they're not eating into the basis you could start to see for every enrolled ninth grader because what that moves towards I'm sorry but that moves toward is not just I mean if I you're looking at as how many credits you've accumulated then all your your gunning for is graduation but if you're looking at these other factors that have your proficiency or well-being or whatever then you're caring about how that kid ends up at graduation and how ready they're how prepared they are for the next step doesn't help you identify more supports or interventions that kitchen is all you know right yeah George my other question about on the same topic is what do we know about students in the eighth grade
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tells us are there some are they are they you know like what are we missing before what goals are yeah versus yeah just look at the data because for example the data back is what it is and like some schools you know have full participation or not data right so it seems instead of like going through what may be considered incomplete data set or in just one measure we liked the AJ approach where are we trying to get and then staff providing you know their expertise of here's what we think the measures would be if you if you're trying to get here what are the measures that would indicate you're on track yeah guys we're gonna I just skipped a question three yeah because I think that will there will be an opportunity for that because I think once we get a sense of like what your goal earners are at the end of the night then there will be a nice interactive first out to be able to then say like okay well here's here's you know here's your suggestions not measure [Music] any other questions about the data okay so as you look through the observations or even without finding the data oh sure the disproportionate discipline they don't I'm just looking at it you can see a clear trend that there dude there's the disproportionate this one based on race and gender but it seems that the data's not necessarily maybe consistently gathered that weren't applied so where one school maybe we're going to count that as a out-of-school suspension there's another school for the same thing may say you know he's having a hard day every sent home because you know we think about you know ready to learn and they won't count that as like a reason to get home so that's a question has I how consistently applied so think that side is not true that there's a history because of that as well over identified or black students with his intellectual disability though weighted risk ratio changed this year from to point out to a point out so it's two times the rate of students of white students our basis and so we're at 4.0 now we are at 2.0 the what we're taking issue with is that they're retro actively causing us to be disproportionate by three years so on your third year of personality they take away 15% of your IEA dollars which is
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your individual with disabilities actually ten dollars so and you have to put it into early inner meaning dollars the problem is we weren't I never but we weren't notified intelligent attendant after the budget was they've done and improve and well approved a couple weeks after we a couple well one day after we have the discussion and so we're currently working with other school districts and our legal team is working on it and so they're open to having us do encounter resolution we don't disagree that the weighted reservations should be reduced we just disagree with them changing it retroactive leave three years passed now it's lower now it's only at 2.0 we only ever Senate about 2.3 which for us is still at still hoti but but for for urban district like for logistic assistant of area my own work in front of districts is there's been significant progress that we still have one area where there's a disproportionality and so we're going to keep working on that computer 10 PBS and other districts have issue with though is you don't get to change the goalposts retroactively yeah yeah that's what we're in contention with them about we know that it's higher in one particular special education category with wonderfully black students so we're staying committed to sort of working out some more representational proportion to broader student body and why would they take aways I mean this is like our own little NCLB so it is so under under IDE a federal law to subside fifty percent of your money is if you're a proportionate in the course of time so that's not significant so for me just to give you exact numbers we're about 40 black students too many identified in this category the penalty or the consequence OD is proposing that we have set aside 3.7 million dollars of RIT v8 monies towards developing what's called a coordinated early intervention plan that's something that I learned a bit before as well and so but we we have to maintain maintenance of effort to continue our spent services so that's what we have issue with that's what we're trying to sort out so just to give it a little bit more fulsome context yes but how personality is that there are actual state and federally defined risk ratios are out with what how do we define the thresholds for disproportionality and how do we feel generally about the consistency of our practices of identification how do we write a vacation identification of students especially it's I believe that we are over identifying students generally with special needs primarily because we don't have a multi-tiered system of support we don't have a tiered levels of intervention and so what has happened unfortunately is once we do an intervention if that doesn't work we make a referral to special ed because they feel like they have no other options exactly so as we were allowed multi-tiered systems of support over this two-year cohort model that's what we can actually start to see referrals and then that's also when we can start focusing on the inclusion so any other questions about the data alright any other so let's move on to the second question as you're looking through these observations it talks about a couple of them was there anything that was particularly compelling for you that you want to share or that your partner wants to share maybe one of the things that was compelling to a mirror college and career-ready underserved students growth in four classes is identifying whatever so again with that notion of really looking at proficiency and mastery the other observation of the data edges again it didn't seem to measure the things in some ways or measure the right measure for actually wants to just
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yeah I major things that matter can we just distinguish between what we're held accountable to is a school descriptive in schools matters wide Opena think it is what matters to us it's what so we have this data and to me I'm not sure it's poll especially water can stuff take the test it's one it's one measurement I mean a whole host of benefits under judgment on the booklet was given us it's just that doesn't seem like they're right after I graduate I think there's I think I remember who said it but someone was talking about Michelle brought up with well six credits so it's I mean our workforce and the way we work and looks so different my concern is just that you know without you know 21st century ferment - it's not just summer that's like reading and writing then there's how to get to class to class but that has critical thinking skills I mean people don't even work on offices they're working with a load on top of a coffee shop you know the gig economy in order to turning these burning mountain graduates are ready for the 21st century right and I totally agree with that is there a your staging question of it if our students are graduating do we first focus on focus on getting them to fit the student portrait portrait I think the graduating is too low of a standard if you're graduating without skills or patience you're not without skills both way without meeting some kind of proficiency targets and also without but also without having been exposed to a lot of different opportunities that help you actualize yourself for lack of a better word that help you find your passion I mean my son came tonight my 16 year old son came tonight in a pair of shoes they eat made in his product design class No maybe cut the leather you don't if it's old you know Wow and that's that's the highlight of his day at school so we should all well we've known for the years and what the average age of an apprentice in the you a society to one you seven or something like I don't know if it's still there but for decades and that's because it's because we don't have the adequate exposure support for kids finding their passion at those fields I think if we do decide to make something like graduation rate and pull board then we have to really talk about what does what do we think it means to graduate whether that I mean if it's specifically you have to be on track to six credits penalties is that acceptable and I when I was in AmeriCorps we would have college graduate or high school graduates who couldn't read and sixth grade reading level I was hanging them for a reading tutoring program so we had to start giving people a reading test basically to decide if we could hire them because they high school graduate was not able to read at that level and so if we say graduation what does that what does that look like they're mean for us I think that's kind of what we're circling around is what kind of metrics are we looking at high schools what so I think by the time we were talking about our graduation rates too late that's not an actual
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that's the endpoint of 13 years worth of stuff I mean we're trying to we're trying to come up with goals that will drive changing things then I don't think graduation baby's gonna do it so we've gotta push it way back and you know one of the one of the foundational stepping stones that you in order to get somebody that'll take care of itself theoretically so as you think about that but as you think about that what are what are sort of like goal areas that you're serving to land on sure before you go down to create a reading make a little bit of a counterpoint to your point which gets back to the ninth grade on track we're just like yes it's a lagging measure but we also have to triage yeah we have to look at our kids oh I mean I think I'm trying to think oh yeah I mean I think that grace is something I think we have to distinguish between the goals that we focus on and what our staff is going to be doing this if we if we just said you know third grade which which I think I could argue that position just third grade that doesn't mean our staff that's gonna be but it's what a we can focus on and I'm sure I understand that because it seems like there's a matter for focus on that Bharat I mean been United with staff and their focus kind of that's as well that seems like that should be driving that dirty enterprise well what I'm hearing you say is it's not like if we say okay we want to focus on third grade it's not like we're going to stop having eighth grade yes well that's or and we're not going to stop saying you stopped assessing 8th graders and seeing okay who's this behind here what kind of support services can we have to try to help them succeed freshman year and it's not like we're gonna stop doing that it's just where is our focus is at Lauren canopy which is going to focus the administration in that it's not going to be drops everything else just is a really important point that I think we have a good performance is it performance measures that the court has chosen three four or five of those and it has dozens of performance measures that are still being tracked on a regular basis my staff like those departments etc that is still measuring after this your system focuses on this keeper and which they decide to three there's three years from now and all our third graders are proficient at everything then we can promote that we'll be the first but it is important I want to make sure it's down of our thinking guys this is your major putting together this is performance measurement system yeah and I presumably all this data is already being used by the SAP well and going back to garlic explain around there's there's measures that were required for compliance reasons that we have to that we have to maintain as well as within each department or those key performance measures I think this is the opportunity for us to create some great alignment or hey so to hear or if you all about sort of like what are those focus areas and we didn't work on creating employment strategies so I'd really like to get off of like the basic people a lot of discussion about the basic compliance measures because I mean I think it's as falls into the Scots categoria like it's still used to happen but it's not at all aspirational and you know no parent says you know I want my student to be a ninth grade on track with office six you know I'm gonna call the clear victory of episodes knees so I think we've up to these two in just the goal setting what do we think freshmen only two is really on what's really on track not compliant stand getting that one for credit some low bar yeah it takes that right that's why AJ said that should be the minimum for anything right well I'm not even sure it should be here for this we have I like
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you know staff they've gotta do that because that's just part of being a part of the bigger educational you're overseeing the statement to the country but think about how we're going to want to engage staff and teachers and principals and parents and students it's not going to be we got to get this compliance measure it's you know what's gonna be what's on our partition we should shift yes your expectations hi yes nervous also really as a goal we wouldn't focus on third grade and why what is student like the lowest you know single digit rate of illiteracy thank you because then we've gotta go through that with physics and all the teenage stuff not being engaged for the time they're eight so a Miss Carrie except there's a reason why we wouldn't focus on that statistic not to the exclusion of everything else but actually that's that that statistic isn't proxy for the health of the system skin taller yeah both are not getting those interventions and that input to make a shed then I really expect them to know if there's some reason that we would not focus on this hopefully the friendly amendment might be historically underserved yeah I guess I the specificity for me just came from justice till you know and some of the work they do it's it's good to call out specific yes my grandchildren yes a Native American children yes black boys yes black boys to say it and then we address it and we focus on that rather than just saying like all physical clutter all personal expenses those terms are just easier way for people and each of this yes some things all right thank you for saying that that is so true just the housing work I do in a week if we say Africans and the African Americans Africans are coming from war-torn countries sometimes and have completely set of different promise and then have different you know generational trauma sand so if we call those two groups thank you for recognizing well so keeping that aspirational is a nice segue into talking about I did want to have you all go through the vision elements so that you can start so on page 30 on page 19 page 19 lists out the elements of the Graduate portrait so I'll just read them through optimistic future oriented graduates reflective empathetic and empowered graduates influential and informed global stewards positive confident and connected sense of self powerful and effective communicators resilient and adaptable lifelong learners transform transformative racial equity leaders inquisitive critical thinkers with core knowledge and inclusive and collaborative problem solvers so that's what over different points of things that specifically cloud of the sticky notes yep that is the coalescing of all of that in terms of the crunch of portraits and you think about the plumes for the system these are something to consider if you turn to page I just want to state the obvious - which is that as a school system we haven't focused on traits and attributes characteristics you know we put some skills yeah so I mean that's worth talking about in this whole process a little bit too because we have to be really clear and I think really clear hide about do we really have the levers to affect this because educators know presumably good strategies to get somebody to read even though we're doing
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a great job but but do we know how to create inspired slow thinkers or what is what is that what does that look like so on page 27 everything number four classrooms right now it's just that we don't have any way of pulling together and but that if we actually ask some teachers for samples of what they're doing on some of these things that we get more than we think being optimistic and I think it would be a great thing to have a webpage with examples that's project-based learning kind of stuff that's happening in particular classrooms we saw we started with the fridge your kids who can't yeah I mean I mean that's yep right down here they went they got engaged they investigated that did research they were thinking critically globally there's their stuff happening we just have to be more intentional abot every frame Li yeah this is great right it's very aspirational I love it still wondering if there's a walk before we run sort of aspect rate that this also feels to me like it feels like the portrait of a very well it feels it it feels like the portrait of a privileged suit student right who's gonna graduate you know currently right we're churning out second students right and we meet this foursome of ours if we're talking about a black or a sophomore in high school does it make sense to put this in front of that student as a mess we're not the student but for us as as a board to say we want that student to meet all of these things well really should our movie we want to get that student a high school diploma and the skills to get a job when he's 80 which is not significantly and I don't want to take away from this because it's you know that I'm wondering if there's a multi-step process here you know if are these really realistic goals for the student yeah where do we need to go back to my me what any said this question of like do we just you know we have traditionally looked at skills instead of acumen just so so we have it we have that conversation at the SLT retreat it's so I don't know if you saw in the knows where should have like the first part is a we looked at like you know what were the disproportionate and the data and thence the elements of my vision and the profile of each statistic part portions of the vision the folks were like these these strategies like in for the students this right here these these characteristics of these traits or really it sort of opening the way for strategies to really holistically get at suppose that disproportionality so I think nobody nobody has like oh do this this in this exactly but I think people felt like there was a lot of room for things to be complimentary that it wasn't necessarily a and I find it really concerning to say privileged kids can meet these and other privileged kids can there's also a little bit for me of what are we expecting of students right so that we have one set of expectations for somebody has been another for others and how are we setting out those systems that have led to where we are but I kind of that take on things so I think we want to be really careful when we talk about like having different plans or different models for different groups of students that privilege some students to say oh well because we've been underserved we don't think you can get to this higher level I think we'd want that for all of our students and they get what you're saying about how much growth but I think we need to examine how we're thinking about underprivileged or underperforming students and what our and also just to your point made me think about you know our alternative schools so kids come in who these are our most credit deficient students at a high school level and this is really the kind of work that goes on there and that goes on there first it's like we need to address who you are what your life experiences are what has brought you to this place before we can get to the skill remediation and I think the mountains not Learning Center is a great example of the work that they do there and in the America fair at their event and some of their graduate videos that they do and they talked a lot about these are the kids that were like not making it in high school and for a variety of reasons and then sort of
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talked about the people they become came through the work that was pulled uh did and work living into these very much so a pathologist will then loosen the collaborative office office like they're doing group or you know table work together I mean there's it so I think it's not like here at 12th grade you're the most mature state of all these and that's the Chico boat but really how do you break it down and start the Lord the lower grades the possibility of it all is much more real versus yeah they're going to be mature you know every one of these when they're graduating versus so our experience now are not going to be all of these things for the territory I think that's very thing about they're realistic but maybe I mean the goal of this is what are the kindergartners that are going to graduate in 2030 something so is the community underlying this that was actually so a graduate portrait tank but if you imagine backwards mapping right yes student snapshots should these the next compendium has sort of a developmental group rectory huge and provides vignettes and examples in some cases are already promising practices that our schools but not yet consistent across all of our students then you can start to design a plan that maps popular for every individual and that's that's sort of how we conceptualize and see you can think about it like link to the GDC you know like with this unit of study how am I you know encouraging my students to be reflective empathetic in right so to get how examples I mean deep core knowledge is intended that's lies they have proficiency in the same way that you know racial equity to show up integrated in our lesson is where social studies so there are ways to sort of get at that it's at the same time you know I've been hearing we don't want to just focus on the basic skills but in the process of working towards these that they're going to develop those skill sets and proficiencies as well this is that will be in the details about how we sort of you know what the next level of work is going to be you know because I could argue what we could say the reading is important we'll come out with some instruments for progress monitoring that the issue here is that it's not that we don't know we're effective reading instruction is this is districts don't seem to have the will to ensure their stability to making sure every classroom teachers actually implementing and every child in there in front of them is freaking it right all the time tightening these pockets we don't know how to teach reading all right right but during part of the fishtank process they did talk about twenty thirty right like it would be what do we want for starting from scratch with kindergartners that were in school this last year what will this look like at the end of that if we do everything right so I think that's part of it is when do we hit peak this and and how do we get there yeah this more a pedagogical question tell me if I'm right about this I seem to recall reading that there was a period of time in education where it was a real push towards everyone towards college readiness our students that really weren't going to go to college and then we sort of hey you know and again sort of this idea let's prepare everyone for quality it really wasn't the right right about that I think every stories they graduate it's permissible should be college or career ready I mean college or career and I've got but there's a distinction there right and I guess that's what I'm getting back to because they're really appreciating this point and I certainly don't want to be portrayed as this same over bars but maybe the question comes back to is there a danger here of sort of repeating that where we're sort of saying look every student should go to college that's the right thing when in reality every student should be ready for college or career so is this is this comprehensive enough maybe it is just sort of capture that the multiple pathways to graduation specialist success all those things that you could have students really with very different outcomes understand what keeps them engaged in our schools is not that there's some remedial school actually
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opportunity to find me where these are the kind of qualities that the austere sort of their interest in school and so you know it's good for one it's good for all right okay so so we need some protocols and this has happened kind of off and on in our history over the last two years of barging in versus but I was gonna make kind of the point that you did in our conversations last year with my guess is that well we may have billed them at their cashing out core competencies in terms of transformative racial equity leaders oh yeah take there they are on it so we should we should be careful in terms of saying oh well if you can't do don't have math then that doesn't mean you're empathetic or if a said that sometimes it's just the opposite of here's the whiz who doesn't get so we should be these are these are distinctive traits that are necessarily because challengeable position if you look at every year of advanced education beyond 4th grade that's economic opportunity and so most the visions of you are just a high school graduate your primary property most your life versus if you get a it's a two-year certificate or forever which is why the state 20 and so I guess I would be concerned that except that we know that that's true that you know who wants that for their child versus and they check this the way that what would they phrase that is that you're ready if you want to but if you want to go into a career but you could do that but the vast majority of the jobs now require a two-year apprenticeship and not just to your understanding yes yes well what we do not have a good look but it would be the category of you're not just going straight from high school graduation into the workforce the here doing an apprenticeship so I think that's where it gets kind of funk here on that data so can you repeat what you said about if you only have a high school this came out of Harvard I think I saw a pretty rate for those with a high school diploma as 40% so I think I saw data so the thing that I've seen is that over the last over the last generation is that there used to be a generation ago two generations ago that if you had a high school diploma that the gap between its rate of income between high school graduates and college graduates wasn't wasn't as as far when I understand the data now is that the high school diploma does it necessarily isn't necessarily an indicator of poverty but it is we are seeing sort of a wider or wealth gap between the folks with high school diplomas versus college and they're like I used to remember its comparably it because about the top of his head but it's it's significant like I think about even like 40 percent or something I mean I could see it doesn't help now the be a 22 there's a great way you know as opposed to you went in to plumbing at the age of teen and you're now making a hundred grand so one of the things that I might want to sort of kind of think about the the process of the vision was preparing and going back to some report myself said earlier in the session today was that this vision was about preparing
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sort of like the next sort of twenty you know the 21st century students and sort of thinking about career and thinking about the next level of education but also thinking about future conditions and so there was a lot of time we have different potential scenarios if you remember them and the very word food production and they're going to print 3d print food of all those things I would you know that for you know if this is estate agents maybe see that was actually from cows yes something something like that so that that it was a there was a you know obviously a focus on on career but also sort of like well because different like what are those needs in the 21st century which I think goes back to what you all have sort of focused in on is sort of how what's the right way to center this work around what students need and the best that you can guess in turr going into the future what really is gonna be the right focus to getting that that student but um for time what I wanted to just show you really quickly is it on page 27 or the educator essentials I'm gonna try real hard to get the nomenclature right so if I live a will right but then the last and then the last thing is the system shifts on page 35 and well you are focused on student learning outcomes I thought it would be important for you to look at those two elements and I might even err on the side of the system chose to look at sort of both what are the essentials that educators will be as well as those big level system shifts to be able to accomplish the graduate portraits so so won't you take a couple minutes take a look at that and if there's anything that comes up for yours are reading that so as you look at those then we come back to the Graduate portrait I'm wondering if anything comes up for you in terms of maybe even areas of focus or elements of the Graduate portrait that aren't compelling to you a lot of place where you'd once I had a question about that cultivating system-wide learning in a diverse workforce which is on page 37 it says that the PBS maintains a high-quality workforce that reflects the diversity of the broader community I just know that given the data and our schools are actually more diverse than the broader community and so wondering how we we're staffing how do we help make sure that they're as nuclear's an article think that looked like this your support does anybody know where the Portland teachers program if that's still around yeah and I just heard this week were actually last week from a New Republic associate that works at Pacific University and they have a from the neighbor in the preparation so we're actually talking about those
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yes so Pacific Pacific University and then there's one person any questions or their thoughts I think you're gonna move you into moving so what we're going to do is as you go into your group so I want you to do is I want you to think about in the graduate fortres you're not you're not help to any of these but the first sort of play conversation I want you to have in your groups is if you add two because I'm cooler than usual if you have to pick a three that you thought would be the first areas of focus three of those graduate profile elements so as you walk over to your groups so Cheers I'll give you like your your posted so Julia Andrew Sarah will be the role of Craig Jonathan and Dan why don't you guys come over to this table over here so Julia Andrew Andrew Sarah Jonathan and Dan at the table where Rouge Dan and Karis car they are Rita Ali Stephanie stead and Stephanie Cameron and Brenda marks Mac that's okay no it's done I don't mind and then the table over there the table [Applause] we have to focus on okay like if we only have three which we think I've already chosen number one so now but everyone who knew me when I was young [Music] ooh
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[Music] [Applause] okay and the world [Music] [Music]
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record [Music] I am north [Music] [Music] [Applause] [Music] [Music] Joubert wrong with these jonathan is ready ready okay so here's what we're going to do so the following people are going to be the following you're sort of like home team member okay so they're going to stay at the table and so forth this table the home team member is well Japan for this for this table over here it's gonna be Liz for this table it's gonna be Stephanie's soda and for this table it's gonna be Sarah Davis okay so everyone besides the whole team member yes we would like to make a presentation to the group when we get to these goals so so here's the director okay so here's what trying to get your home team member is going to stay and that home team member is going to record all that and they're going to represent what you write down what you discuss to other teams as they travel everyone else it's going to travel so what you're gonna do before you travel what you're gonna do before you travel is you all have a merkel worksheet that you before as well as a butcher paper where you're going to start to draft what you think could be your smart goal and you could draft there's nothing from stopping you for acting more than one goal you may say we're not able to draft a goal but let's rating at least each table doing a goal
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okay so I'm going to give you 15 minutes to be able to draft your goal try to fill out your worksheet as much as possible it doesn't have to be perfect it doesn't have to have all the information but this is sort of like your best thinking using the data that we've looked over the reflections your thoughts about what was the most important where do you want to focus what are the student learning outcomes you want to focus on and I'll give you 15 minutes and at the end of 15 minutes you'll travel and I'll tell you what to do next okay so is they wouldn't have a question we would like to see our presentation now we thought we were gonna have to share out the three areas that we decided we're the ones so we are going to show you how we decided that they know things here here and here [Music] we click to other tables to choreograph responses as well okay Jonathan you are really going to be your your goal areas transition is why I wanted us we don't have to make a smart goal that is [Applause] it's [Music]
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[Music] named three-year average is 30 okay [Music] right [Music] okay so this is the proficiency focus on I think okay so because especially our [Music] other kids
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from okay between third grades by some number so what would be doing is the third grade in 20 weeks every guys they're gonna care to the apples and oranges will be very sense unless you do a three year cuz you want to see the fish do a three year cook because you could measure from third grade six so then you're measuring a cohort now but they're not easy London this because reading they learn to read k3 and so if we're not fixing we've got to fix that or as you get them ready to do rest of school so what you're what you which is fine what you're really focus then on is a classroom where digital attention strategies so really what you're in that room is our users over time struct brings better results each year yes yeah so I still think that there's okay because the problem that we currently have with our cohort model is the one period given within training teams will not be your secret and displaying to wonder solely to raise awareness right guys so much mobility so I like cyber growth model the goal Warrington I mean I'm torn because all efficiency is willing accountable to like that Institute right like are we if her students proficiency were measuring then rather than measuring teachers through that we've measured growth models saying that will lead to long term what I said was proficiency measures where as the student as the student proficient are they able to [Music] [Music] and that would be our third graders indicate 19% of those where I become a black announcer Cretors finish their age we have to start in kindergarten first and second rate so make sure that you know in three years yes because I think that demonstrates growth but you're right we start in this place out into a reading Harry Potter and they have tools but to figure out what's in those it's when resources they need an education resources they need some sense he'll come in with never having a plan so get what they need and make it smooth read Harry Potter challenged in the ways that they're doing well that's the thing like
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I was saying but you know what your men to make sure the trailer [Music] yeah [Music] [Music] [Music] [Music] we all want to measure but you could
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Stanley and so I'm lives across our gelatin okay let's do late [Music] [Music] we increase we don't have the data [Applause] [Music]
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love to share with my colleagues already finder is right here sorry okay Beca so okay [Music] [Music] [Applause] [Music] I know
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here's what we're going to do I know that you want to make this perfect but this process will allow you to come back and really sort of like make these perfect so we're gonna start moving with Aza's so if you're not done it's okay what you're gonna do your home person is gonna stay there everyone else is gonna take your four sharpies and you get to go visit the other table we're gonna click one clockwise if you don't mind just hold on so you're gonna move one table clockwise and here's what you're gonna do on the feedback on the goal itself you're going to use the post-it paper so if you have questions if you have ways that you might improve it maybe a different direction you're going to go ahead and write that and post the paper on the goal itself if you have ideas about data or about maybe questions about is it smart or nuts anything else on the chart you can go ahead and write directly on the charts okay so go ahead take your marker take your post-its home people stay you're gonna move one table clockwise [Music] or I might turn that a different way or this is first of all it's an interesting [Music] where are the other right so examples Louis [Music] so that finger nothing in it let's see very ambitious like three years from now we will have increased video I think you know the challenges we have
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[Music] like 10 like it's 58 the Oregon averages great algebra readiness she gave us those stats don't be shy like you probably have three more minutes don't be shy to get if you had like the other value of targeted Colossus that is really actually allows you to figure out exactly why I mean so so the city of Portland but you could also and so like exactly who they were okay other other comments and also also they do I think that and and I want to actually do want to do further staff about realism but it's one of those questions is it realistic within if service and staff thinking these are constraints of always there and as a board tear down those constraints or make other goals or in fact make it more aggressive and because they think they just gets back to that going from three to ten three years
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is an interesting one [Applause] how about on goal number three just we had it was great did you get all these super penny candidates around the country who had all those but they brought in okay so we're gonna do this again again okay you know hopefully as you're making out in school giving feedback on the content of the goals but you're starting to reflect back on some of the goal that you want to see if there's um so that you can kind of keep on moving so you're gonna move one more notch uh clockwise and I'll give you the same time for the home comes your you're not necessarily making the case you're just describing the goal credible positive however you want it's not how are you wasn't that person okay based on being this way our dream is
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yeah yeah oh and I wanted to say like here if we lean on the budget it's a low bar interesting moments versus if we couldn't go on here maybe the budgets not in this year maybe a year maybe there's yes so it's not like this year your mission is to say you know I want to reduce carbon emissions by you know I want an error by 1970 you know I want to go without worrying about well you know letting our parents and I see this like as a stated goal and bye-bye you know Latino kids are our only I know but you know kids are you know through their 900 maybe 8% but their 2001 using inequity births we know that happened you're just a white character gonna say so no it's just based on my housing woman that I Do's where the housing fund that basically we're not we didn't say what you found that would be evil and wrong we did say with focusing on immigrants and refugees families that are homeless families that are every system there's gonna be white people that's but we passed that most of the without language knowledge and recruit I mean I thought sixty five percent or even with that specifically which about the data shows that these four groups of the lowest code yes stay to the left where you think you know anything if you stop it's not to say there aren't like poor white people or whatever what we look at to do for English language learners thank you so what we also add I would rather read by the budget brother with those five lowest achieving groups
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yeah yeah yeah okay [Laughter] [Music]
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[Applause] [Music] [Music] [Music] [Music] [Music] Evaristo
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[Applause] take your goal and you can decide what we're going to incorporate what you may not want to breathe if you want a new piece of paper we're gonna move it a minute and a half [Music] [Music]
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whether that low they can grow fat Brenda when they're that low they can go faster yeah I want to call out something that I know [Music] [Music] [Music]
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[Applause] 40:19 and do we want to say but then [Applause] okay we're talking about a word or like what a loop is that it will be all students will increase by 10% and they do I think we should hop either way [Music] [Applause] [Music] this is within a minimum of 10% growth receive 10% growth rays I haven't spent my dreams [Applause] [Music] [Applause] [Applause] just really I still think you know the goal I know that it's really specific about fractions and math but if that is able to Victor and math success I think it's okay to drill down on the table on the pointer so you raise you're transferring you know you guys are close you guys are close
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demonstrations more generic we are putting these then I know um because because [Applause] [Music] what [Music]
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I started okay so what we're gonna do this Ghost Recon line spice leaders can present your goal I was told that link remedy is a sign of leadership really great and you're in for now so maybe service over here I know that your so our goal is that 70 percent of grade 3 students will read at grade level as soon as your fight effect or others better network means by sprite in 2022 each subgroup of students listed out there will demonstrate a minimum of 12 percentage of Wade's growth over three years and then there's chart I just copied from the previous so it's specific to each other okay let's go to the next group this one okay so this is exploratory territory but I thought we needed an article we've got an arts plan so this is sort of a little aspirational because you know the novice exists but every fifth grader is able to demonstrate a yet to be defined basic proficiency yes yeah one of the arts and we have the number of art strands that we're developing so either you can you know I'm at the top of my head you can either read music or demonstrate something or you can understand the elements of design you have a way of showing that or whatever dance step I'm not a dancer person whatever whatever we don't have a baseline but we can certainly establish one and then figure out what we don't know what reasonable growth is that we can so super ordinate instructions were like if you take a look at all the goals if you wanted to or any traffic school something same to sandwich okay so Chicago site Sarah had just like in terms of attainable if you wanted citizens okay a scope and sequences are going to be built out for visual arts and for dance next year and then the following year will be music and theater so there so it's like as business home then we could have like a specific focus on metric for next year and then the year after expanded and then the year after look at look at things across all of them to mirror the scope and sequence work that's going to be happening and then simple birth goals we can do stratified random samples project base for people as opposed to something for every child what do you get more about that but can I so we may have a scope and sequence and all these different things but what would be the proficiency measure and so that would be part of what these teams will be developing as they're creating the the scope and sequence documents they would be tying into the national standards for each of these different arts areas and then collaboratively developing across teachers metrics you know what what are meaningful metrics for visual arts what are meaningful
02h 50m 00s
metrics for music what is a meaningful metric for theater so that we could then kind of set what that is that the goal could then be based off of them because some didn't these exist somewhere like do other districts have such things and we will will leverage existing work from across other districts but also it is part of the professional development for our teachers to kind of dig in and and really dig into the standards and to look at what how about their districts done and what other metrics are there and available and so you know they're there potentially there could be external metrics that we want to just grab and start using immediately but if we want to leverage the scope and sequence work that that because it's kind of if we aren't actually saying that this is what we think music instruction it should be at and be like k5 it it to me seems a little unfair to then have you know but but if we then say this is what we really think music instruction should look like and here are the metrics that are gonna let us know we've gotten there and then these are the metrics that allow us to show growth because we don't as with all of our other areas we don't have common instructional practices or curricula or or anything like that even even across our arts programs it is possible areas to Stoppers proficiency exemplars it's just it's in development now let's go we could write those I'm gonna move us on to the next group and having a physical we'll come back to that we're just gonna resent them for now this one was a new one so we'll come back with okay so the next group that's representing the percentage of students to report a sense of belonging as measured by this student satisfaction survey that was both yes that's their right heel survey yeah will increase from 60% in 2019 to 70% in 2022 and there will be a 10 percent minimum growth rate in each disaggregated student group across those three years we really liked the language and the way that this group did their the group huge that they're measuring and so we wanted to borrow that language and then the second goal is the percentage of students who demonstrate proficiency in fractions in fifth grade as measured by a spec will increase by 12 percent over three years and there will be again at 12 percent minimum growth rate in each student group and we chose this because Sarah shared with us that just as reading by 3rd grade you know the K through 3 you learn to read and then you read to learn fifth grade fractions is sort of the primary indicator of how students learned enough maths or would be ready to be proficient in the advanced math of middle school in high school research says fractionation our early indicators okay so the next group so we talked about that in three years increasing the percentage of black african-american Hispanic Latino Native Hawaiian Pacific Islander American and the Alaska Native students who were able to demonstrate high school readiness as measured by grade level proficiency and mathematics and language arts is that so an eighth grade Bowl or is it a it's a Martha is there a percentage associated with and it because our the state little bit is not disagree that we wanted to bring into our STP Department to get the real numbers for PBS to then set attainable goals for each of those subgroups your group came up with high school readiness where you thinking of little rates indicators yep okay so we have one two three four five goals I think right now that we need to talk about so so this is a this is like a starting point right this is where you've expressed some intentions of focus there will be some back and forth it'll give you can't stop some chance to look back and it sort of suggest ways to measure to add some metrics it sort of like help with base lighting to fill out all of the details right so that we can go into this like next step the questions I have for you all are is there something that's missing can you live with these goals is there something that you you know maybe you're sort of like I don't know if this is the
02h 55m 00s
right focus and do we meet all those goals or do we need to add more goals so why don't we open it up I want to be cognizant of time so first question is can we live with these goals is there anyone that has like so and so I like them oh I got a question on the last one isn't that really two goals okay yeah II got in English I mean a language on cinema so it's actually too low the goal was high school that was one of the comments was that a James had said one metric therefore I'm gonna disagree with it because it's management composite goals are actually really quite legitimate if you if you if you're clear in terms of like magic so so I'm not saying that we need to do it everything certainly could break it up but even if we're trying to miss so yeah they told the Bologna thing that's also a compliment but that wasn't one question it's you know it just it's a set of questions then end up being a from the other one the limited five questions by much unless you discuss their main part about a blonde that's work I believe every therefore my question so Amy well are we done with this people's comments on this goal yeah good so on this goal to the around the arts to me it's problematic because we know that our fifth graders don't have equal access to the Arts I mean we couldn't have this goal until we have a fully implemented arts strategic plan and so I don't think it makes sense part I think that's not identify courses they may not be the state of the art now but we would search it at all the holes of your plan so some of these some of these are going to be more leading edge goals we would have to build out to get to a system that actually not only makes that opportunity available first develops the measure second and actually starts tracking some of the others think you are contrary what I am taking away is a primary grade level of literacy goal raise and lower this great coal you have something that's trying to track for high school readiness you have an arts related one San Joaquin you know who seems to be sort of a balance over a range of grade levels I do know this is called out regiment portrait specific if those are important to us in the same range of the art one might future when we we thought ours would look more like the positive confident and connected some of that can be back apart Julia and then it's got so I love the interim process about it sparked some great conversations however when I see the what we ended up I mean well I think there was rightly a lot of focus on third grade reading and so if you'd said like let's do that with an automatic right and then because I look at it's like well why would you pick the art says like the most I'm not trying to have some sort of high school you know college and career-readiness versus the arts because it seems like we're totally missing something in high school we're gonna buy school readiness but here's your playback max do you mean like a leader to high school leadership demonstration or well or just like you're going to graduate proficient in your subjects or something like that it seems like we've stopped on the academics I think yeah if this is the - the SLT yes so really have a discussion about that serve students growth and core classes college and career-ready underserved students grow the core classes as measured by X something like
03h 00m 00s
that just and they're poor mission it's not that I don't support art if I'm gonna picture five so this is just it not to be an either/or against the other well if we're only getting it right less than five yes and then so my other piece is because I didn't bring all my notebooks I love the climate the concept of the climate Oh but I was trying to remember in the Climate Survey there was a question about the like really relationship with your teachers or using questions and it's under the sense of belonging there's five questions and there's two the weddings it's a student-teacher relations right so I was thinking like really focusing because sense of belonging doesn't necessarily to me talk if you didn't notice in there like that that being the one so you know how do we get more detail about this get more deep more specific because if that's one of fives and then we actually have five goals yeah because it's a guarantee so the other thing there's questions how much baggage subdued students will show you and overall how much do you feel like you belong [Music] is if they feel a sense of belonging you think you know like they have a relationship with with somebody else yeah I think in the salty air readings I think it was Jonathan and maybe his group that were you you were sort of you did like preliminary looking at Deana where you saw that maybe it was like one of those measures you can kind of track between that measure and then do you remember last Monday I don't remember I think if you were looking specifically at like Native American but so Native American was the lowest one in this area and then I think they grouping those correlation in the tree climb in and and we didn't choose to we talked about having it the Native American students in focus but we switched that because it was 17 students see I felt like that was we needed more numbers yeah so okay so so I guess I'm hearing that we have five goals here but it seems like there would be more interest in looking at sort of like a high school goal Scott did you silly so I guess you know so so one thing that we could do is you know I think I've heard that you want to land on less than five well we could do my sermon I bought five or less we could we could sort of take this and then you know the the goal I think Amy you run off we could take this to the staff they could sort of like propose some measures and you could look at the six you know maybe sort of over time with more information decide if you wanted to do some keep it as is or sort of so we don't have to I guess I would say I don't know that we have to win out now so everything so our funny little like thing our choreography was really like taking this idea of the Student Success serve and saying so we've got the inclusive critical thinkers with deep core knowledge that's kind of like we want to make sure kids have that proficiency and sort of academic understanding and then a lot of the rest of these are like especially the positive confident and connected sense of self how how do are they within themselves like do they know themselves their abilities what they're good at and then the rest are about how they are with the world are the leaders are they able to communicate are they collaborative all of that are the global stewards and so what I see here is we've got three academic goals and then arts goal and so sort of four academic roles and then we've got the one students survey one which is more about that self like how hard do they feel connected until they feel about themselves in the system but we don't have a leadership goal so I'm wondering if we look at if we're gonna have an an academic set of goals a leadership goal and sort of well-being kind of are they whole in themselves well what did those look like
03h 05m 00s
and can we write composite goals that that do like obviously we're concerned about English language arts and math and and where did those show up is that in eighth grade that they're ready for I think third grade is that they read to learn and then learn to read learn to read and they're going to learn they learn math and then they can succeed are they still on traffic in grade are they still on track look tenth or eleventh grade how do we write that in goals that sort of captures what I'm hearing is the sense of how we care about that academic profile of students and then those other pieces that our community is told us matter to them of sort of self-worth and wholeness and then leadership and relationship to the world how are we captured goals that connect to them yeah so Scott and then let's let Scott so kind of building on that so that our last session we can prototype today connecting to the internet and empathetic leadership goal which could be demonstrated you know some kind of project as doesn't as a possible goal so I would want to throw that out on the table for consideration and again we don't have any amenities around that so it's more than cutting-edge kind of a thing secondly I don't communication specifically writing I mean god I see it all and again I'm over in Vancouver with high school students and some of the writing is so awful to me that's both the communication aspect and the critical thinking aspect being able to express that I mean if you can write it and or present it in your own words that's to me is a real mastery sign and I don't think it test can be anywhere close to that so to me that's a really important piece of this that I would want to call out that's a potential go on I know that's kind of they're kind of going like this well can I propose a process a piece because you know I think that you thank you for putting it in there and for being so like generative this this slate and I think it's really good I here's what I would propose for a process piece and maybe you can decide if you wanted to go this way I think that there's an opportunity for for maybe some staff support and maybe sort of taking the feedback about what's on this on this list hearing what you said about being comfortable with composite as well as the other other areas that you've identified it may be coming back to this group with like a set of probably what would be more than five although certainly staff may be able to come back with you know a lower lower stuff that achieves multiple goals I like what you said about like maybe there's like you know waited to think about different factors in there we come back and then we propose that to you with also another cut around some proposed measures some places where there could be some metrics or baselining information that we have and then I would say then we get to the the sort of like prioritizing at that point because you'll be able to have a little bit more Meishan a little bit more perspective on sort of what you know what might be possible but you know what sort of is right if you will and sort of ready to go for goals and then you know there could be another interactive discussion about that so okay Julia and then Anders I think it's great that one thing I would ask that would be helpful is to have materials a couple days in advance then also like what we should bring it's like tonight was like I should have grabbed my box out of the car yeah I'm sorry I thought I would so that's it's a pan just so is we're getting this is that in a room session but just so that as we narrow down we we rather like I wish I had that because I feel like I'm uninformed as a yeah we can absolutely do that other great yes so I like the approach from staff as you can say is they sort of work through these think the whole question of prioritizing are we doing is sort of interesting it you know there's there's nothing wrong with us as a bore and having more than five but not more than five priorities and I want to get back to again sort of an overall performance management system you're gonna have a lot of key performance measures we as a board they decide your shots are going to focus on so as we come out of this process like I would be very comfortable having in five six seven that we as a board say look these are important to
03h 10m 00s
the district as long as we have to follow up conversation that says but in nineteen twenty or twenty twenty-one we're focusing on these and I'm going to be honest that's I have a little issue with the arts one I feel like I need to preface this by saying like Hertz was so important to me as a kid to change my life I can go through all of that so I got a huge supporter but if we have a million dollars and you ask me where to invest it yeah and that's the question that I think we as a board because the other six say yes then that's fine and we can then prioritize that is one of our goals but I think that's what's gonna be important for that in the process yeah it's not how many overall we have it's where we're going to invest resources ie making sure that and I would say that should be no more than three and maybe even two totally so I think what I'm also hearing is like money and maybe support I'm sort of like how to have a facilitated discussion around like how do we prioritize the focus area and to see sort of like what's what's doable and I think that we did absolutely so we're doing that so Lupe I'm sorry Oh Julia sorry no I mean this is helpful because I think we're starting to land the topic areas I appreciate the continuum and I just just for additional direction for staff but like right now three of the five up here talk about great and also I like the attention on some of these student leadership relationship I don't want folks to be restricted by the current instrument very much thank you for both dialog because we're great and I got excited about it is this is a whole new universe now so you can design a graduate report related survey that gets at some of these qualitative measures and get at some of the things that I think that we want to want to measure over time let me imagine a question our kids getting better at being if you optimistic I don't know what do they self-report does that look like across the grade levels we can have a survey designed that is the department's graduate port portrait and sort of have touch place so that's one thing I just wanted to make sure to mention is to not this conversation was not intended to be eliminated yeah what instruments exist some some may be more audacious and may be further out because they're in development those parking areas but if we wanted may the word district that values our education then you know as a first step we've been I'm filling those pathways and the scope of sequence and you start to sort of get at that being part of the whole education then there's two so that might work that one might be a little bit out that serving possible right there measures there but you know to Scott's point here we're also dealing with finite resources and I'm just looking at the literacy one and I know what it takes to get through our this percentage points four percent is pretty aggressive and what it would take at scale to sort of provide the knowledge base the training the specialist interventions the evidence-based materials most districts of the seven-year effort again that's six seven percent so what what it would take is you know we're gonna want to manage expectations and how we actually accelerate for subgroups as well so we're also designing goals for this year starting out that we already have an approved budget yeah I also want to sort of be realistic about totally you know reconfigured a little bit of solid effort and that's coming in a year and show some movement but I'm so new resources head and we can get more aggressive about it the goal the target performance school life might get might might grow you know with each successive year because this coming year to define the Internet plan for transforming these outcomes great your debt and then Julia okay was deciding whether I need say something but I'm talking now so I guess No so I think for the odds thing for example which I kind of like it never occurred to me I think correct me if I'm wrong but I think you could have a theory of action that that linked that would show a real correlation between the ability to do that and the ability to do all the academic stuff so that was I mean it would be interesting to hear to staff yeah like either yeah this makes sense not so
03h 15m 00s
much that would be the other thing that occurs to me is I mean if we're if what we're really trying to do is drive transformation of a system it seems to me that kind of really honing in on the early years is going to be more impactful over time and and I don't want that to sound like kids already in high school they're you know sorry but I do I mean if we're thinking about like really pushing transformation well and that can be another when we talk about the prioritization is sort of like figuring out like you know is this transformative or is this sort of like how far does it push the system within reason and you'll have some perspective from Sam so Julia and then it's coming so but or general comment so it's it's more focusing on like the next step south addition to is making the material advanced and like what data we need if these are going to different stops and take this and you know make it into a more structured goal so they're similar constructs having the actual data because so many of these have subgroup information so really focusing about the the data say what the current achievement level is but then also the number of students we have that over there yeah like yeah it seems like it's a different conversation when you're talking about not just like the center but like Jonathan came up with the numbers like you know there's four hundred black kids in each grade in the city and all of a sudden that we you look at that right it's like it seems let elementary like that right so it's a very nine percent of number 15 is four thousand kids just ballpark estimates about every creating sure I mean yeah yeah it's really like okay you think about this like a became ten percent that's forty students but we're gonna actually give us a like more data so having that as something next yeah suddenly the next frame just to clarify what we would bring back as for the fine points we would provide decided refer to as you can see how we arrive it's not so I want to test something for you guys to think about and I may be wrong with this but I'm hearing I think that we are still locked into may have reading writing you know as we talk about these goals and not into cross discipline work and I I think we've kind of referred into that out of kind of happen so I want to test that and if that fits great if I'm wrong that's it's great to but I sort of picked up a stream of that and you know as much as I want to refer to reading writing arithmetic the best way to do that may be through leadership so I think we we need to think or we're not dreaming if we get stuck back in that and and again I'm talking to myself as much as I think and I'm gonna push better than the arts well we're not we're not cutting it okay yeah just just planning them planning that flag yeah they didn't have a really robust discussion about that yeah the other one thing that remind us about is that these are the goals are and be holding both at bay accountable to as we you know do evaluation in the future so those percentages that staff come back with it's really that question of like what is realistic and attainable so that when we have to say if your next evaluation you know we're really happy and things are going well but we can show the community that so I think it's that how do we set those numbers those percentages we talked a lot about it in three groups on this at twelve percent across three years like what does that look like in ways that are both aspirational and challenge us to do all we can for students but also are realistic so that we can they continue to build on could work in a way that this healthy
03h 20m 00s
so oh just one last you know we've talked a lot of that about four percent is pretty you know before lucky look at four percent we need to have a huge conversation because I think Whoopie we were all the way up to 31 percent Yahoo you know we we need to also think the value of having hired numbers and then also knowing what the absolute is it makes you look for solutions outside of the normal ones what's mafic more fundamental shifts versus just an incremental shift and I don't think you get to that conversation I can guarantee you if we go out and say we're gone for a three percent that you're changed I think my statement those that means when I'm off the board you know african-american students will be yet you know 16 percent proud of that so I think part of really fostering a bigger conversation in the community is pushing that it's like well why can't we do that safe you doubled from 10 percent say you went from hitting 40 like third graders reading to we doubled it to 80 student you know that's still 322 and so it's like you know are we are we okay with just moving 3% or do we want to double it and what would we need to do to do that and it may be like we're convinced we can't or it may be the community comes in and says like we're gonna figure out a different way to come up with the resources we're willing to shift some resources because we want six percent and not three percent so I'm going to I'm going to do a rare thing and I'm gonna call silicate is privileged I'm gonna I'm gonna close us on discussion now because I feel like this in for this is what we're what we're landing on is like really rich and I think that it's the next phase of this of this process together so you're gonna get some additional perspective information and I think we have to have sort of like all these overlays of conversations around like you know is this the right focus is it is it like working on a land and I think we'll we'll sort of move on to that the next times we come together and so thank you so much for all your time and I'm sorry that it's been a little bit long but I have to say like you really hung in there and liked it it was really integrating to sort of like be in this process behind you I think it may not look like it but my colleagues were like there was a lot of had nods there's a lot of sort of like I think folks are really excited about fostering about this information for you so I have another time schedule we do we have board meeting scheduled so I think we'll have to we'll have to give us something scheduled it will give us some time to do that so so we will but I think we're I think are we've done a really good job and a really good set of work here tonight so I'm gonna I'm gonna call this good and you did great and thank you for all your thought and effort on this but I think your children about this is really good Thank You Danny for setting up a really

Sources

PPS Board of Education, Archive 2019-2020, https://www.pps.net/Page/15694 (accessed: 2022-03-24T00:57:49.341831Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)

2019-07-02 PPS School Board Regular Meeting, Work Session

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: Regular Meeting of the Board of Education - July 2, 2019

Event 2: PPS Board of Education Work Session July 2, 2019

Sources