2019-09-23 PPS School Board Regular Meeting, Work Session

District	Portland Public Schools
Date	2019-09-23
Time	missing
Venue	missing
Meeting Type	regular, work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education - September 23, 2019

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this meeting of the Board of Education for September 10th nope wow that's a rough start okay the 20th this board meeting of the Board of Education for September 23rd is called order for tonight's meeting any item that will be voted on this evening has been posted as required by state law this meeting is being televised live on channel 28 and will be replayed throughout the next two weeks please check the district website for replay times this meeting is also being streamed live on our PBS TV Services website tonight chaired constan and representative luttrell are both absent this evening so tonight we're going to begin the evening by consideration of a proclamation on the celebration of National Hispanic Heritage Month following the superintendence report in public comment we'll get an overview of the 2019-20 budget calendar and a Student Success act and we'll have an opportunity here about the spring 2019 smarter balanced results following the board meeting will move to the Mazama conference room for a work session on both our board goals and the internal performance audit function terr Bailey would you by any chance to be ready now or or do you want to good evening everybody I just wanted to remind you that this November we'll be asking voters to renew the local option property tax levy what we're asking this levy is for five years we're now in the last year of it it brings in roughly about ninety million dollars a year for us it goes straight to the classroom so if this past year it's funded roughly a third of our teachers and I've got a few examples for example last year it funded eight teachers at Abernathy at Bridal mile and at Chapman about five achieve at James John and roughly a third all the way across the district a couple of things expenditures of the levy are monitored by our citizens budget review committee and they have consistently said yes the bunny goes exactly into the classroom like it's supposed to we're asking for the tax rate to remain exactly where it is so it will not be an increase in the tax rate this is this is a big deal it's it's a huge substantial piece of our budget and again so important to funding our teachers in the classroom so vote yes please Thanks Thank You director Bailey so tonight in recognition of Hispanic Heritage Month we'll vote on a resolution proclaiming the celebration of National Hispanic Heritage Month I'd like to ask Jonathan Garcia our chief engagement officer to read this resolution for our consideration para los que esta escuchando en espanol vamos a la una promesa importante para Rico no Sara's Tamez como una celebración de nuestra herencia x' Latinas resolution numero Cinco nueva say see a resolution que problema la celebración Elmas Lorenzi Spanish and escuelas públicas the Portland akira-kun cerrado que la semana de Lorenz Hispanic a commence on me lo ciento siete Ocho el Presidente Lyndon Johnson if we expand IDO por el Presidente Ronald Reagan a certain mr. Lorenzi Savannah is a community only Minos intro center yo Joe Parr cubrir imperio the treinta y us apart either quinceanera me he represented the universe REO de l'indépendance here cinco pisces Latin America knows Deacon cerrado que los hispanos he Latinos an earache easy entry cocido a formal o+ Ament a nuestra comunidad de que you squeeze releases kisra Mouton as her Hennessy onus aquella scale and ego the sentiment a buscar la promesa los Estados Unidos it was represented his pity - nuestro that's when America I know can con el trabajo de estudios uno para construir una mejor vida para uno mismo even mejor futo repairs hijos de consider o que los hispanos he Latinos as an important as contribution as it continued on events and and and Sciences medicina arte cultura el servicio público yon sido una influenza constant a vitally n el crecimiento la prosper edad de nuestra
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comunidad y que de consider ok más del TCC's por ciento de los alumnos matter coladas en las escuelas públicas de Portland sunny Spanos o Latinos yada consider odd o que más del Ocho por ciento de nuestros empleados sunny Spanos uh latinos yos contribution a lograr la misión the Portland Public Schools in cottony well dentro de cada departamento a division del distrito de considered odd o que nuestros escuelas on run a preserve an las Vienna's linguistical 's equal to Raleigh's de los estudiantes otra vez a clue a Sicilian dealers como meta he programmers decay in the intricacy me enter como nuestros courses in mercy on linguistic ax in those idiomas estudios ed Nicholls theory a critical analysis ill optioned up to neroon say o de dos idiomas Al Gore Adar say in Kwan in qual Andhra and Westeros Aluna squadron espanol coma niddy AMA there insya Allah ves exponent que no habla espanol as diverse as perspective as Monte linguist in multi-coat or Alice Kelly consider ro can consider Rado this is one of those hard words que nuestra distrito de nuestra comunidad say Fortaleza en el apoyo olavo Garcia de organizaciones como Latino Network Sen the CDC the camera is Panna metropolitana Verde El Teatro Milagro el programa spano de consider okay que Rico no samos que cuando le vamos a los estudiantes y Spanos ility nose al personal a las familias ya los miembros de la comunidad Fortaleza Mo's a todo esto dice frito cuando crea Mo's mess Caminos hacia la oportunidad oka Teva poor portion on dole oportunidad part o los estudiantes are cancer su my or potential decayed reconsider odd o que entender Rico no ser a promo ver lo supported de nuestros estudiantes personal familias Unidas hispanos a Latinas es una parte importantly la celebración del messily attends a spanha consider a el valor fundamental de la cuidad rossi ally justicia social de las escuelas públicas a portland s career and the rich of fundamental a la Dignidad umana ya el mundo I quit I quit our TiVo like hearing system and ocut evoke interrupts intentional meant a hiki construal leaders parental repeat receiver the sistema de Bracy on Kiki ka consider odd o que las escuelas públicas de Portland ready mahi nadas división de nuestro distrito issue Estrella Del Norte article on treated to the next with the UNIX alumna the last escuelas públicas a portland come on pants a door critical compass evo capaz de colo grad here a solar problemas i prepare our para leader r un mundo social mint a masseuse toe los alumnos sarin leader s Deki dad transformational los segadores SE sentir irani a cuidar a CLE la Justicia social Hilda's in Tuscola primavera a sistema six lecturers Alan Ellis in and we laid out Prasad ek Kay they consider las escuelas públicas a portland tienen una política de ecuador hacia el que estaba en nuestro compromiso de super are a fear mati by mental as Barrera Ducati was key and resultado in Brecher persistent a a in acceptable policy scans the color is their de cada a Castilian teleporting el apoyo para alcanzar su maximum potential KD considered okay cerrar la stretches de opportunies mientras la vamos al Wrentham en toda todos estudiantes es la propiedad principal de la junta scholar La Mesa direct Eva el superintendente ito el personal del distrito de consider odd okay la junta escolar da me so direct eva de las escuelas públicas de Polan quiere que cada estudiante debe ser celebrat oh yah Preciado por las contribution is distant --is vibe antes que hacen el compartir idioma culturas ideas cream CEA's eval horas dentro de la comunidad scholar say roswell vez que la la mesa de las escuelas públicas de Polan por lo present a primer well keen say the septiembre alkene say dr. grey come on mess there and see spanha yell linty los miembros de la del personal alumnos a la comunidad observar Rico no sir ISA LeBron la cultura herencia econ true visions economicus de los hispano see Latinos important ya los Estados Unidos a Travel Act II Vedas cultural men Terry Labonte's ya planner del pasado in turn their las experiences can for my older sister Estados Unidos here as well Raquel super in Entente as also these signal trabajar con todas as quality Sisto para conocer el más la Renzi spina a Travis Alex Eunice actividad a school tool meant a after levantus gracias director Lowry the complementary I don't now read the same proclamation that mr.
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Garcia just read for us in English resolution number 5 9 6 7 resolution proclaiming the celebration of National Hispanic Heritage Month in Portland Public Schools Hispanic Heritage Week which began in 1968 under President Lyndon Johnson was expanded to National Hispanic Heritage Month by President Ronald Reagan and enacted into law in 1988 to cover a 30-day period starting on September 15th the day that represents the anniversary of Independence for five Latin American countries Hispanics and Latinos have been riched and positively shaped our community from those whose roots trace back generations to those who have recently arrived to pursue the promise of the United States they represent the spirit of our American dream with hard work and an education you can build a better life for yourself and a better future for your children Hispanics and Latinos make profound contributions and continue to make advances in education medicine art culture and public service and have been a consistent and vital influence in our community's growth and prosperity more than 16 percent of enrolled students in the Portland Public Schools are Hispanic and or Latino Hispanics and Latinos compromise over eight percent of our employees and contribute to the accomplishment of PBS's mission at every level within every department and division of the district our schools honor and preserve the linguistic and cultural assets of students through student clubs like meetcha and environmental programs such as our dual language immersion ethnic studies critical race theory courses and the option to obtain a seal of bi literacy upon graduation that honor and enriched the diverse backgrounds of our heritage Spanish speakers while exposing non-spanish speakers to diverse multilingual and multicultural perspectives our district and our community is strengthened by the support and advocacy of organizations like Latino Network Hacienda CDC the Hispanic Metropolitan Chamber fair day Milagro theatre and el programa hispano we recognized that when we lift up Hispanic Latino students staff families and community members we strengthen our entire district when we create more pathways to educational opportunity we provide the chance for all students to reach their greatest potential understanding recognizing and promoting the assets of our Hispanic and Latino students staff families and community is an important part of celebrating Hispanic Heritage Month Portland Public Schools core value of racial equity and social justice is that we believe in the fundamental right to human dignity and that generating an equitable world requires an educational system that intentionally disrupts and build leaders to disrupt systems of oppression Portland Public Schools reimagined our districts vision and North Star articulates a portrait of a graduate of Portland Public Schools as a compassionate critical thinker able to collaborate and solve problems and prepared to lead a more socially just world graduates will be transformational equity leaders educators will be racial equity and social justice centered and the school district will advance racial equity aligned systems and structures Portland Public Schools has a racial education equity policy that states our commitment to affer novalee overcome the educational barriers that have resulted in a persistent unacceptable gap for students of color and to give each student the opportunity and support to meet his or her highest potential closing opportunity gaps while raising achievement for all students is the top priority of the Board of Education the superintendent and all the district staff and the Portland Public Schools Board of Education believes each and every student is to be celebrated and appreciated for the distinct and vibrant contributions made by sharing cultures language ideas beliefs and values within a school community so resolved do I read this next part director motors the Portland Public Schools Board of Education hereby
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promotes September 15th through October 15th as Hispanic Heritage Month and encourages staff students and community to observe recognize and celebrate the culture heritage and economic contributions of Hispanics and Latinos to Portland Oregon and the United States through culturally relevant activity and to learn from the past and understand the experiences that have shaped the United States the superintendent or his designee shall work with all schools in the district to recognize Hispanic Heritage Month through culturally relevant lessons and activities thank you the board will now vote on resolution number 5 9 6 7 resolution proclaiming the celebration of National Hispanic Heritage Month important public schools do I have a motion so moved second it's been moved by director Bailey seconded by director Moore miss Bradshaw is there any citizen comment on resolution 5 9 6 7 is there any board discussion ok the board will now vote on resolution 5 9 6 7 all in favor please indicate by saying yes yes no any abstentions resolution 5 9 6 7 is approved by a vote of 6 to 0 [Music] thank you board members and Thank You mr. Garcia and Larry as well forward to the celebrations for the rest of the month um next up we will have the superintendent's report good evening directors and our present and listening audience when I started this while we didn't bring out the Mariachi and the student folklórico groups they were actually out in full force this past Sunday the 15th at the annual El grito they end up in the NCS so it was it was a great time to be able to be there with hundreds of our community members many of our families and students I was honored to be invited to speak on stage late that night recognizing the importance of Latino traditions history and customs and I know that this is going to be a month-long recognition so I look forward to continuing to visit our schools acknowledging this Hispanic Heritage Month well it's hard to believe we're in our fifth week of the school year now but indeed that's the case back-to-school nights are are taking place our full our fall season sports are in full swing I've been making the rounds at many of our student athletics department activities and students across the district already are asserting themselves as leaders within school communities and in the wider world around them and that's going to be the focus of my report but before I talk about our student leadership I want to talk also about a couple of important senior leadership announcements as is tradition here in Portland Public Schools as we've hit our full stride here in this new school year we're welcoming a new member of our leadership team dr. Esther al-nab'in who is will be serving as a regional superintendent for the Cleveland Wilson Franklin grant K to 8 schools cohort that includes a total of 40 schools dr. Emma bian joins dr. Kelly Simpson and Joe la Fontaine as we complete our three regional superintendent team she comes to us from the Roosevelt School District in Phoenix Arizona where she served as that district's chief academic officer she has also served in leadership roles in the Houston Independent School District and with the San Diego Unified School District where she served for 22 years working her way up as a classroom teacher as his tradition I'd love to invite her to come up and introduce herself to the Board of Education directors one question I always like to ask in our final interviews is what drew you and attracted you to the the transformative work here in the part of the public schools do you mind using the microphone thank you those we're watching at home can also hear oh alright I'll start over I am esta mami and original superintendent over the Franklin Wilson grant and Cleveland school clusters I do come from Arizona as a chief academic
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officer that was my last role I have also been in Houston as a chief school support officer over there and prior to that I was in San Diego Unified School District I chose to come to Portland because I look for districts that are trying to do the best work for children in service of student academic achievement and equity and racial justice themes so that's how Portland Public Schools came to be a choice for me I applied and I got the job and I'm excited to be here this is my 50 on the job so nice to meet you no one's counting though thank you we're glad to have you here as we've continued to build our team we're always looking for talent out there mmm really has done exemplary work and supporting school communities part of our my reorganization at the cabinet level is to include these three new regional superintendents around the table so that we can be best responsive to the real-time needs of our school communities so again welcome to the PPS team all right so I opened by mentioning that this school year has started with students already asserting themselves as leaders and in our community and a very visible example of this was was last week's global climate strike you might have heard about it we estimate over 6,000 PPS students took part in this event this past Friday the Portland event was part of a worldwide effort it was the culmination of a great deal of planning by the young people here and most notably by our own high school students we recognize students Constitution constitutional rights to freedom of expression and climate science activities aligned with our boards climate justice resolution it aligns with our core curriculum and it aligns perfectly with our district's vision of a graduate profiles when it comes to our curriculum our students continue to hold us accountable for making sure that we continue developing this important work thanks to the groundbreaking board resolution and advocacy by our students climate science is a growing part of our core curriculum and just last week we announced the hiring of Nicole Berg our new programs manager for climate change and climate justice Portland Public Schools is the first and only school district in the country that we're aware of to include this type of role and we are very pleased to have Nicole also joining our team here and look forward to her leadership in advancing this work moving forward in her new role Nicole will facilitate creating curriculum to embed this important topic into k-12 science and social studies instructional units and will help coordinate the inclusion of student and community voices including especially frontline voices of students of color into the process she'll also be collaborating with the office of partnerships and engagement to support students as they facilitate quarterly meetings of a diverse and student-led climate justice advocacy group so Nicole Berg is actually here this evening it's her first day on the job and I'd also like to invite her up to introduce herself to the board and to the community as well when I started this me llamo Nicole Bird soylent we have a direct order the programmers they cambio climatic Co a justicia climatic aqui en las escuelas públicas de portland good evening i'm nicole berg and like we said i have a very long job title I'd really like to begin by thanking the students of PBS for your vision leadership and bravery and challenging our education system and holding us all accountable for creating the learning opportunities you deserve you have created a path for other students across the United States and the world to advocate for climate justice and climate science in schools and for that I really commend you thank you also to the board the climate justice team and district leadership teachers community advocates and families for your commitment to the futures of our young people by advocating for and passing resolution 52 72 i am honored to have been selected to help move this work forward and i'm committed to doing my part to ensure that all graduates of PBS will be compassionate critical thinkers able to collaborate and solve problems and be prepared to lead a more socially just world a little bit about me my background in justice oriented education comes from my personal experience growing up as a white presenting latina in madison wisconsin this positionality allowed me the privilege of observing firsthand the ways in which our schools serve to empower certain groups of
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students at the expense of others academically I experienced Eurocentric social se curriculum and Spanish language classes that fail to embrace the multitude of dialects and cultural norms of speakers outside of Spain and socially I watched my Latinas friends and family members deal with microaggressions and stereotyping and saw the destructive impact of teachers lowered expectations on their sense of self and optimism for the future thus I dedicated my life to empowering other Latin X people through education and this quickly expanded to include all people of historically marginalized communities I became passionate about climate change and climate justice as topics of study as a result of multiple grant funded professional learning travel experiences that culminated with my participating in the Grosvenor teacher fellowship program through National Geographic in 2014 I traveled to Antarctica to learn about our changing climate and the impact that humans have on this polar ecosystem and this experience inspired me to embed climate changing and polar studies into the curriculum in my home district of Madison metropolitan school district without centralized support though this work was sporadic and while we were able to do amazing things in individual classrooms students access to these lessons actually really just depended on which teacher they had that is why the role of the climate change climate justice programs manager is so critical I'm excited to create a systemic approach to ensure that all students in PPS have access to climate change and climate justice lessons that fully prepare them to become our future leaders educators and innovators and I'm especially excited to work with our student leaders frontline communities and climate justice team to ensure that we are elevating the voices of those most disproportionately impacted by a rapidly changing climate and creating the conditions for all communities to thrive truly team effort and I look forward to meeting all of you and to our work together thank you [Applause] bienvenida las escuelas públicas the portland so our vision developed last year through many conversations with thousands of PPS stakeholders as that PBS graduates will be influential and informed global stewards it reads as global change agents they are responsible stewards of the environment and knowledgeable about climate justice issues our role as a district is to provide opportunities and supports for students to realize their highest potential including their potential to be global stewards sometimes that means helping students navigate those opportunities I'd like to thank our Community Engagement Team for the many thoughtful discussions with the climate strike student leaders with whom we have been profoundly impressed regarding their efforts throughout this process I'm also grateful for every group here who played a role in supporting our students and in our district process leading up to last Friday this truly was a multi Department effort that includes our office of school performance operations school security human resources and many others and I'd like to particularly thank our school administrators and staff many of whom helped last week go very smoothly and safely downtown and to our educators who provided developmentally appropriate climate change awareness learning activities to students in classrooms our students are capable of truly great things with the right educational environment they have the potential to do things that they themselves might find even unfathomable most importantly they can become part of something much bigger than themselves or their individual schools what we can do all of us is support encouragement or communicate provide opportunities and sometimes get out of the way I feel like we did a little bit of all of those things the last few weeks and what we saw last Friday was remarkable reminder of the great power of our youth PBS students will change the world for the better as I mentioned during a brief radio interview on Friday we say that we want our students to be critical thinkers to reflect on real world issues and to exercise a growing sense of agency and advocacy I can't think of a better example than the action our students took last week I'm proud to be their superintendent that concludes my remarks this night Thank You directors Thank You superintendent Guerrero and welcome to our new new leaders here so next week we're gonna have a student and public comment and before we begin the public comment period I'd like to review our guidelines for public comment the board thanks the community for taking the time to attend this meeting and provide your comments the board we value public input as it informs our work and we look forward to hearing your thoughts reflections and concerns our
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responsibility as a board is to actively listen without distraction from electronic devices one quick reminder any oversized signs I don't see any switch you find board members and superintendents will not respond to comments or questions during public comment but our board office will follow up on board related issues raised during public testimony guidelines for public input emphasized respect and consideration of others complaints about individual employees should be directed to the superintendent's office as a personnel matter if you have additional materials or items you like to provide the board of superintendent we ask that you give them to Miss Powell or Miss Bradshaw to distribute to us presenters will have a total of three minutes to share your comments please begin by stating your name and spelling your last name for the record during the first two minutes of your testimony a green light will go on when you have one minute remaining a yellow light will go on and when your time is up a red light will go on and a buzzer will sound we respectfully ask that you conclude your comments at that time so with that we appreciate in advance everybody's input and thank you for your cooperation we're going to start with this we have and this fits perfectly with just the end of the superintendent's report we have two climates strike student leaders I believe here jadynn win a junior at Wilson and Ella Shriner a senior at Grant do I have a you Jayden or Ella actually able to join us tonight but okay I just wanted to give a quick statement about the strike from a student perspective and start by saying that it was an incredible day and it's really inspiring to see all of my peers joining us out there as a student leader of the strike I want to start by thanking all of you also for your support and to acknowledge that districts across the region and even the nation we're looking to our demands and the district's response for inspiration for how they could also contribute to this process I'll start with a quick overview of the day itself there was a rally at Terry Schrunk Plaza and that was filled completely with students and the streets surrounding were also filled we had speakers from Roosevelt specific climate warriors group as well as students from Jefferson Grant Cleveland and Wilson and it was just very inspiring and exciting to see high schoolers arriving with their fellow students from schools as they wrote arrived in their groups and Roosevelt had a flag Roosevelt flag hanging in the audience and that was just a fun environment the crowd was very respectful to all of our speakers and I think that everyone was able to learn a little bit from the other people that were there we then marched to the East Bank Esplanade and their estimates say that there were 20,000 people there so there was a lot of community support one of my favorite moments was while we were on the bridge there were swimmers in the water and kayakers that had signs that say we're with the kids and we fight for climate justice alongside you the festival was also amazing there were educational opportunities there students were able to do art projects and engage with students from other schools as well as sign up to get involved with organizations across Portland in terms of PBS's role in the event it's very appropriate and we thank you for honoring the intent of the climate justice resolution resolution 5 - 7 - there were it was a complicated process with lots of communication and we were able to achieve the goals I would like to highlight the fact that the process was a little slow in terms of getting communication out there and getting a clear response from all schools we trying to avoid having inequities and confusion in schools and there were a few scenarios where volleyball athletes at Cleveland were told that they would be benched if they participated the grant attendance line said absences related to protest and March would be unexcused and there are some misunderstandings at Roosevelt that allowed students to believe they needed several forms signed by parents luckily Shanice Clarke and Jonathan Garcia and her ongoing connections with the district were able to do masterful jobs of addressing and remedying these issues so we're grateful for that I think it's clear to all of us at communication to teachers administration and coaches would have prevented some of these confusions if they had been given a little bit earlier our biggest concern was with the lack of communication directly with teachers the communication went out to administrators and later teachers but only two days before the March and I think that the administrative teams were expected to to pass that down to their teaching teams and that was a slow process so overall it was very empowering and I'm so grateful to the district's support and all the engagement and I think we have some great learning points to continue working for it and I look forward to our continued connection I'm happy to answer any questions if there are any but thank you for your leadership I think it was a
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masterful day of students really speaking out and being leaders in our community Thanks [Applause] miss Bradshaw who else do we have for public comment we have Heidi hacker and Sherrie Bates for public comment good evening my name is Heidi hacker it's h a cker I am a parent of two students at Forest Park Elementary School and I'm also a part of the Safety Committee at our school and I'm here tonight on behalf of the forest park elementary school community of concerned parents staff and multiple committees we would like to address safety concerns with our schools portable classrooms as well as our excessive reliance on these portable classes and also the portable class sizes ultimately we are here tonight to request funding within the next projected school improvement bond to remove the portables and construct the second school wing that was planned upon enrollment expansion in the school's initial design our school opened its doors in 1998 and it was sized to hold a maximum of three hundred students within the first few years Forest Park Elementary already outgrew its space and our first portable was donated as used and it was only meant to be a temporary solution to the growing class sizes currently we have five portables housing 10 classrooms some of which are over 30 years old Forest Park Elementary School has the most portables in the entire Portland public school district the majority of schools having only one or two portables at Forest Park Elementary students in grades 3rd 4th and 5th are in these portable classrooms all day every day that's half of our student body the maximum number of students per classroom is determined by traditional classroom sizes not portable class sizes which are remarkably smaller this year we lost three teachers due to cutbacks resulting in even larger class sizes and portables a larger number of students in a smaller classroom footprint and a lack of adequate ventilation causes co2 levels in the portables to run very high recommended co2 levels range from 350 to 1,000 parts per million last year these levels were tracked by teachers in the portables who found that by 9:00 a.m. our co2 levels had already reached 1,000 parts per million so they had no choice but to open the windows and found that if the windows were left open all day the levels hovered around 900 parts per million now by opening these windows we are inviting in the elements there were days when the windows were left open during a heatwave alternatively there were days the windows were left open all day and temperatures were near freezing but the teachers had no choice because high levels of co2 can lead to drowsiness and inability to concentrate and headaches and some of these symptoms were mentioned by students in these portables these are 8 9 and 10 year olds just going to school and this year we have a greater number of students in each classroom so the teachers have been tracking co2 levels and have found that they are now reaching higher levels 1,600 by mid-morning so we are asking please that something be done we're just looking for fair and equitable classrooms for all of our students not just those in grades good evening my name is Shari Bates and I'm a parent of a student at Forest Park Elementary also part of the Safety Committee at our school and here tonight on behalf of the community of concerned parents I'd also like to address some additional safety concerns with our school portable classrooms number one these portables do not have restrooms nor running water this is not only a hygiene issue but also impacts the teaching activities and causes classroom disruptions number two there are seismic issues these portables do not have permanent foundations and are susceptible to differential settlement resulting in cracks sticking doors and inoperable windows at times drainage and climate also create issues a moister pest and potential mode infiltration number three the portable these portables create exterior unsupervised corridors currently there is limited
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visibility and lack of security as the children go from portables to the main building just a few weeks ago there was an armed man not far from our neighborhood and bunny slope elementary school went unlock out this was not targeted at their school but it was a necessary precaution to lock out the school this was another reminder of the vulnerability of our children in portable classrooms number four I'd like to also address the lockdown and lock out scenarios they are unique to every school at Forest Park Elementary half of our students are being taught and portables which is similar to being on lockout every day all day there are some additional teacher concerns that were reported disruptions to classes because of thin walls the door passes that the children carry are not secured and they can be lost or taken their secondary egress windows are unstable due to height above grade communication can be non-existent with loss of power and cell-surface can be poor in our area creating a potential feeling of isolation during an emergency our ultimate goal is to see the portables removed and the second wing constructed as was referenced in the original school design in 1998 the district committed to expanding Forest Park Elementary if enrollment grew as it was expected to as reported in The Oregonian that means the second phase of construction not funded through the 1995 bond issue to house an additional 200 more students it is time to improve the safety and security of our children at Forest Park Elementary we are asking to be added to the 2020 school improvement bond thank you thank you we'll be working on a bond package this year and we have your materials so thank you for submitting that and I should note that director Scott is the chair of the bond School Improvement Committee the committee that will be taking the lead on behalf of the board on the bond package thank you yes Matt and Marge Marge Tuvok sorry ma rjn o v.i.c and i'm a parent of two PPO students however some folks here and in our home viewing audience may remember me from my role as co-creator of the soft neighborhood model for school assignment which was first presented here nearly four years ago in October of 2015 that was during the earlier D brac era of enrollment balancing and this January we entered a new era the flow analytics era I don't expect the flow outcomes to be substantially different from the D brac outcomes both processes are structured to preserve the status quo and the status quo is a system that fundamentally cannot achieve stable balanced enrollments the status quo is also a system that fundamentally reinforces the educational disparities in this district nonetheless the show must go on and we all have our roles to play in this new season of enrollment balancing theater my role tonight is to ask some questions about the scope schedule and cost of the flow Analytics project on January 22nd the board approved a contract for $300,000 for a first year of work that contract stipulates completion of the first deliverable an enrollment capacity and program analysis report by July of 2019 followed by initial school boundary scenarios and a Public Engagement plan in August as far as I can tell none of these have been delivered yet in fact a June 3rd article in the district's pulse newsletter stated that the first deliverable the enrollment capacity and program analysis report would not be presented to the board until sometime this fall given that we're at the end of September now which is eight months into a 12-month contract and this is the last board meeting of September the original contract schedule has already slipped at least two months so my questions to the board are how much has the schedule slipped if new deadlines have been established what are they and is the board okay with them why has the schedule slipped how much slipped it due to underestimation by flow how much slip is due to flow waiting for input from PPS or other parties well the schedule continued to slip will this process meet the known hard deadlines such as the reopening of Kellogg middle school well the schedule slip reduced the time available for public involvement as the contract scope changed is flow still intending to produce all the deliverables which the board is expecting as the budget slipped how much of the original scope will be completed within the $300,000 budget and how much
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has slipped into the realm of contract renewals finally what is the overall budget expectation how much cash is expected to flow to flow and over how many years I look forward to hearing these questions asked and answered by this board in the near future thank you thank you very much for those questions very helpful that's it thank you everybody who came and participated in public comment tonight helping inform our decision-making so at this time the board will vote on the business agenda miss Bradshaw are there any changes to the business agenda do I have a motion a second to adopt their business agenda it's been moved by director Scott and seconded by director Bailey miss Bradshaw is there any public comment on the business agenda is there any board discussion on the business agenda so I just have one note that I want to thank the staff that participated in the process of reworking the the summaries of our contracts for those that impact student outcomes that was something that the board had asked for in December and in September and we received a set of revised summaries which I think really will help the board as it looks at the cuts the contracts and the impacts on students and help us continue to look at ways in which we can most effectively support our students to the contracting process so thanks to the staff for that any there's no board discussion if not will now vote on resolutions five nine six five and five nine six six in the business agenda all in favor please indicate by saying yes are there any abstentions the business agenda is approved by a six to zero vote I just want a second-year comment on the contract formats they're really helpful and those should all be yet if they're not already be posted online so the community can have the benefit of the staff analysis as well next I'd liked we're going to have a presentation on the smaller balanced assessment results I'd like to ask the superintendent to introduce the item we're continuing this evening with the onboarding process of dr. Russell Brown who's going to lead our discussion on our assessment outcomes for this past school year so welcome back to the podium there dr. Brown good evening vice-chair premed words members of the board in the community supergirl pleased to join you again this evening to please again to be joining the board this evening and the community to talk about the assessment results going to talk about not just smarter balance but also some of the things that we learned from the pilot of nwa last year and and how we can use those two assessments in conjunction with one another to inform how we think about both growth and achievement for our students as we heard tonight you know we have a commitment to to close achievement gaps over time and in order to do that then we need to leverage all the tools available to us to do so so tonight we're going to talk a little bit about both those assessments and how they fit together with NWA really providing a lovely progress monitoring tool for us that helps us monitor not just achievement but growth for students within an academic year and across academic years and then we'll look at the relationship between that tool and the smarter balanced results which is our our summative assessment which are used for state and federal accountability and I will refer back and forth to this illustration from time to time to talk about what I consider to be the ideal that is if we accelerate growth for students over time then we begin to close achievement gaps and if that that pattern is continued over time then we'll be able to see the vision that we've talked about where we're closing achievement gaps for students and raising achievement for all so in terms of a progress monitoring measure I felt like I had a little musical note there to go with it that was good map as I mentioned allows us to measure student achievement and growth within and across academic years and I'd like anit to going to the doctor's office with your child you have the having your child
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stand against the wall and get measured and then you know the doctor will take and go to the growth charts to say oh yeah students at this age are about here your child's a little higher a little lower and we would expect your child to grow this much during the year in a like fashion map is based on a national norm sample so it looks at students across the country and says well your student is here this is how much we would expect that students grow this year and because it's anchored to a national norm sample it's an empirically driven skill that is it's based on how kids actually perform instead of a cut point that was determined by a group of people sitting in a room talking about what career and college readiness should be so what we learn from that because this was a new assessment for Portland it had been a while since we'd used that well we I was pleasantly surprised to see just how strongly these two measures are related to one another if we look at the correlations between map both in reading math to the smarter balanced consortium results we see that even in the fall the correlations are at or above point eight for both reading and math and those relationships do nothing but gets stronger during the academic year so that the variance how much those how much wiggle room there is between those two assessments actually diminishes over time they become more and more closely related as we go forward so it's a stronger relationship as we move forward and again for those of you who maybe haven't been in stat 101 for a while correlations positive correlations can go from zero no relationship to perfect one well at point eight two and and by the end of the year and some of those it's point nine plus and math seventy-five to eighty percent of the variability and students scores is co-related it's a very high relationship between these two tests so what does that mean for proficiency well students map performance in the fall can correctly identify how they're going to do in smarter balance in terms of career and college readiness with about eighty-five percent accuracy in the fall that that's a tremendously good predictive relationship so we have a really strong ability to have some sense of how students if they have an an average educational experience they experience one year of education how they'll show up on on the the smarter balanced assessment at the end of the year again that relationship tightens as the year goes on so bottom line when I look at this and I look at this data I think Portland has put a wonderful progress monitoring tool in place that's highly correlated to the final accountability measure the summative measure and it'll allow us not only to understand where kids start each year but be able to monitor at least once during the course of the year are we closing gaps and then look again at the end of the year to have some sense of where we're going to land on a speck as well so it's a wonderful progress monitoring tool and it helps our will help our teachers explain to to students the growth that they've achieved during the course of the year irrespective of where they are on that achievement continuum so looking back what did we see in this because I think it's really important to understand other things that we learn from this assessment so because it's based on a national norm reference sample the expectation is that 50% of the students would meet or exceed growth targets and if you do that any group of students if that happens then that group keeps up with the national average if more than 50% of the students meet or exceed that target then you begin to close close gaps because those students then are advancing relative to their peers around the country unfortunately we didn't see that what we see in May of our student groups is that less than 50% of our students were making adequate growth which means that they're losing ground over time and not surprisingly some of our racial subgroups underserve racial subgroups lost ground as well which way gets back to that imperative which we're going to change achievement we first must accelerate growth for our students and we don't see evidence of that and we need to move forward to try to improve that so there's some implications for smarter balanced perhaps we shouldn't be surprised that racial gaps persist because if we know that students weren't making the growth that would be necessary to close those gaps then those gaps certainly would be expected to persist so while I had a chart there where the lines converged that's the ideal that's where you accelerate growth and one group begins to catch up by raising achievement over time what we saw instead was the opposite where groups were looking to fall a little further
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behind so when we see the smarter balanced results overall you know pleased to say that Portland students still outperform the status hole we see that in English language arts that we had 58 percent of Portland's students scored a durham above the career and college readiness threshold on the s back exams whereas only 53.4% of students across the state did that hit that same marker there was a drop in proficiency both report one students and for the state as a whole and if you look at a Portland and look at the other large systems around the state Portland was sort of in the middle of that in terms of the drop that we saw in English language arts it troubles me a little that that there was a drop in English language arts proficiency across the entire state that that becomes a little harder to understand versus if you saw it within one system that was doing something different you might be able to explain that change a little bit easier as I mentioned earlier given that we saw a lack of differential growth for for students of color or differential growth in the wrong direction it's not surprising the gaps persist and so in Portland there are substantial gaps in achievement between different student groups on on the smarter balanced assessments this is true across the state as well in English language arts those gaps are actually wider and Portland Public Schools than they are around the state a similar pattern exists in mathematics again Portland students outperform the state as a whole on on the mathematics exam we see the forty five point eight percent of students in Portland score outter above the career in college readiness threshold whereas only thirty nine point four percent of students around the state score at or above that threshold again both the state as a whole dropped on this as well as Portland and again if you look at Portland's results on those in comparison to other large systems around the state we're sorta in the middle of that the whole state went downward urban systems went downward as well in terms of looking at the performance of different student groups and again the decline and proficiency and the gaps between student groups and things foreshadowed by what we saw on the map results we shouldn't be surprised we didn't see any evidence that we would expect to be closing gaps last year and we don't see that so there's substantial gaps in performance between different student groups on mathematics those gaps in Portland are actually a little smaller than they are across the state as a whole but clearly we have large gaps that need to be addressed in mathematics as well so with this that provides a broad summary there was a complimentary document that went into a little bit more detail that broken down by grade level by racial groups and also by service groups and also gave results to the board by building by subject so if you have any other additional questions at this point I'd be more than happy to to address those great thank you dr. Brown I just sent a question coming from dr. Scott director Scott yeah actually just a really quick question we talked about comparing to the state as a whole which is fine and it's I guess I'm glad that we we outperform the state a little bit is there a difference between rural and urban schools when you look at state scores and is it more appropriate to compare public schools to the suburban districts surrounding us versus the entire state or do we not see that so I have to admit I am still relatively new I don't have the level of familiarity with all the systems around the state that I would like to have I can say that what I did was I looked at I believe it was the top 10 in terms of enrollment now the vast majority of those surround us so when I say that we sort of fell in the middle in terms of that was including many of the surrounding systems so I'm just gonna follow up on that question so if you were to look at outside of Oregon because when we get to the rest of the data it's the rest of the states not very reassuring our kids aren't competing necessary and start necessarily competing against just against other Oregon students for their jobs or admissions to college trade programs if they if you were to compare it to high-performing districts across the country of comparable size how would
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we stack up so I'm going to answer that question a little differently because I don't know again I'm not entirely familiar with this back pool and how many comparable systems are in the S Peck pool that I could look at what I can say is you know looking at at the NWA results and looking at where the cud so NW is nationally norm-referenced so we know where the national averages at a grade level well when we look at that the cut score for what's considered to be career in college on track for a career in college readiness in third grade falls somewhere around the 60th percentile which means that 4 out of 10 students around the country would be expected to be scoring above that and 6 out of 10 students would be expected to score below which Mears what you see for the state as a whole for mathematics about 40 percent proficiency so the fact that we're exceeding that tells me that we're exceeding the national norms on these assessments when we look at our data in aggregate this is why you know again focusing on the board goals I spent so much time talking about underserved students of color and accelerating growth because we simply cannot change those students achievement if we don't accelerate the growth I had a question a couple of questions as well so when you're talking about I'm looking at this graph here it's not titled but it shows the two students the student two is a lower performer and are you saying that this measuring that rate of growth rather than their proficiency is I'm not I'm not even sure how to ask the question how are we getting those lower perform performers those performers that are the you know bottom quintile up to you know at least the norm I'm so glad you asked that question it's really important part of the reason we're focusing on growth or talking about focusing on growth and I really I think this is now my third meeting it because it helps incentivize moving students no matter where they are in the distribution if we focus solely on achievement we're focusing on a very narrow proficiency we focus solely on proficiency we're focusing on a very narrow band of achievement it's almost like a light switch it's on or off either you hit or you don't well truthfully we have some students who enter your school who are going to flip that light switch no matter what we do and though often their families often get frustrated with us because we don't demonstrate additional growth for those students during the course of the academic year and the proficiency measures not really relevant for them on the other hand the example that you gave if you've got somebody that's in the bottom quintile timing unlikely that you're gonna move large numbers of students from the bottom quintile above that proficiency threshold in a single year so how do you communicate the value of what they've learned how do you communicate to them oh you've you've learned in this year you've learned as much as most kids would in one and a quarter years or almost as if you had another semester of school how do you convey that to them if we solely focus on again whether or not they're proficient they're falling short of that so growth affords us that opportunity to say oh yes you you've learned what was expected in the course of this year or you learned more than what was expected you can quantify that in terms of how much additional instructional time that that would mean for a student it also helps them communicate to students I think a sense of success I I did what I was supposed to her I did more than what I was expected to do this year even though maybe I'm not quite proficient yet I think that's incredibly important again my experience and one things I think we learned from NCLB is if you focus solely on that that cut point some bad things tend to happen kids at the top tend to regress downward because we spend a whole lot of time focus on just that cut point and it's just inherent to the structural it's a perverse consequence of the incentive and on the other hand where do folks who are below that cut point where do we focus well schools you know principals who are interested in maintaining their positions over time get really interested in kids that they think they can get over that bar when in fact we have to be making investments with those kids in that lowest quintile and we have to make those investments consistently otherwise we'll move those kids it's a good short-term strategy but it's almost like borrowing money with a massive interest rate kids keep falling
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further and further behind and it takes more and more to move them at that point again this by advocated for focusing on growth because it moves all students and incentivizes and can communicate the movement of all students irrespective of their achievement level so put simply since I've been droning on here you can't change achievement without accelerating growth it just can't happen it's dependent on it on the other hand I can grow anyone irrespective of their achievement level so the gifted and talented student can grow the kid in the lowest quintile can grow so first of all I wanted to say thank you for the memos they were very helpful I still have a couple questions that I think see more about me than they do about the memo but so I'll take those offline I'm not so sure about that but so so I really like the focus on growth it makes sense to me and but I do have a question so in the in the memory gave us on the nwea growth and achievement monitoring that one yes um on page one four I think there's one of those things that I could have done I think it's on page four in the challenge mm-hmm section so so I get the I get the concept that in order to narrow the gap making the norm reaching the norm is not good enough absolutely not okay but in the second paragraph or a third paragraph in that section I'm gonna read these two sentences and because I this this really is kind of puzzling to me okay in both the English language arts and mathematics the scores necessary to achieve proficiency on s back are significantly higher than the national average in order to achieve proficiency students have to score at or above the level observed by six out of ten the 60th percentile students in the National normative sample by the way that's I was conservative why I said that it's actually higher in some grades okay so yes that's painful isn't it it is and and puzzling to me so we have a national standard test that requires that we all be Lake Wobegon I mean that that average isn't isn't even grade level so I think there's and I've tried today and not entirely successful I might add not to interchange proficiency with being on track to be career and college-ready we've gotten a little loose with that language so historically proficiency was really around play the 35th percentile and if we thought about you know what it meant to be on track for most students grade level and a nationally normative sample would be somewhere within plus or minus one standard deviation from the mean well you know there was significant pressure from higher educational institutions and also just this notion to to go to director Broome Edwards that were in competition with the world and and so there was an effort to say well we need to raise the bar and we want our students now to be career and college-ready well then means something very different it's a much higher bar and that's one that systems in the country are not going to gravitate to instantly it will take time it's moving the entire distribution of kids upward over time this is an incredibly heavy lift and I think you you you've hit it on the head we we're asking our students to do something we've never asked them to do before and it's a big left it really is okay um I feel about that way sometimes
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too yeah so I mean I'm I'm a little uh I feel like I want to have a very long discussion with you about its back and assessments and um welcome at any time you'd like okay yeah quite that so we're looking at normed scores of what actually happens I think what you described as a non normed it's a standard based threshold which is socially constructed so a group of people got her room and said you know this is what we think should be the the threshold score that reflects the set of skills that we think would reflect a student being on track to be career in college ready by the time they leave high school would which is a much higher standard than grade level we've ever had yeah yeah a much higher standard than being on grade level for reading yeah okay which is interesting you know and and feeds into the whole historical our schools are failing our schools are failing our schools are failing well if you keep moving the bar yes so when I think about this in terms of just a quick example I could I could talk about you know student athletes and you know trying to run a mile and I'm not a good person maybe for this in terms of examples but there would be a reasonable threshold for an average student to be able to run a mile in high school and if we raised that bar to say what it would take to be a competitive college athlete many students would find it quite difficult to reach the bar and we'd have to start much earlier with them if we were going to try to get them to be competitive at that level so yeah it's a substantial shift in in our expectations for the educational outcomes for all students country not necessarily a bad one though no it's good here that the conversation is really interesting but but making sure we're setting the bar high enough is also really important I have a similar question it may be less sophisticated than than the way director mortis asked it um when we talk about setting these growth targets so I think I get the and by the way I think the focus on growth is is the right focus and it addresses some of the questions we had earlier about just getting people over the bar of proficiency so I really appreciate this and I look forward to talking about it a little bit more in our goals work session um but I just from a math perspective um and I think I sort of understand fifty percent are meeting your growth target you know you're sorry if more than that you're gonna be closing the gap if less than that you're gonna be widening the gap but who sets the growth targets so the growth targets are actually again empirically derived so if I score two hundred on on the map assessment and that's my fall score and I'm in fourth grade then what NWA has done has looked at within the normative sample on average how many points did a student gain who scored 200 by the end of the year so it's it's the normative growth for students at that score point and so you know that is set at every score point across the distribution and it's done by subject and by grade is it also is it then broken out in terms of of different different demographic groups or I guess I guess the question I'm getting at is we don't want our students who have been underserved and are performing poorly to just grow at the standard rate we want them to grow at a much accelerated rate absolutely so is that are the targets that are the growth targets very different for students lower on the scale than higher on the scale yes my question making sense yes absolutely so if you look at this distribution I actually had this conversation which record really earlier the growth targets tend to be greater for students who are further away from the mean and so the expectations higher on top of that when we're talking about having six and ten kids cross that threshold to be able to do that in fact you have to bump up the growth for everybody to get there and and logically speaking students from meeting or exceeding growth targets already yeah you don't add more to that but for the kids that are below that threshold then you know you're setting an aggressive goal that actually bumps more kids over that threshold and it moves the whole distribution over time and I think that's gonna be but we've talked about that as a board and so I know for me and I think for for the other members just making sure that making sure that we can explain that publicly as well that this focus on growth really is focused on on bringing people up and we're setting some really aggressive targets which is going to be followed with aggressive resources and aggressive supports right to bring students up yes I I don't think
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I had well as matter of fact I do you have her in front of me so this past year had 60 percent of our underperforming students in third grade students of color who are traditionally underserved and underperforming had they metrics he did their growth targets and I modeled this very conservatively again just moving the distribution up by again adding to two kids who are below the threshold not above it would have raised their map scores by three point four points okay what does that mean three point four points on this skill doesn't necessarily say anything to anybody that's about 57 days of instruction that's the equivalent of about 57 days of instruction that is a lot it's it's about eleven and a half weeks and it would have translated to about a five and a half percentage point gain had we accomplished that this year and that would have been this year while the state was going downhill so the discussion part of the discussion we had this afternoon was we can sort of crudely say if we want to get this much progress in student achievement we can almost map that out in terms of how much instructional time will that and therefore how much how many additional resources will we need to add to we we can again it's not a one-to-one but it's sort of crudely cost that out so if we go into our goal discussion tonight and we we set a goal all around third-grade reading we can backwards map that onto budget to say well that means this much in terms of reading specialists and getting kids additional resources for example I again just as a rule of thumb but that should give us an indication of when we're looking at knock on wood again our Student Success act additional funds coming in well we have you know just does that match our four goals in terms of the resources we need we can at least assess that out for math and reading yeah and I guess one of the things just on I mean just like with proficiency one of the the dangers right as you just move a few people across the line your numbers look better but you haven't really achieved with growth there's also a similar problem if if the entire distribution just moves up at the same rate that's not a failure because you've moved everybody up but it is a failure because you haven't decreased the achievement gaps and so I just I want to make sure we keep that focus so I think it's really important you bring up an incredibly important point so the the way the goals are stated the focus on closing the gap is is explicitly stated around students of color who are underserved in the system and it's really talking about accelerating growth for that student population specifically for for exactly what you were saying because if we just do that for everybody then everybody moves up and that's great but the gaps persist right so we expect everyone to grow here we you know we're again doing better than the state the state is doing comparable to the country we want to see that those gaps that have existed over time clothes and we need to move a group of students upward in that as we're moving everybody up and that's that's why that goals were we'll be discussing in the work session talk about 60% meeting or exceeding their growth targets for students of color as opposed to 50% which is sort of an norm tenant but I'm thinking how we as a district going to translate all this into something that is understandable and actionable for parents because in slide five you have this is who we PBS as an excellent progress measure in place one of the things that I think will make it sustainable if it is excellent is that people understand it and utilize it current that to date that the aspect system you get the results as a parent either an August or it's too late to do anything the school years already gone so I'm interested and how we're gonna translate this into real information that's understandable to the parent community in the broader community that are supporting students because this is
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a it's a very different concept than just trying to you know hit the turn the light switch on so well I think the first step was to actually institutionalize an interim assessment that we can progress monitor our our students growth over time and sort of as a next step is to more widely work with our families to educate them on the information that those assessments is revealing so for all of these map assessments we can generate a parent report which will help sort of illustrate for our families where their where their child is along that grew expectation so while we want all of our students to get better we in particular one accelerate the growth of our students who are behind we know that the growth they need to make is greater our focus obviously as we move into sort of action steps is what those more intensive supports and interventions look like because we want to get it the sixty percent or more because we know they're predictive and they have a very strong correlation to what we expect to see on the summative which doesn't do the teacher or the family's any good because it comes the following year in October when you see those results and what I think our educators appreciate is the more real-time information they're getting to make adjustments in their instructional practices and for our principals and our school leadership teams and centrally that we're able to sort of look at the landscape generally and apply levers and supports where we see that there might be student groups who really need that additional support so we do have an exciting opportunity in front of us because the Student Success act calls out in particular students who are underserved in those student groups so the design of those strategies and interventions is going to be an important conversation which we look forward to having yeah other piece is parent engagement and specific strategies that parents can use at home that are appropriate for supporting what's going on in a classroom and work where their student is at so I guess as we shift to a new measure in a different way of thinking about it I think we have to be very intentional because parents are going to get a number of different indicators of how their students are doing it could be the report card or a progress report it could be the s back results there's this new thing map that's giving them growth it may be well my student got sent to the next grade as an indicator they must be you know a benchmark so I think we have to help make sense of all that because most of our parents included aren't educators and it will be confusing because you now have a lot of different things and I think a lot of parents assume what they're just going onto the next grade and nobody said I couldn't so are they at grade level so I think having a very intentional strategy about how we communicate with parents about the shift and then what it means and why it's important why they should pay attention to this person versus something else or prioritize it will be key to actually being able to make it sustainable and lasting I just I had one more comment and that was similar that I don't have a PhD and I found that reading a little bit difficult to grasp and I feel like if I had a hard time with it probably some parents out there as well wouldn't be able to digest it I also feel a little disadvantaged by not having a background education we have like you said the data around what growth looks like and how we you know we've talked about closing the achievement gap for quite a while and so to have really hard solid evidence about what it looks like to do so I think will really help us as we set these goals and and we do have a lot to think about and to transition with that but like director Bailey said you know this helps us really begin to look at what are the strategies what are the interventions how do we go from a 50% growth rate to a 90 percent growth rate first sir I'm just gonna be really excited about growth 90% growth rate for some populations that we have continued to struggle with so I think this it is a lot and it is complex and I don't have that PhD did not take statistics Spanish major but you know I think that this really gives us the details around how we begin to really really thoughtfully resource and invest so our students can grow and achieve in the ways we need them to to be the kind of graduates PBS is looking for my first question how come you didn't create the Spanish
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version of the proclamation today after no one asked but Jonathan did I think I think directors are right there's a big parent education piece here I think there's a wholesale calibration that we need to do around grade level expectations I think this is why we need to keep moving downwards into what we mean by proficiency based grading because any any parent any student for that matter should be able to sort of take their piece of writing and gauge it around a rubric so that you know I see that my work as a level 1 2 3 4 what does that mean what a mastery of a math concept looks like that indicates a proficiency of understanding or a map assessment I think we start with the the instrument that we now have I think there's a lot of built in tools and resources there that a lot of thought has gone into and how they can help parents be educated about what that information tells us I think we have the lift of hosting many nights in our school communities to really walk them through those reports so that they can understand that this more short-cycle real-time information gives us really essential data that we need to make some immediate adjustments to instructional practice and the student experience so that the next time that interim hits that that we're hitting those growth targets that we want to see particularly where we want to be more aggressive and assertive about accelerated growth for certain student groups my daughter Paige is a freshman at Cleveland and she has three different types of grading two different proficiency based and one that's more traditional and so I think that's another as we look at how do we communicate with parents where students are I'm not clear on any of it she is but how do we like explain where students are and how they're performing so we can provide necessary supports as parents if needed I would love to see a series of three minute videos in different language language ha's and cultures that's in lay terms explain it all a series you know you know bite bite size chunks concept concept concept great suggestion dr. Bailey um so just question one last question about information in here so on slide number eight talks about with less than 50% meeting growth we would expect that she'd make gaps to whiten and on slide seven it has every single categories and only three year over fifty percent does that mean the other eleven the gaps are waiting writing other the gaps are widening or there is a decline in achievement versus national norm neither one's good a great aspect scores and the fact that the entire state declined so I guess two questions one is there any national comparison like did did other states decline is it did they do something to aspect or or is this Oregon and to how significant is a one or two percent decline like is this hair on fire urgent is this concerning is it interesting I mean well how do I calibrate my reaction to this so the way I looked at it yeah I yeah again the the state as a whole went down both in reading a math and virtually across every grade level I think there might have been one where there was a little bit of an uptick but in Singh again so I you know sort of common sense step back and say well what change in education across the entire state did we have a change in curriculum last year do we have a change and what would have adversely impacted student achievement across the state and I'm not aware of anything that would have and so that leaves me then with a question to try to explain that because there's nothing inherent to education across the entire state community that would lead me to expect a decline in scores I would think that education last year was not
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probably a whole lot different than the year year before across the state so I don't have a good causal explanation for why those scores went down they just went down again I'm a little nude aspect so I haven't looked across the entire consortium to see well was that unique across the entire consortium did somebody come in or out of the consortium and maybe impact and impact it norming for the group I don't know was it really berated I don't know but I begin to wonder so if I know the state as a whole went down well I can just draw like a center line through through our data and say well how much different are we from the state well we're within a percentage point if I if I look at the state is the neutral line we're within a percentage point that well that's disappointing it's not here on fire for me that that's that's sort of within the normal up or down that you you would see if you had things going along the way they have been you know if you hadn't made it substantial in changing growth yeah I'm sorry if you missed it but but looking across the state they could have gone down because everyone declined modestly or they could have gone down because a lot of schools declined a lot and a few health study or even improved so disaggregating among districts is going to be really important maybe you've already done that again when I looked at the ten or so larger systems across the state they virtually all went down and went down comparable by up to about the same as us and again if you put that center line through some are a little bit above somewhere a little bit below but it so you haven't yet found the the outline in district that has been in this last year actually some rows now so what else up did not see that that's too bad we'd love to visit first a mini appreciate fresh set of eyes and the discussion so they're our next agenda item hopefully it will be the sort of that move forward the go forward piece of this discussion which is an overview of the Student Success act a piece of legislation that passed in the last legislative session that will make a very significant investment in schools and introducing the item yeah this is gonna involve a few of our senior leaders for starters watch your step there deputy superintendent we're gonna have Debbie superintendent Claire Hertz kick us off and welcoming back to the podium here chief Jonathan Garcia and then we have dr. Aurora Terry here senior director college and career readiness to to walk us through a little more detail than gave you a sneak peek at at our last board meeting as we continue to learn a few more details about the Student Success act which is relevant to the conversation we were just having and we'll have after this around making sure all of our students are achieving especially our underserved students so get closer okay now still not on yes this will be a this will be a statewide biennial investment of two billion dollars beginning with a 1 billion in 2000 2021 much of the work we've been doing for the past year with the board staff and community aligns with the implementation of the Student Success act our district goals and strategic plan will integrate into the student investment account application and help us fund our plans into actions we are striving to realize the graduate portrait laid out in our district vision and constructed through a comprehensive process including thousands of comments conversations and data points shared by our community the infusion of funding from the Student Success act will help PPS begin the transformative work to fulfill the 2030 vision for the district as our legislators approve this funding they recognize there is a demographic shift happening in our students in our state students and early learning programs are now a majority of students
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of color this has been a growing trend for some time as they continue to grow through our schools our students of colors will be the majority of students across the state the Student Success act is legislation centered around equity this is Oregon's first significant education investment in three decades it is our responsibility to take these funds and turn them into actions to reduce academic disparities and increase academic achievement good evening my name is Aurora Terry and I'm the senior director of college and career readiness and I'm gonna take it from here and so as our district is asked to contemplate how we will be focusing the funds schools and districts in Oregon are being called upon to engage in continuous improvement in order to improve outcomes for students and a continuous improvement process is one and by which our district will determine what is working and what needs to change establish a process to engage stakeholders to effect the change and then leverage effective practices to implement a plan and use data to monitor and make timely adjustments to improve outcomes so this continuous improvement process will result in the development of our action plan where we will routinely collaborate with our community stakeholders and partners and so as you know we are currently in the process of creating a district strategic plan and we additionally are working on our continuous improvement plan that is due to the state November 1st and now what we are going to begin working on our student investment account plan and so our vision for our district is to work to a line to create one plan that incorporates all of the processes that through the continuous improvement cycle so that we're not creating three separate plans that we have one plan that that brings alignment and clarity so I think as Courtney Wessling spoke to all of you about a few weeks ago at the board meeting she went through a little bit of how the Student Success act will be separated by the different key areas of investment and so and again to reiterate at the heart of the Student Success act there a commitment to improving access and opportunities for students who have been historically underserved in the education system and our application that will be due in March requires us to describe how our budget and how our plan is designed to achieve targeted student outcomes and so as we look at the three key areas of investment there are five top priorities that have been specified into the new law that we'll need to describe the measurable outcomes for so reducing academic disparities for students meeting students mental and behavioral health needs providing equitable access to academic courses allowing teachers and staffs a sufficient time to collaborate and review students grades absences discipline and school level data as well as to establish and strengthen partnerships and so the first part of the student investment account which is as described from that two billion dollar pot fifty percent of it will be for Portland Public Schools we estimate approximately thirty nine million dollars to support the students in Portland public school and their these funds are tied directly to additional outcomes for students of color students with disabilities emerging bilingual students students navigating poverty homelessness or foster care as well as student groups that have been historically experiencing academic disparities so those are the student groups that we have to target as we create our district plan of action I'll set that down here so the 39 million in the Student Success act is there a requirement that you can't supplant funds so if say PBS spent five million dollars on a particular intervention this year all of a sudden
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we get 39 million we couldn't take five million of the 39 million pay for that program and then do something else I'm good count it is it has to be new initiatives or a new increment a new increase so the 39 million will go through a whole process that we it will align to our strategic plan and we'll submit an application first we'll bring that up of the application to you it's a student student investment account and so you will review how that those expenditures are being spent to in alignment to the required requirements of the of the law so the moving it from one place to another is I will have to circle back on this part because it's in general fund where there's the two other pots of money our grant funds that are reimbursements okay so I it's not clear to me I haven't have to ask that specific question but what I have done is always thought of it as forward-thinking and supporting our vision in our strategic plan so that's a staffs plan but I will ask this is very new information we're getting lots of opportunities to ask questions so I'll go ahead and we'll ask a question in particular just to be clear I wasn't at all asking that to be done I was asking in the sense of I would I think the expectation was these would yes sort of new interventions or new strategies or increases versus we're gonna backfill existing funding and then do something else with the other so so we have the actual application will come to you for review then it goes to the Oregon Department of Ed for review and approval and that comes back to you and then you guys actually adopt the the grant or the application in the plan it will have two more times to ask the question yes and we're absorbing the information as quickly as it's released but there haven't been frankly specific rules and regulations around it I would be really surprised if monies here are intended for to be supplanting if you could go back one slide there Aurora it's really important to be clear that these new resources are intended for those listed student groups are not intended to be sort of absorbed into sort of the general work of the district we still have our general funds there the intention is to disrupt the patterns of underperformance of those groups in the way that we were just talking about sorry to interrupt but I have the answer you can supplant it's not like measure 98 but I don't know very much more than that I just know I just remember that that is true so more information to come very disappointing if I would be going to any one of those communities to say that so I do hope we have this discussion again and I'm gonna put down a marker in a slightly different place which is that when state or federal government tends to put maintenance of efforts on or frankly when a board puts maintance of efforts on it can actually take away from some of the things that we need to do with the resources I think the most important thing is that the district have flexibility with the funds and that we as a board working with the superintendent as staff invest them in the best way possible there may be programs where we the money from the state is eligible for something that we're already spending on that we want to continue doing which frees up money in our existing budget for other things that are really important that maybe can't be funded with the Student Success act would be a very smart investment as a district so I want to be very clear just just sort of saying you know only new programs may actually be limiting in a way that is unintended I want to greet you with keeping an open mind on that different districts around the state have made different choices and here in Portland we've done some things unsustainably that aren't covered under the Student Success act and other districts have done it differently I'm thinking around maintenance something around our IT system where we know we need to make some investments and so I think we need to just be open and very transparent and how this comes down like following through with these goals and be aggressive about being clear and I
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think you know that flexibility allows us to be aggressive in the right ways but I think that comes down to a board agreement of these students are who were making this promise and commitment to students of color students with disability emerging bilingual students students time giving poverty and historically underserved students so I think whatever we do if we as a board kind of hold that is this getting us to our goals but your point about what's in the law what's not as long as I'm comfortable with supplanting as long as we have clarity around this really has to be about the best thing for those student groups I think sometimes can be a dangerous thing to the plan and we have a fair amount of discretion with most of our rest of our resources that I think expectations are going to be high that we're going to with the 39 million dollars make a difference for the students that are listed there and if we if there's any supplanting or backfilling backfilling daughter dollars the we'll have to make a really strong strong case of why we couldn't use you know the other half a billion dollars that we have discretion on to fund that like whether it's for IT or something something else I just think the legislature is I think they gave us flexibility but it's also some flexibility with expectations that that's what we're gonna focus on so these are non competitive grants so at least that's something this first 39 million is right so are we gonna have to do this exercise every year like we're gonna have to the intent is this would be an ongoing process and it's actually a best practice having a strategic plan as you know aligning with our all of our you know continuous improvement plan and the in the other the student investment account is it simply simply the money to fund it so really there while there three big processes we're aligning them into one you'll see that later in our budget calendar why I'm talking about the grants I'm talking about you know do we have to apply every year I mean are we gonna have to say loser may i every year we will go through a strategic planning process update on an annual basis and so the one that's coming the student investment account is based on 80 MW and will have to continually show that there's some accountability to receiving that money so yes there is a process every year okay I don't know whether but I thought this was going to be I thought this initial bucket of money was just going to be thrown into the state school fund no it's not okay so apparently I missed that in the beginning okay this is the suggested timeline for our approach this year so right now we are going to be engaging in some community engagement and Jonathan Garcia is going to speak to the plans around the community engagement pieces November first our continuous improvement plan is due to this state and then on mark in March of 2020 is when our application for the Student Success act grant is still in March 2020 so that will give us time to align with our continuous improvement plan as well as it will be nice timing with the budget cyclist or looking through that and then sorry please do you know when we hear back from the state I mean they're gonna have to sign off on it right yes we won't have a calendar for you and a little bit here and that goes into has specific dates the other thing that I'll say is that we the actual plan that we're bringing forward has to be approved at the state level everything for this year this first time it'll be for three years the following time because we're starting in the middle of a biennium and the following time it'll be every four years but this district will have a multi year business plan reviewed on an annual basis so that we continue to
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evolve with our work while it's not required by the state the state is three years the first round four years from thereon yes and the dollars will be available July of the next budget year July of 2020 so the other pieces of the investment is 20% will be going to creating and fully funding early intervention and early childhood special education programs as well as working to expand relief nurseries establishing an early learning equity fund as well as adding preschool slots including preschool promise organ pre-kindergarten programs and providing professional development for early childhood educators in the last part [Music] we're not entirely clear what the funding mechanism is going to be there's obviously a lot of providers not just PBS we we have been involved in the preschool for all task force all this past school years so we also know we're going to need all those partners just to begin to meet the demand so we've only just started initiating conversations about what constellation of folks can access these monies to open up where we need seats for four-year-olds or around the school district so if you think about the groups that are listed there it would be great to see PK 5 schools so that kids are getting that kind of a head start so some of it might be our own early education team but some of it might be community providers as well better way which was not just like the PPS Head Start but like sale buying a head start other providers who's who traditionally have provided services we actually met with all by a head start this morning on this very topic yeah okay kid so this is 20% of all of the new money right who gets this is this is this controlled by the state or is this given to districts or rules on this okay I'm not getting it so it's you know you've heard the designing the plane as you're finding things so literally this got past June 30th right it has to be implemented you know where we have to have things up and running but we have all these things to get done to have something to submit to the state in February so truly they are hiring in the hiring process of at OU de for the people who are writing the rules for us to do this work so there aren't a lot of answers that we're getting layers of answers I have two more meetings in this next week where I'll get more answers so it's a frequent communication on the on the next steps was there any legislative intent communicated around the size of these three buckets or did OD e I know that a couple of staff was with the governor earlier this afternoon I know we've got we've got sort of five five purposes to which the money to go but now we've divided it into three different pots of money just really quick on Rita's point if you don't mind on the early learning what she said but also it's gonna be flowing through pre-existing programs like preschool promise Early Head Start those kinds of things it's the only new program of the early learning bucket is the equity fund everything else we know about already it already exists but more money will be flowing how that looks we don't know yet but I can tell you with preschool promise dollars for example we don't have to go through the hub to access that money so that's can be helpful a little bit more flexible but but that's just for that I hate using the word bucket all the time but it's helpful for me that's for preschool promise so more to a lot more to come like Claire said a lot of this is happening as we're as we're in front of you probably not right now they're not at work right now but it's just every day there's more and more information coming out is this a big increase in early learning in terms of percentage-wise it's a big increase I don't know what the percentage is the early intervention early childhood special ed program which is the contracts housed at David Douglas that's
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a huge increase pretty monumental actually because it's a program that is has been successful on your point the joint Student Success committee is where all of this happened so all these percentages it was not Eau de saying that sounds good it was the committee members and a lot of folks around tables thinking about the best way to do it so 50% of it is grants to districts for flexible reach um ideas and around hitting those five priority areas and then there's the 20% for early learning and the 30% for the statewide initiatives that we're gonna do thanks that's awful do we know what do we know yet what the early learning Equity Fund will be okay but I think it's it's it's important it's right I think it's right I think it's important to to acknowledge that our communities of color or organizations that support our communities of color were very influential in making sure that there was early learning equity funds and so you know Latino network sei Albina you know folks that under Commissioner Jessica Vigo Peterson really let a lot of that conversation so I think they are also in the conversations as they think as we all collectively think about how to best use those funds to ensure that kids of color in particular are served at the early grades yeah yeah but this is just huge I mean okay to use Courtney's term the last final bucket is our statewide education initiatives and so this remaining 30% of the fund will pay for across the state the high school success expansion of nutrition programs the youth engagement programs school safety the african-american and black student success plan the American Indian and Alaskan native student success plan Latin x2 dn't success plan professional learning for educators ESD support for school districts summer school for title one schools early indicator and intervention systems high cost disability fund district support and accountability and transparency are the funds that will be paid for from the last 30% of the overall but and just a little more information the ones with a star those are new programs that didn't exist before for example the african-american black student success plan the American Indian Native Student Success plan were created but never funded and then the Latin X student success plan is new and will be funded you want that plan won't have to wait for years to have some some resources behind it and then ESD support for school districts is technical assistance for districts especially smaller rural districts but there's a bucket of money for for those folks to help the less just they don't have as many staff people sometimes in those district superintendents doing all of it so it will just offer them some support and then the district support and accountability and transparency are also those are new initiatives but they're actually tied to the student investment account because it's the accountability structure behind the 50 percent bucket if that makes sense and one more note on the nutrition programs because I think it's really important that's gonna it's not going to get us to Universal meals but it's gonna get us a lot closer to feeding a lot more kids for free where we take the paperwork out of it it's still gonna I don't know what that's going to shake out for people what how many schools that will mean for PBS to be like CEP eligible but it's gonna make a big difference now we just need the feds to not make any changes to the eligibility rules which is another issue ongoing issue but hopefully will that will be solved and I assume what this one is like the other ones that the rules are still being made in terms of how this all flows out some of this might be competitive grants and some might be per pupil kind of allocation sure these are grant made mostly reimbursement okay okay okay so it will be more evenly shared up okay thanks oh and and the earlier slide had this at up to 30 percent and this says at least so we've got at least 20 at least 30 at least 50 that's at least a hundred okay okay Thanks so in terms of total funding that this question came up earlier of the sort of billion dollars a year right and originally there was sort of these seventy million dollar sort of estimates previous theoretically are 39 million dollars from sort of the first bucket he's gonna be supplemented by our successful grant applications for the
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second and third buckets and we could easily see that type of resources coming into the district i I'm hesitant to give any dollar amounts there after listening to all the conversations from the state so the 39 million I'm very confident in the rest of it we it mean some of it may not come to us and may go to another agency right so I don't want to it may serve our kids but it may not come to you know that's a fair point is there are there any provisions in the law requiring any sort of geographical equitable distribution of the buckets two and three I'll have to go back and read the language everybody's been very focused on the student investment account and since we haven't seen a lot of language coming out on the other two yet I don't know okay I'm confused because I thought that's what the question I was asking about this third bucket was whether it was competitive or allotted and you seem to indicate that it was competitive as in we have to apply we have to compete with other districts to get that money I don't believe I believe it is well I don't know what I believe I better I better double-check what yeah it's it's a man not an expert yet either so let me get more information so was you know we're roughly what eight percent of the state so that first bucket we're going to get eight percent of that's correct the preschool is again gonna go in all sorts of different directions we may get pieces of that where appropriate but it's again serving serving all our kids no matter what the venue that's great and this third one I thought I asked is this paper sander is this not and you sort of said yeah it's not gonna look like that cut and dry I think it's I will probably be reflective of the need but but I don't know I can't say it's gonna be 8% for instance the first line measure 98 would be based on how many students we have in high school programs so yes that one would be that way but then if you go to expansion of nutrition programs I have a feeling that poverty will have an impact on that and so it won't be just a straight percentage so each line there is gonna be done differently that's why we're very hesitant to give you numbers right and and even even that let me just freshen sorry so so even that though is is a sense of proportionality as opposed to a competitive system where we might be shut out or David Douglas might be shut out because of the quality of their grant in terms of the process that that was my question but I know there might not be an answer now so I think there's no answer to that right you answered your own question so so in this next slide I'm not going to go through a lot of that you'll see this embedded in the budget calendar but these are the dates that are specifically tied to the Student Success act in terms of what's going to come forward to the board throughout the year and Cynthia and I are just about to present the budget calendar that will incorporate all of this vision 2030 Student Success act all of it together on one piece of paper okay good evening I'm Jonathan Garcia I'm the chief engagement officer so I'm going to take you through the three slides with a caveat that we are still in planning mode as you obviously are as it's clear we're still learning a lot every day and so one of the things that has been clear to do the legislation is that community engagement involving our community in this conversation is about most importance obviously as the school board as the administration we to care of making sure that our broader community and particular our communities of color communities that have been left out of the conversation are centered in conversations especially as it relates to these dollars that are coming in and so what we know is that the the the Department of Education has shared their expectation that we will engage these particular communities that that I know you all are committed to that we are committed to so student you know folks and communities of color students with disability emerging bilinguals etc etc so as we think about as we began to think about how we're going to do that we're going to Center those experiences if you recall for those that were on the board prior to this previous election when we did the community engagement process for our visioning we were very intentional about making sure that voices from the margins communities of color that we went to where they were and so where that whether that looked like big tent
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or smaller intentional targeted groups we're gonna drop you know in a quick and accelerated way you know adapt some of those those processes and those those ideas so what we know is that you know at the beginning of next month we will release an online survey with where the where folks can contribute some of ideas connected to to this work and so that will run for about a month we will work with our Office of Communications to ensure that we amplify that on our social media platforms that we ensure that our all of our school communities have access to the survey in all of our supported languages to make sure that that we get as much voices online as possible because we realized that our communities may have you know different schedules that may not you know support them coming physically so we want to make sure that we have an opportunity to engage of folks in it through different ways in different means so so again we'll release that Community Survey October first and that will run - through the 31st and so we've been working with our office of research planning and assessment to ensure that we are actually having a that we actually have a survey that is that is meaningful for for the process it's not just you know this thing that we put online so dr. dr. Brown and I and and our director of community agent Clark have been working with - - a lot - to release that on October 1st the the state has also asked us to engage around these five primary five priority areas and again as you think about the vision that that you all help you know Stewart - to completion a lot of these elements a lot of these focus priority areas are already embedded in our vision right we're just looking at it from a different vantage point we're looking at it if you know from a I would say an asset base perspective from a you know appreciative inquiry perspective right so I think it shifts the conversation what's not an antagonistic kind of approach between community and in the system but I think it's saying how do we collectively together lead towards a better future using some of these you know these funds or these funds and you know we know that you know as the superintendent likes to say these this is just an installment right and so how do we ensure that this installment continues to to move the conversation forward in us realizing PBS reimagined and so as we think about as we began to think about what this engagement process will look like you know I think some of the things that we wanted to make sure this engagement process fosters is ensuring that you know that people generally understand as we all know we're just still trying to figure out the different components of the Student Success act and so every day we're getting more clarity from the state every day we're getting clarity from within and so how do we make sure that we we share that out broadly with our community in an easy to way easy access way we also want to make sure that we we we begin to have that conversation about and crosswalking both the the PPS re-imagined to the the components of the Student Success act to make sure that you know where we can invest in PPS reimagined we can do that and you know because as you all know people the PPS reimagine our vision or North Star comes from you know a broad community engagement process that gardenerd over 16,000 data points right and so I think that's important and and not to miss on that because we were really intentional about making sure that voices all voices in our community and particularly that we targeted those voices as a priority and you know again and I think as we think about our engagement process we want to make sure that these these dollars these limited dollars that we're getting are helping us realize that pp has reimagined and so working with our community to prioritize some of those strategies in our student investment and so here what you have is some initial I dates for you to for the community to know about we as you all know we had a big walk out late last week and so but we've been in communication in our limited time that we were able to we communicate with some of our you know large partners that can can attract a lot of voices a lot of communities and so we are in conversation obviously one of the the areas of importance is to ensure that our staff our frontline communities are folks that are in the classroom and in our schools have an opportunity to share their strat their ideas with us we also will have you know again these are big community meetings that we imagine will look very similar to some of the experiences that you've had whether it's the world cafe or some of the ways in
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which we engaged in our visioning process again we are still designing what this looks like but what we can well we can tell you as is that these partners are in it with us right and they want to make sure that these voices the voices of communities of color of african-american and Latino Native American etc etc that they're centered in the conversation because again this is not only the state's requirement but this is really our fo emphasis as an organization right we're leading with racial equity and social justice so as an example the coalition of communities of color you know they work with 19 community-based organizations in our in our in our area and so how do we make sure that those folks are galvanizing the communities that they serve right because they're embedded in our schools they're they're working with our families probably more than I mean a lot you know definitely a lot of us because we're up in the 50,000 foot level and making sure that those folks are coming bringing bringing those communities as well this doesn't exclude I just want to make sure that it's clear that because we're partnering with the coalition of communities of color doesn't exclude other folks from from coming right other inviting other communities that may not be part of Latino network and may not be part of sei etc but this is you know partnering with our broader community to make sure that those voices are centered as I and as a the last thing I'll say is again we're we're gonna be doing some targeted approaches because again the state requires us to to look at and for us we are prioritizing communities that have been historically left out of the conversation and so we've begun to to to talk to the migrant community and our some of our staff and said you know how do we come to you to create a focus group to hear from you intentionally the same thing you know we'll be reaching out to our sped community or speech community we've reached out to our ll community and in a head start and of course you know as these targeted meetings and in focus groups we would love to include the board because we you know you hearing from from these folks directly is is I think what makes this this for me you know joyful and it's really exciting and it really helps us truly inform you know the direction of the organization and of this work so again these are just some initial community agent dates more to come and again I want to be clear that we are still in design mode on what this is going to look like because again we want to be very intentional that it am phibes voices and ensures that that all voices you know and all input gets incorporated into the decision-making ahead of us and it seems that would be a missed opportunity if these are focused on and I know we need to do it for the act but this is what thirty-nine million plus and then we have another half a billion dollars that we're not going to have as rigorous conversation with with the community so I loved how it was nest at the very beginning but it seems like if we're asking the community at these forums about a very small pot and we have this other huge you know the rest of the budget over here you know how can we really leverage the community engagement and those voices that Jonathan is going to bring to the table to the bigger budget discussion and have an overlay instead of having all the focus just on sort of that quote money so I just think it seems like a great opportunity is we're trying to do this in the month of October there's deadlines to keep up with the state calendar of events for due dates so as you you won't be able to see the budget calendar up there remember I guess the only thing like our normal we have our budget hearings there's you know on you know some years like ten people who show up to provide you know two minutes of public comment and just this just seems like a much richer opportunity so I say I don't know how we take some of that and embed it into our our bigger budget vise sure so I totally agree with you and I think Japanese superintendent Hertz and I have had some preliminary conversations about how do we you know fold some of those those larger conversations because you're a point I mean you know it's a billion dollar organization this is thirty my thirty nine million dollars and so how do we continue to incorporate those voices at different aspects of our work so I think we're going to go back and then continue
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that conversation to ensure that those that we're able to to to embed where we're appropriate so if you look on the in the budget calendar which will be our next agenda item you'll see in October 29th meeting where we'll bring a draft forward of a strategic plan slash sip it's really the same thing and I'm our multi-year business plan based on the preliminary needs assessment we've done throughout our visioning process as well as through our survey and our community engagements essence sessions so this really is aligned and it isn't the community engagement meetings that are up here for Student Success act are not just for the thirty nine million it's for the whole for the whole pot it's for all three sources of funds as well as really the continuous improvement plan is the same thing as our strategic plan so it really all aligns together and until I can create we're still building things so I can't really show it to you but know that when you get to the budget calendar we're trying to integrate all the parts together and the work that's being done in these Community Engagement systems certainly will include will be incorporated into that strategic plan work as well all I can say is if you ask a parent would you rather come and talk about the sheet plan CIP and the multi-year business plan or would you rather come talk about advancing academic outcomes for diverse communities expanding milk mental health and behavioral outcomes providing equal access I can guarantee you'll get a totally different group of parents and lot more community energy so as we think about how we find as the calendar about how we build them to talk about make them talk about the CIP once you get them there you know absolutely absolutely and I think you know I think that's why it for us as an initial step was to to partner with some of those folks that are on the ground you know that can help us really interpret what we you know sometimes we get lost in our own Burbage and our own kind of things and so how do we make sure that the folks at the on the ground can can help us elevate those voices and bring those voices forward to us so totally in agreement board members to be at the events that are around this community engagement because part of our role on the board is to receive the information and the energy of the community and then you know be boring like and like director Scott and translate that into you know what is the CBI P and yeah and so I think to your point director Lauri you know as we're designing this you know we again we're going to be working with our partners that we listed on that on that page but we will also be reaching out to you all of you because all of you are engagement professionals yourself whether in one way or the other as directors and so I want to make sure that your voices help shape the process because again ultimately you as the directors will have a big way a big say in how this this all ends up being sent to the state can I just ask for a little clarification so when I when I see something about a needs assessment I mean I think needs assessment it's it's like all of it all of it and then you figure out where you're going to get the resources to respond to the needs so I mean am i misunderstanding is this gonna be a needs assessment for the SSA money as little as it is or is this going to be a needs assessment where we talk to people about sure I think we want to I think we want to be again I think this is where we're still shaping what is gonna look like I mean I think we want to marry the incredible work that that we've done over the last year right sixteen thousand data points if you remember the first thing that we looked at was you know horizon one what are the things that are not working what is our needs assessment right and so how do we make sure that we're incorporating all that data points because we we did we were very intentional right over 40 meetings with students with parents right in small groups big groups and so how do we take that data as a starting point and elevate that conversation to the next level right and again unlike other districts in the in the state you know we've already done a lot of that work and so again you know what we're all contending with is how do we how do we bring that to the conversation and then take it to the next level right and so so I think we're still trying to figure out what that looks like but ultimately I think the state is asking us to look at a needs assessment from the perspective of the Student Success act and I just want sorry okay well I
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just want to sort of make note of the fact that we're gonna need a little grace here because this is very fast I agree and you know this the state isn't helping I not being clear about what we're even talking about so it's probably going to be a little raggedy and and we're gonna we're gonna need community and stakeholders to to understand that we're I mean this is I'm gonna have to keep it clean this is going to be and and all hands on deck really I can't think of any way to put it that isn't unclean visit this is gonna be a really intense effort and and it's gonna it's not gonna be perfect but but I think we're going to try as hard as we can to get a really representative engagement so I just think we need to put that out there on Friday Scott and I and the new assistant superintendent at Eau de who's running the implementation process for Student Success act said new is hard and I thought that was I mean it's not it's not come like profound but it's a good reminder this is brand new all of these systems most I should say most of these things are new and it's not gonna be an easy rollout but this is the first part and then it'll get easier as things keep going and hopefully we would you know we'll always have this stream so first little bumpy part is and I think we are at a huge advantage compared to the rest of the state precisely because we went through the whole visioning thing so we're we got a big leg up here and and it's still gonna be on definitely and I think we do have a leg up and I think we also have a leg up that we have some incredible community partners that are ready to you know I mean on Friday at the moment I gave you know some of our folks a call without hesitation they said yes right they want to be involved they want to be invested in this work so I think we need to leverage that right when you leverage the fact that our community is ready to take this conversation as an organization and as a community right because we all again the whole the title of the you know of the of the bill is the Student Success right we all want what's what's best for our kids so excited one last thing I just do these types of meetings for a living and I hope that we'll be able to be really clear with the public in terms of how they can add value to the process because it's you know one more meeting if we can communicate how their input will help inform the finished product I think that'd be really helpful and also I look forward to partnering with you I like this I think it is fantastic definitely and you know I'm excited that we do have a Shanice Clark or new director of community engagement who you know comes from a crass rich organizing background she's somewhere back there she's back there you know and to your point I mean that as crest roots organizers right we understand the the value know that when we bring community together we should we should have what is that value add that they're going to bring to the table if not don't come right we're not doing public relations anymore we're really doing authentic engagement yes and I think leading off with the vision work and showing reflecting how community input ended up in the vision and how that's influencing the strategic plan and the SSA will help help reinforce that and and keep that positive cycle going it's really just the next step of the visioning process that's the overview that's the information we have to this point obviously we all have still questions about the specifics we don't know them yet hopefully what you're hearing is that there will be opportunities for the community to weigh in some of those are listed some will still to come but we don't want to discourage anybody feeling like they can't lend their ideas because they care deeply about our public schools and so whether it fits in this exercise for Student Success act or it informs the bigger conversation - director Scott's point around how we leverage other resources it's all helpful so thank you for your participation in advance great thank you before we move to the next gen item just want to note that our quarterly financial report which traditionally we had presented at don't worry I'm not gonna actually present it that we traditionally had presented at board meetings we've made a decision that those are sent out to the board members to review they're posted online so if community members want to see our fourth-quarter quarterly financial
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report it's posted on line and with that I'd like to ask superintendent to introduce the next item which relates to our budget calendar deputy hertz is on overtime but we're bringing up a fresh set of eyes here CFO clearly Cynthia Leigh thank you good evening board of directors superintendent I am here to present to you the 2020 21 budget calendar that we normally bring to you however this year we added the vision 2030 the Student Success act and the multi-year business plan into the budget calendar so the meaningful conversations earlier that you all had really leading us into this um calendar this is where we developed a calendar that would incorporate the community engagement as well as a new addition to the calendar for next year we are bringing the CBR C community members to the work sessions so that and also to the community engagements so that can be on the same page with the board for their decision making as well as for their support in the proposed budget that we'll be presenting in the spring of 2020 I am happy to answer any questions you have concerning this calendar there any questions by board members yes so at the end of last year's process we kicked around the idea of doing a more values-based board slash community process earlier so that's when the specific budget came out we could we were more checking for alignment rather than trying to do any budget micromanaging and I don't see that reflected here I mean there it's you know the SSA is certainly a piece of that but it kind of goes back to the point that was brought up previously about trying to integrate an overall budget input process again early in the cycle and direct the baby and what our directors and superintendent I appreciate the question because if you look at the calendar you're gonna see that at the the month of September through October there will be community engagements and the CBSA members are scheduled to participate in those meetings as well as if you see on for example the November 18th and as well as October 29th where I indicate the work session with CBR see that's what you're gonna see the members of the CBR see is going to show up and they're going to learn and go through the process at the same time with the board there are series of meetings that they will be in work sessions with the board another one is on the next page that you will see on February 25th and April 21st is when and they are going to UM come and to listen to the am super intendent delivered a budget message for 2020 21 I think part of your question was at the beginning of the year so if you see the multi-year business plan woven in this is the component that is what you're looking for in terms of how we're building a plan for multiple years looking at what what do we need for curriculum adoption what do we need for professional development of our staff what do we need for multiple tiers of support for our students so that it's getting to our very specific strategies of how we're going to improve student achievement and this will this gets tied into the student success x helping to to fund that it's also built on our vision coming prior so it is that strategic plan and multi-year business plan all right are that components that we had talked about last spring so that the business plan is the overall organization yes and then operational plan as opposed to the bond is something different everything everything outside of the bond worked basically so the multi-year business plan will be more it won't go into every individual budget line but we'll get into major themes and categories of what what we're
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needing to do strategically in order to increase student achievement ties right into the Student Success act it's really the same work it's not any different than that is it also include operational there will be some operational components there'll be some things such as when you rebuild schools in a bond you also have a need to fund the systems that you've added to those new schools we have not been adding funds to support those so those are so for instance operation of that will be that's a line item that you can expect will be coming forward in that business plan that will make a lot of us happy great on November 18th is when the board is going you have an opportunity to review and the 2020 23 the strategic plan business plans Monday so is that are we move that board meeting has moved to Monday then that week I don't believe it's moved I'm the problem is that's a Thanksgiving holiday month and it's very difficult so I believe that's gonna be it back to back if I'm not mistaken so okay yeah so just to clarify that we will have two board meetings that week one on the 18th and one on the 19th you know or known or that was in order to meet the timeline that we had to meet the state timeline as well for the Student Success act okay any other questions I'm just gonna echo director Bailey's comment I think last year we spent a huge amount of time on a very small amount of money at the very end because we didn't have that value-based conversation at the very front end so we're all trying to cram it into that small amount of increment of money at the end so I just want to echo that we make sure and try to build that in it that at the front end so we don't at the back end to have that conversation thank you very much can I just ask one question on October 15th it says T SCC hearing for local option levy yes definitely this is by statute that wouldn't a district goes out for a local option levy we have to have this I'm hearing with T SEC however the attendance of the board members are not required what is required is districts whoever has the most knowledge on this particular work and this will be Deputy Claire Hertz as well as executive chief of staff Stephanie yes okay you can't keep me away from a TS you see here yes you can try thank you very much for the presentation yes thank you very much all right at this point in time board and conference reports earlier this summer the entire board and superintendent participating a professional development opportunity with the Council of great city schools I'd like to one of our requirements is that we have a report on our work I'd like to ask director Lowry to say a few words about our participation so I'm going to share a few of my thoughts about the board's participation and the accelerated board capacity Summer Institute which is a Harvard Business School executive education program first of all we were very fortunate to obtain spots in this first-ever training institute there were a hundred board members and superintendents from 18 districts around the country and our entire board along with our superintendent were all able to participate before we arrived in Boston we spent her Cambridge we spent about 20 hours reading the case studies that ranged from things such as how a school district selected a new superintendent to a corporate boards response to a data breach and a review of data and narrative which led to a decision-making exercise so fortunately the Red Sox had won the day before yes so the folks from Boston along with director Moore were quite happy Sunday as we entered the classroom space we were assigned seats in the tiered classroom and this meant that the professor's had full view of us and that we could be called upon at any time we spent the next four days in class discussing case studies as a large group in small groups discussing the homework over breakfast and doing deep dives on the application of our learnings in the afternoons with our groups these groups included a superintendent and board members from
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different districts at lunch and dinner we were again in different groups based on our interests and issues we wanted to learn about including things such as budgeting super tenant evaluations community engagement committee structure and more our time together as a whole board was fairly limited but we did get a chance to do some team-building over a meal as we talked about things like our preferred working styles and our communication preferences the time at Harvard was rich with learning and the shared knowledge and concepts have already helped us in our work of goal-setting with a focus on student achievement we have some clarity on best practices and have been reminded that we are not alone in the difficult work of governance of a large urban School District the days were very full and some time for reflection would have been a nice addition to the program my hope is that at some point in the future we will have a chance to do even more application work at a board retreat discussing the particularly learnings such as question zero theory of change and our own decision-making processes that we discovered and how these apply when we work together over all this time together at the board capacity Institute was incredibly worthwhile for the practical knowledge we gained the relationships with school board leaders across the country and our own development as a team I want to thank the leaders of the great city schools for creating this program and for our leadership here in the district for arranging our participation in this wonderful opportunity my mom is now thrilled that she can tell people her daughter went to Harvard comments about the experience director Bailey it was the last Red Sox when of this season I think not quite but they did they did lose the next ten games and they're now only 20 and a half games back so I think the World Series is a definite possibility anything else but it was a great opportunity to hear from different districts usually larger large metropolitan districts from around the country and gain some perspective great thank you for putting that report together behalf of the board so the next meeting of the board will be held real quickly uh Monday October 21st 6:30 in the evening at Multnomah County headquarters the League of Women Voters is holding a forum on the local option levy that we'll be voting on in November how will people get more information on that is that a opportunity for public testimony or is it a informational I'm not exactly sure yet I think there will be in part a panel presentation a couple of us will be there to present information but I don't know the format other than that okay no keep us keep us posted please the next reading in the board will be held October 15th so we're gonna be out of our two-week cycle so it'll be almost three weeks before our next meeting we next are going to move to the Mazama conference room for a work session both on our board goals and the internal performance audit function and with that the meeting is adjourned

Event 2: Board of Education Work Session - September 23, 2019

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is a view of the office of and also we have a work session we're gonna first start with the presentation the much-anticipated presentation on the admin secrets on the drive and we have a fairly tight we have very tight schedule on this one and we wanna make sure we give people questions answered so this I'm gonna suggest on this one they were told they had ten minutes to the room let them present first save your questions for the end and then we'll open it up reporters ask questions and I would ask everybody to keep in mind that all so that the next board meeting we have the Charter not pretty committee the Charter for the hopefully this White House or maybe the questions and I'm going to say that if you don't get all your questions answered tonight they can talk about us from forever so you're gonna get offline so with that please introduce yourself friends thank you very much for the opportunity to present I really appreciate it like she said I've already had a chance to talk I understand how much I love this so part of my enthusiasm I'm gonna stick to the basics here and get started first just a little bit about myself I've been auditing local government it's not Western Washington for the last ten years if that would include a variety of school districts of multiple sizes from really small to the really large and I was also the senior internal auditor at Santa Feldick schools for the last year so I am really excited to bring all of this experience here and get opposite on it started here I don't think Mary Catherine needs into introduction you guys have already met her but I did want to point out there that just sub X on that last board me she's a graduate of Brent high school so I feel really lucky to have her you know me being new to the area so that's really exciting okay we have again limited time so I'm sitting before placing that scare okay the first is Lily exciting and that is auditing standards and it's also called the red book and then we will also adhere to jackets and in case you're wondering why we got the red book in the yellow book others are very creative new conventions let you know red blue yellow book but moving forward what I'd like to just call these is auditing standards so moving forward when I refer to auditing standards over you firmly to either one or both of them will appear to both of them as members here I just wanted to auditing standards the Council of Greater city schools has issued a white paper about internal auditing and they recommend the adoption of a auditing standards which PPS is already done so that's really great and why is this important you know it takes a lot of time and effort upfront especially in the first year to establish all the processes and procedures that are necessary for a hearing to these standards so value that will be added
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here this is how we will earn your trust not just the trust of the school board also district management and the PPS community as a whole the value-added is making sure that we're appearing to those standards so I really really value the standards and I love them a lot case you're wondering next I would just want to talk a little bit about a definition I put this definition which is two parts SlideShare straight from the auditing standards and so I'm not going to read it to you but what I thought would add value here is for Mary Katherine I to kind of explain how business internal control compliance these are the types of audits that we might do so we're going to just kind of give you a little bit so the examples I'm going to give are assessing the extent to which which regulatory rules are the other one is determining whether a produce intended results or produce results that were not consistent with the program's objectives and the other example I have here is assessing the reliability the validity and the relevance of performance measures so these are the types of objectives that we would have in an audit when were considering where our objectives are based okay so one example would be horses are using compliance with laws regulations and other requirements and we just heard about student success at so and then the management information such as performance measures and reports are complete accurate and the system could support the performance and the position were taking and then also for compliance objectives and the purpose is corpus of the program the manner in which it is to be conducted the services delivered that outcomes or the fluctuation it serves is in compliance with the provisions of laws regulations contracts and any types you want to know more which I know that each of your burnings do so in the appendix the very last page of the presentation there's a pic a link and I click the page numbers for that specific section there so it's like four pages and it gives a lot of great examples of how specific audit objectives can be used so if you want more information lots of quality video time there but that's what so and then the last one perspective analysis I'm not gonna lie into Google what that was and so your audit team will need to go to some training before we embark on any objectives and that kind of category so I kind of left it out for now so the last part which i think is highly over looked it's recognition and appreciation standards provide auditors the opportunity to point out opportunities for improvement which is in general an indication that maybe something's not as good as it should be so I want to express how much we value the internal controls and the process and procedures that the district currently has so even though we go to do an audit and when we test like ten things and and nine are wrong and we're gonna write about the one thing that they did nine are all right oh my gosh all right yeah this balance to wake everybody nine are all right with the one and I'm gonna write this report and that's not fair in my opinion so we're gonna work with audit committee to establish some sort of recognition and appreciation to also acknowledge what great work the district does I don't have a report I can write for that because that's not auditing standards but we're gonna develop a way to make
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sure that we're recognizing it because it's just so often overlooked and seem so unfair I've been audited and to see so unfair so I just want to do our part to acknowledge greatness when we say so moving on ethics independence and professional judgment hold your excitement I'm not gonna have the opportunity to talk about all of these bullet points but one of the things I really did want to talk about in relationship to ethics is the public interest this is something unique to government auditors that you may not necessarily have heard about from non government related auditing so public interest is really where we is already a whole about a second it's defined as the collective well-being of the community of people and the entities that the auditors serve and I know that's a lot but I thought it was really offset when Mary Catherine and I were meeting with director Bailey he said you would like for us to think about the PBS students as who are really account for the ER the loss of us and I think that really speaks to the essence behind Public Interest now we have lots of bosses in the work that we do but that really speaks to the public interest and that's unique to government honor do that not necessarily to be in a private industry so I just wanted to touch on that for the exit independence in all matters auditors we got to be independent there's no way of really saying it in any other way it's just imperative we must maintain our independence so independence of mine seems somewhat obvious so independence of appearance I think I wanted to just kind of give you fries a few what I'm going to call transparency commitments to help everybody understand what it is that will do and how will be accountable and independent so one of the things that I like to have is open calendar you can look at my calendar I sent it to public you can look at it anytime see who I'm meeting with what are we doing and you can ask any questions you just want to know what we're up to give vehicle but I also like to keep it very public calendar so you can see what's going on also developing a office of internal performance audits shared drive which I read only access to everybody I really be sharing more details about this with the audit committee but I will give each of the board members we don't the access to it so you can any point you want to know what we're doing you can check it out I've also made a commitment to do meeting minutes for any regularly scheduled meetings that we have so you know and then I also just started a audit activity briefing that I'll be sending out to the audit committee these documents will be stored in the office of internal audit performance a shared document so you'll have access to it at any time if you don't want to know what we're up to again you know I really value transparency and so if you guys think of anything else that I could do to do to be transparent and ensure art independence please let me know because we welcome suggestions this is according to the current we need yes ordinal the see this is our [Music] reporting structure of how we report to what goes to the full board versus what goes to the Audit Committee this is just per your policy but I also as I've been meeting with each of you I have asked what level of engagement do you guys want with us and I'm committed to giving you that level whatever we're a lot more engagement you would like if you aren't on the Audit Committee but you're still super interested and we want to meet every now and then give me a hook be happy to meet with you and give you whatever updates that you would like but if if not it's available on the shared drive and you can take a look at it whatever we're up to barons life and I'm sure all of you want to be on the opposite just in case you don't I will I'm gonna you know I'm gonna reach out and engage with you guys up the level which you're interested in I would say a minimum we would like to meet with each of you at once every six months just to touch base and do a risk assessment that's the bare minimum and it's okay if that's what you want as well
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so this Thank You director Bailey for say me your note on this and actually put this in the wrong position so I'm just gonna skip it for now and come back to it the last part of this three things ethics independence is professional judgment and I really just want to talk about professional skepticism this is my favorite part of my job description it just means my job description I could ask all the questions and I can't ever assume anything is with with it is I need to see audit evidence and I need to follow up on it so I really love professional skepticism it's my favorite part of somewhat global I tend to trust everybody but I really have to see audit evidence never take it as a fence it's part of my job description I'll be asking if you say something I'm gonna ask for your receipts it's just part of the job so moving on here okay so scope I've done my very best to not read from each of these slides but for the scope I really couldn't find a way to I can find a way to restate it in a different way you know the scope is intentionally broad and so I just want to read so bear with me here at the scope of internal out activities encompasses but is not limited to objective examination evidence of governance risk assessment control processes for the board the Audit Committee management and outside party oh my gosh so if you guys have any questions we're getting really close to the end and I can come back to this okay but it's intentionally fraud because nothing is really outside the scope but it is really important that you guys take ownership of the audit activity and feel ownership of it because we can only present you risks we do a risk assessment we come to or at least or to the audit committees they hear all the risks and we really get feedback to prioritize those risks and put them in somewhat of a queue for deciding what are we going to do there's only two of us it's just that a lot of topics are gonna get to you so we really have to get feedback from you guys to prioritize each of those risks and cover the most significant items there so that is everything I have about the scope as well next I would like to point you guys to this document that I included with my presentation called the auditors statement of Independence so this is just a draft I am working to kind of get all the terminology updated you know the office of internal performance audit we're going to get our terminology correct and Mary Katherine and I have decided that our acronym is going to be Oh Oh IPA just the end right but excited performance audit so we we push this out a little bit with a smiley face against it but we'll get all that so this is just a draft but I wanted to give it to you so you can see all of the assertions and evaluations that we take for each engagement so there is a very thorough process that we go through and we do an evaluation for each engagement typically when your other being from the external you're doing one of these four entity as a whole we have to go through this assessment for every single audit engagement to consider any threats to our independence and as you can see it's a lot of pages and the the last part is includes the chart that I hadn't looked the wrong place so this is where I really meant to put it after this slide but as you can see it's also what we use at the framework for the determination of whether or not we're independent in order to perform an audit and I have an example to walk through this with you guys but I'm trying to get
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through my ten minutes first so that will but we'll have that be the first question and I'll walk you through but I really want to get through the last piece so next steps the next steps are okay so the next steps I have made just a few minor edits to the audit tarter the last version that's I'm floating around I made a few little tweaks I added back in the term professional skepticism and so I provided that and woke discuss it and the audit committee and once it has gone through the Audit Committee review it will come back to the full board for review and final approval similar to the board policy related to performance auditing I have a couple of questions really more so the comments but I really want to discuss those with the audit committee and then any recommendations that I might have related to anything would come from little Ford out after we talked about it and then again our recognition and appreciation we're gonna come the plan and we'll present that at the Audit Committee also so while this is also happening we are actually still doing some auditing so my understanding is there's kind of been a phase one of the auto plan that has been approved and that includes the contracts audit that mary catherine has already started and then also the pink part review so as i am working on the risk assessment some of the meetings will be you know and i have to wait too so as i have downtime in performing the risk assessment i'll be worked on the pink cards review and then after these two audits moving forward we'll be selecting audits based on both normal risk assessments and auditing standards do require an annual risk assessment so in order to be in compliance we'll be doing that risk assessment right away and back up is up working on the B part last what do i do from you guys to keep me going and you know I know that you guys are all working on audit committee charters and so I would really ask that we prioritize the audit committee charter for because it does apply to the work that Mary Katherine and I will be doing so I'm hoping to provide you guys some resources at the next on a committee meeting so you can have some resources that will help you draft that and then just timely consideration of the final versions of the audit Charter and the board policy so that's everything that I have so I would like to congratulate you guys we made it through I think I did okay on time faster than well that's kind one so we have some questions and comments and opportunities but here's the appendix that a first bullet point right there so it's pages 14 there 10 through 14 that's where you're gonna get a lot more details about what audit objectives could you're super interested there's a couple of pages okay a lot of pages about ethics independence and professional judgment and then the statement of independence I provided okay so questions and I'm gonna go backwards to this what you guys can see I apologize but I brought an example so that okay if I start with questions and that gesture baby's the first question okay so his question or thought or comment brother was it would be great if I had an example of how we're going to use this framework to help us make decisions and it just so happens that we currently have an example that I can provide with you guys so what I have been provided is this is a memo to the Audit Committee and it's from Deputy Superintendent Claire and this is the update on the recent fraudulent ACH transactions so I was asked to take a look at this so this is the actions taken or in progress or planned this is what management has decided to do and implement these items to ensure that one situation doesn't happen again
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so this is what we would call a non audit service which technically we are allowed to provide but when we do not audit services it's really important that we take into consideration any potential threats to our independence so this is a great example to walk through this lovely slide here so the very first box there which is difficult to read is you know we need to evaluate the circumstances for threats to independence if there's no threat it goes straight down proceed do the often if there is a potential threat then we have to go to the right okay so what I am considering a potential threat is a threat to self bleep you so what is a threat to self review but it would be is there a risk that subsequent to providing this non-audit service we could potentially show up and accounts payable and do an audit and at that time we would be auditing something that we made recommendations about via and non audit service so that's a threat to independent so we need we need to go through the rest of this to flush this out right so the next question is is there infrared too is the threat related to non-audit services if the answer is yes we have to go to the right and keep going down this little series of questions so the so the answer is yes so we're gonna go to the right so does the non-audit service impaired independence her government auditing standards and the answer to that is no technically we are allowed to provide non-audit services so if the answer was yes you can see that independence is impaired we would not be able to afford but all of these standards do allow us to provide non auto services so the answer is no so we're going to go to the next bullet point here and that is was the non audit service requested by the entity's management so my understanding is that this kind of came from the audit committee but also management as well so the answer is yes and so the next assessment dis management have suitable skills knowledge and experience so do we have any concerns about management's ability to request this and do we feel like they're making this not an audit service request because they don't have the adequate knowledge skills or experience so if they have all of those things we have no risk to any of those then we can say yes and report but the answer is no we think that no they don't have enough knowledge experience or skills then the answer would be no we would not be able to to do that bought it because that would risk our independence in relationship to a risk of superseding or acting on behalf of management so we can't do that that's a good quality standards so yes they have all the necessary skills they have all the necessary knowledge there's no risk there so we say yes so we are required to document the consideration and understanding with management and those charged with governments about what exactly we're going to do we have to write all this stuff down this is so exciting I mean I don't know why you guys are like looking down or it's a turd but this is like great stuff here okay so thank you Bailey for do this because I really wanted to um anyways okay so now we're down here does the non audit service involves preparing accounting records and/or financial statements if the answer is no we have to go to a whole different figure which I didn't give you guys but the answer it arrived answer is yes the answer is no so now we have to go back over here so this really exciting stuff here so now we have to evaluate the threat for significance is there a significant risk that when we come back to do an Accounts Payable audit in the future that we are going to actually review or have to give it on something that we gave as a recommendation as part of a non audit service so you see how my new some of these things are but this is what we do and this is a real assessment that we do on every single audit engagement that we do we have to think about each one of
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these so I don't mean to overemphasize it or get too excited about it but it really is what we do for each engagement and it's kind of why I try to highlight some of the more significant things because we take these things very seriously but ultimately as you go we you know threat is not significant so we move down and we said guess we can proceed so this is you know it kind of highlighted how to go and we concluded with yes we can take a look at this and see if there's anything that perhaps we might think the management missed or if we have any questions then this is something we would be able to do in the form of a non audit service the other reason we have to do this as well as we have those external reviews for five years three years here I've been doing the yellow book every three years they will be looking at these as to make sure that we followed the standards so it's really critical that we follow and we have to document it I mean I'm gonna give you guys read-only access and you guys will hold back your enthusiasm but the documentation required for this is so it will be there I promise you so feel free to check it out if you're interested any other questions so the structure your which I totally understand is it is interesting right so the auditor is hired by the board I think as administrative management with deputy superintendent Hertz right but but it's will you ever be able to audit the board and then I've actually put that in here so then you look at the scope-1 yeah the controls and processes for the board audit committee and I specifically put or I don't know I saw that so so walk so one other thing that I've usually worked with independently like that auditors which have their own disadvantages because they're really politicians but but the advantages they can they you know they have that independence but they're no I like to direct Lee but even with infinitely elected auditors I've noticed a real reluctance to criticize other elected officials they're really happy to go against after management they're really reluctant to sort of tell African officials I think it's but walking through this what you just walk through in terms of your ethics independent fresh Lisbon how would you ever audit the board who hires and fires it seems like that's an inherent conflict of interest and I'm not I mean maybe that is I guess I'm just sort of from the very beginning establishing if it is an inherent conflict of interest we just need to know that that won't be able to factor if it's not I'm curious how we how you get around it so in a much more mature conversation that I would like to have as the Audit Committee at some point best practices and that you have in your internal auditors the primary one one for myself the contract where we can't be fired or without cause so that helps provide that level of independence so we could so I can provide you guys with the the best practices and some of the ALJ recommendations related to that type of language that may may want to consider for a future contract I'll say that my personal hiring here at the district was not exactly the way I would have expected it to be in relationship to the way it was at Seattle Public Schools and relationship to their independent auditing department no judgment or anything I'm so happy to be here and I'm so glad that it all worked out but what I will say is in that environment which in the white paper issued by the reader have a great rage schools yes thank you very much I should know this because my director in Seattle co-wrote the paper and so I he's really we've talked about the plot but in there Seattle's use identified as best practices specifically as it relates to the reporting structure so with that being said I would love to provide a lot more information it is an inherent risk and that is why there are some best practices and recommendations by the LTA to kind of who'd some of that information in
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language and your contract okay I look forward to having that conversation in the community cuz I think it's it's really essential that you have the ability and freedom management and the board but I look forward to conversation but that also means that I would just like to make some personal assurances that I'm not afraid to audit regardless whether or not it's in my contract when I worked at the state auditor's office we often times wrote letters to the board for their less than adequate oversight responsibilities so I kind of I mean it is I'm not afraid to make those kind but also you as a board member and you also have to understand if I come to you high-risk now compliance related to the board and I'm coming to you with feedback you know you guys are also providing the feedback to help prioritize and I did by the audits based on my risk assessment so there's a dual thing here so I would really welcome a more detailed conversation about how will ensure that we're independent and conserve the students and community of PBS as well yeah it's a great point there's a huge conflict of interest for I like the officials decided what you figuring out all the ways that you'll figure out all the ways we we sort of go back so it's just the process point on that is that the this is how we have the current plan which was the auditor mary captain at the time brought based on the analysis of the risk assessment previously and the Secretary of State's audit came up with the potential audit items and brought it to the committee so it wasn't like board members said like here's here's what you want you to audit or don't put that on them I was so this is here it's coming directly from the Secretary of State's report once and the Secretary of State's audit and I mean there's but the the point I'm trying to make is it didn't come either items income through either board members or partners didn't say don't nod at that it looks the auditors recommendation to the committee and there was any discussion and feedback on very the various potential of items from both our community and not just to community members who serve on the committee and also staff helping overcome a conflict of interest through transparency that's what you're saying right and and they're the originators of it so a beam as parents is that even if the board because we still do decide what they audit we were to change it would make it clear that we had made that which is effective way to do they're also the ways and we don't need to talk about it we can talk about it committee and there also are ways to talk about maybe having a committee have one more community member that more number on it which is also a way to assure there is some there's some pluses and minuses of that so when you asked the outside community members there's like what you guys are multiply accountable to the voters and for the expenditures of funds so driving offense also if our role is not just a higher but managing evaluates having a non Ward number have you not board members participating in that because our policy said that success has the board's role so currently the two community members are ex officio but for the least the recent incarnation of the Audit Committee that's been in existence the last year there's nothing this left of committee that wasn't and thus full support of so I would also like to say that the and no judgment please the origination of the audit plan as it is right now does not follow audit standards that's not the way we're supposed to come up with by having two documents as our primary input sources I did read the memo that Mary Katherine provided that she clearly
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disclosed that this was her craft an audit plan and in that memo she clearly disclosed these were the two primary inputs along with some conversations but that is not by any means a full risk assessment and that is not what audit standards required so moving forward we will we're gonna do what we can to keep moving we're auditors we want to do actual auditing so I do want to kind of move Ward with what is already in place but we will be going back to the risk assessment and being in compliance with all the new standards I think that will help Aleve the confusion about where was come from we come and we say here are risks and you can feel confident that this is where the risk came from and that will be a fairly extensive report I mean you guys have had a risk assessment in the past and you know how how inclusive and it comes from and there's a very detailed evaluation and rating of the level of risk each risk is so I think moving forward once we you know and she disclosed clearly that these were the primary input so you know I really feel that she was doing the best she could do at the time but moving forward we're going to be really sticking to auditing standards because while they're my favorite and I love them but also as the transparency and the independence and some one of these questions may not necessarily have big questions how do we kind of did it like that to begin with but Louie for it we will so this just will be mine at the time so I know we have some your question but I know we have some other course women might want to ask questions so if people haven't asked questions if you wouldn't mind waiting for them so I'm really curious about what's entailed with the contracts honor that was really interested as I was reading through the contracts which ones had been direct which ones were our feed how those decisions are made at the fair side like a dollar threshold like in some public agencies a certain dollar figure can be directly negotiated and there's good reasons for doing so so really curious about what what are their activities done in terms I have we are working to prepare for free on the contracts audit okay or the audit committees which is coming soon I know we're working to be scheduled for singing but if if you wouldn't mind like I'm not totally prepared I have had a briefing with her but there are some of the initial planning steps that need to kind of go back to backfill so I can feel confident in the selection of what we've already identified so we really need to do that before we answer your question but we've only fully prepared to answer that question at our Audit Committee meeting if you wouldn't mind giving us that actually waiting I was just there's a lot of new ideas I just want to be fully prepared absolutely but those are available there aren't there's actually a training that is required for all this factors recommend [Laughter] in general but what I would say my experience with management departments they're gonna be setting with doing an it's totally different than the way we identify risk so say for example how much insurance does a building need in relationship if somebody Falls or how much insurance do we need to cover a certain student activity those are the very detailed things from my experience
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risk management departments kind of deal with amongst many many many other ways I don't mean to diminish all of the work that they do but our kind of purview into risk is just slightly different but I will absolutely be meeting with them to gain an understanding of what risks they buy were already identified and how are they mitigating down and the form of insurance or other many other things other than just insurance but that will absolutely any conversations - - chocolate yes so I'm wondering loose do you have anything you want to add to that s way person I'm okay goodness yeah well they're very a department of trained risk management professionals to report them to me I am NOT one of them um I think it's a great conversation for us to have certainly risk overseas insurance for humans for cure minutes to describe but a whole lot of other you know employee safety environmental risk broad health and safety risks so it's certainly not an enterprise risk we've been function in that fullest sense of the term but it is I think it looks across risks in a number of areas as I know that one how would you decide to anyone test that well yes for the example today and it just so happened it's one of my on the list of my onboarding things that I need to kind of look at I was asked about that and the first couple weeks take a look and see what it actually thought saying I can add to it so this is fresh in my mind that I don't know I didn't lose yeah some snare that we move forward doing the contracts on it that we've already started and then if time allows while I'm doing the risk assessment was on the p-card review those were the two audits that seemed to have already been approved collectively so I don't want to because those audit selection is not based on at standards I those are the shoes are comfortable and we can board with at this point and then moving forward we'll do the risk assessment and we'll follow audit standards and the selection of audits before so it was my understanding that those two audits had kind of are even bet everybody felt comfortable with moving poured on so because they're not kind of we didn't the selection that and I'd really I really don't like it but it's okay you know we need to be doing something while we're doing this so I feel comfortable that needs a selection of these two but moving or beyond that it really needs to be based on audit standards the answer in my said reality is also the p-card is not an audit reveal so with you I use the chair all right just what do you like which is what the board approved it was the recommendation hey P card review we'll see again I have a habit and an opportunity to really dive into it but I will and if for some reason when I get there it seems way overboard materially I will come back and talk to you guys about it because and I think you just are you're asking about the other topics that were - Awful's right there are like seven or eight topics so those aren't things that we will be looking at so they may make it to the risk assessment for reconsideration as future audit topics we'll see I spend a lot of quality time with you
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guys and I can't wait to meet with you as well clarify the editorial risk assessment yeah yeah so what you're speaking out who does that assessments okay it's not something we have to budget for outside has that three-month process the states my goal is to have a great person a year I suppose so I was like the beginning of the year to have my risk assessment it's gonna be that's really using all of my energy and excitement to get meetings with all of the interested stakeholders but the district so I'll be using all of that enthusiasm to get get that done in that time so I want to close this with just making a note about the Community Charter because one of the things that chair constant we're here she probably mentioned this which is with the new committees being created by the board that each committee will go through a process with board leadership and drafting their charters or their jurisdiction so that we don't have a voice overlap that we don't have gaps that were really clear what is within you committee so it's not like this is just gonna happen with the Audit Committee all the committee's so if your committee chairs a process that you know go through that so that clear understanding what your portfolio enters diction is so it's not just do what relates to me does everything else bounce around on a date Kirby let's make sure everybody else in your company though all the other church Rick thank you very much and I do know the offer if anybody wants to take a deeper dive feel free to contact them there's a couple I haven't met with but thank you thank you so much I really appreciate here the next right on our agenda seating is the board the board goals and we have had a whole those discussions about these and currently they are scheduled we're scheduled to have a board vote at the next board meeting so we're a little bit of an awkward position about how to in terms of landing it with three weeks in which we don't have a board meeting and we have this set of goals that we're going to do one thing that is really different from the last version of the goals we saw is that the first two goals on third-grade reading at this great map now are a growth metric the eighth grade and what second readiness are fairly they look pretty much like the last on this off but there's two are pretty different so what we're going to try and do today is come up with a process in which we're going to ask for more jumpers to not afterwards at this meeting tonight tonight or in the morning or say say you know what what
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issues you have that would that you need need to have to resolve to get the yes I gotta walk through that process if we flush out whether you know where we're on our path and then we'll create a timeline over the next two and a half weeks where we get the next iteration out to everybody and took a little more look and we also should host these and share them with the broader community because that really hasn't happened today and speak to them because we're gonna we're gonna assume recently I'm probably defend them champion so so I so I take two weeks October 15 it's three weeks three weeks in one day right so Russ if you could speak to I think the changes from the last the last draft to this draft which would primarily be in the third and fifth we have a discussion about that lob I think had a nice preview earlier tonight about the topic of growth and then we'll go through each of the goals and I would like people to share what they need to do to get to yes okay so I'd rather repeat a little bit just for context some things haven't changed in terms of principles guiding ideas have a change we won't have to progressive lateral skills I think there was consensus around setting the goal around shifting from learning to read reading the word ensuring that fifth-grade students have the basic university skills in order to be able for the end the core components that we're building a ladder I also advocated that every school should be able to see themselves and the goals that everybody should be able to see their their role in contributing to the portrait of the ground and then I've been a collective part about growth for a while that is that we should be setting goals that incentivize growth for all students and differential growth per student to grow more and I'll reiterate what I said before changes and achievement are absolutely dependent on changes in growth you have to change the growth trajectory first to be able to produce the change in achievement and the idea here is setting common goals so that we can target resources for those to close gaps I don't know about y'all but I don't believe that these are going to be carved in stone and without them from the building I suspect that over time as we have there additional information but there would be iterations as we but at some point nation talkative limits others so again everything's accurate towards building for supporter of the brand to chip vice-chair February have been talking about the need to focus on growth rather than simply efficiency for a while I talked about some of the challenges that wasn't the case so and let's talk about what we need to do differently to make that happen but again change the
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language accelerate their growth we will change their achievement and the question came up and I mentioned it earlier you know so for third grade reading have to be accomplished this goal this year again the proficiency rates with 15.5 points for our other students students of color and a year when the state went down and again it would have equated to roughly a half a piece of learning before University that is an incredibly ambitious goal but I've actually seen it I've actually seen 60% of their students meet or see the returning kids and I've seen that came back it it happens you can have that within a year depending how much you accelerate that growth it depends on how long it takes to get but in a fully integrated system where the teacher and I think it really gets to what the board was talking about there's there's a need to educate people about the importance of growth have parents understand what it means for their students to grow and what they need to do the skills that they may require their teachers to understand that set targets for students and work towards that that will probably not happen overnight but when that's all in place when all those pieces are in place you can see this accelerate very quickly and contrary to that big focus on just like a switch point for proficiency this doesn't bankrupt the system actually it's an investment it's not you're investing by raising the lowest performing students over time that was number one on the on the list and again empirically derived just from our data looking at underserved students what what do we see in terms of their growth rate it's not too accelerated and what level of their celebration would be reduce the types of Sigma Chi Minh to live like current measures again this a banker to NWA Colin spring would love to be able to wander that down a little further into to our students to be able to have a longer coat work model for them but again I think there's a communication as well as our community as a whole to build that down we can look at relationships other assessments other things that can happen that I don't believe that happened today we should be looking at periodic reports associated what we see the math assessment so where do we start right here what we disaggregate so where are we starting to hear what would we expect again one of the things that you've heard from me earlier is that that data is highly predictive of where students end the year so what do we see at the start of the hood what do we see minions are we seeing the growth of leaseback are we on track for that or not so this becomes a highway mind moving and highway transparent model that you see during the course of the year rather than waiting until the following year and your desk back and whoops to wait to do anything but at the point yes Oh could you hold it'd be great to get through the hesitation so again I think if this demonstrates the principles and actions again this is that first step on the ladder towards fulfilling the portrait it touches every elementary and KA building it sets expectations for all students with differential expectations for this duty or more and it directly and then part of what I like but this isn't particularly absolutely scalable I can talk about what an individual student be said to I can talk about what needs to happen in the classroom and programmatic way things that need to be done it works out very nicely and again when it works you see this closing those gaps fifth grade math follows a similar profile I just looked at the cohort of students leading up to fifth grade what proportion of our partners are students of color were failing to meet the expected growth targets again what would it take to move that forward this actually would produce a more ambitious pattern of achievement if 60% of our underserved students of color at Memphis this target is here their math scores were 14.5 points and 5th grade that's a lot for fifth grade because as we go upwards with math we were gross targets actually get a little smaller they should that game is akin to 70 Hz as an additional instruction and would have
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raised our proficiency rates by five point eight percent yeah so again I think it focuses in a way that we can monitor an informative fashion whatever that we're making the text changes again measures not mathematics not reading for this type of sorry about that and again we have the opportunity to do continuous improvement by reporting out to the court and just adding a new caption so it's not really growth or g-packs growth and achievement and we can report both of those at the same time but the target is set on growth because that's what needs to change to produce the achievements oh absolutely and that's the hardware right that's what you get to figure out this goal has remained unchanged language is exactly the same as it was before the question I think was well what do we have now because we talked about this rubric that really assesses the little child and enlisted way and we clearly don't have that in place right now that it have to be about but what do we have well right now we do have best best result so this really is more of a summative metric because we want to know whether or not kids are prepared to go on into high school and what are they accrued to this point of time so that being said we do have the smarter balanced results for that and we know that at the end of last year 44 percent of our students that proficiency in both English language arts and mathematics took that forward to 2022 with those students meeting proficiency or college readiness cut point to clear my language there in both English language arts and mathematics as we further develop this goal we will flush out the rubric however I would still expect these to be anchored as part of that rubric this is not going to go away so this could be part of the foundation before performance removal again current measures is lagging we can work on that in mathematics again is proactive are we getting and we're gonna have to build out the remaining portfolio for finally post-secondary retinas and again really hasn't changed I think there was some confusion as to whether or not this was the single rollers as multiple rolls or how does this work I wish doing my best honor something that I've heard the word say we wanted to honor half different pathways different ways kids could show up give them credit for any of those so if you made it through ATP you made it waiteth your IV you made it if you made it because you were a CP complainer you made it if you did dual credit your credits you made it so that's exactly what I did I looked up the date and I said well what we use is baseline now let's look at students who successfully participate in an Advanced Placement International Baccalaureate Technical Education with dual credit and by participation that is I attended a class I passed the fast control credit under a little credit for CTE I completed this into that way we could operationally defined that a little differently but the least initially this seemed like a good starting point these are kids who are taking these classes going through these pathways that are successful and then at this point of time about 89 percent of all students first our successful meeting this criteria is really pretty impressive there about other systems I've commanded that would have loved to enter 89% of their students successfully participating in AP ib credit the country unfortunately only about 85% of our students underserved students of color are meeting the Thresher so the gaps not as big here as we've seen some other areas but it's still a gap and so I think a reasonable goal would be 90% per person now again this is not a complete profile I worked with the data that was available at this point of time we have begun doing the PSAT but the PSAT wasn't given as a census to this high school high school senior group it was a couple years back so it's going to be a while before the PSC tea rolls into this as a measure I certainly want to look at artist pathways as well because I think again it's a viable way for kids to prepare for itself environment the CEO by weather stays near and dear to me and so I want to see never over them but as a start point this was a good start point and it's picking up again 85 percent of kids are falling into one of these buckets already and if we have additional ones I would expect that we're going to pick up
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a few more and one of the things that may be interest is so I think that's exciting one and again the layouts laid out when we can have things to it and we can always come back and compared to the baseline because we can always compare just to those criteria you had and the baseline as well so we can look at Annapolis apples or we can have things as we so desire to make it more a more comprehensive way these kids Nashua and I tried to consider that really quickly based on yeah questions into it what they want to do just begin the discussion forward this meeting is we've extracted out the four goals so I've taken out of this presentation each one of the goals has so the for training statements and then the goal so I wanted just to pull that out so we can again what getting to narrowing the gap of getting to what we all support so it's nothing different it is in here it's just the extraction of the frame for each goal and then the last one it looks like the draft poll is it's the in the it's the by the spring of however only okay hard aside okay just our with any questions and then I like individual numbers to share any outside concerns or issues I'm not yeah I miss it question how do you doing here if it wasn't my intent to sent into pinnacles for each year at this point it could be done I would suggest if we don't see eternal him you can't wait to the last year to to see all that er once this gotta start scaling it isn't so right so I what I'm thinking is it's it's gonna you know if you're probably going to see what percent to maybe in your one and then you're going to get some exponential and so I get I guess I'm looking for for some way to to respond to questions after year one when when the growth is not I popping how will we be able to project and here's one and two and part of this is part of this at the educational function and how do we explain it to folks like how will you got to be able to explain it we don't have interim okay guys jumping I think on what you say people without your number goals are gonna Philip it so three year goals nineteen percent but what I said we should go out of six percent year as if the media's gonna do so I hear what you're saying but if we know it's that those internal if we don't set those goals and we will meet them because they're going to be completely unrealistic exactly because we can't take the
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learning curve because it will be personal decatur is a backwards it may be four six nine nice interventions there might have different ela math and you know where you could focus this might but same teachers sure so that's why it's hard for dick because would be estimating what that curve would look like for performance they definitely want to signal that it's not going to be this divided by three years and yeah they'll meet that first year somewhat work I think that's a management function to set the interval I think we've got two board members say they think it's a good idea that management set them so that they're realistic or but then we don't that's not something we're we're sending the they told that 2022 the important discussion about the benefits of having some interval yes and I think what I've been suggested that the board in the community are going to have more with respect to this so we're gonna be able to talk about it where kids starting to talk about the way they are nick here and whether or not we see a difference in the growth and achievement that we're seeing for students mid year they will talk about that at the end of year that is a lot of information I think that the community hasn't had and I think a way to begin to communicate to them whether or not that corner is being time are you in the same point still because I'd like to have a community will only have that information if we have a communication strategy otherwise ok so I think this is a different point because I'm tired I don't even know but I do I do know I have a question ok cuz I want to wrap this up I think there's some good board discussion no wrap this this piece up my question had to do with that that curve and what that curve looks like and I understand the difficulty of doing you know whatever 19 percent divided by three is not going to work but what do we do how are we going to know when where it when we're not on track and what's the plan of beat are we going to know like I would say that first year might not be as steep and then we get acceleration and gets even steeper it used to the three when do we know to course-correct when you what point when we go down when do we assess I guess we're gauging the growing capacity of our educators to engage improvement and all I'm looking for is a more severe one I'm looking to see that when I visit the hundreds of classrooms that an increasing percentage of them right the practices we hope to see that's that's what I'm looking for right right I appreciate that you bring that lens and I'm you know as a parent I'm like I want to see that that make sure the kids are okay but yeah I appreciate your that lens but do we know it do we know that you're - if things aren't working or at the end of year one do we have an idea which way the wind is blowing on this yeah midway through year - we haven't hit fifty percent that we know we are not accelerating at the rate of excited we need to do and that to me I think is a reasonable if I were looking for a mid point that I think recent you kind of break even at a certain point yeah and if you're not breaking the event you're still underwater and you need to continue to invest and push to create that change and I'm a little concerned these goals are wonderful but it's sort of a vacuum and I'm a little concerned that the order of assembly here on trend has meant the resources to come in and and one branch there Mabel dies the lepers are coming after the goals are set and that's put the layout of the works yeah I understand that one worries me the interventions it won't be having the design fortunate here's a second here
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right so it's not just saying Calendar meant wake them because it would be a Midway at which point the measures are in place or those those letters has to be part of our communication strategy is to say you know it's kind of twofold improving practice with classroom teachers and additional resources that we bring in those additional resources aren't there this year so I mean I guess I just back it's great that we have additional resources but if we didn't have additional resources I don't think we would say we wouldn't be moving resources to change these numbers I would say under the constraints of competing interests we managed to differentiate school supports struggling school buses so that was kind of a blood first pass to get more surgical about the interventions we're going to prioritize we're certainly sort of burning a lot of sweat out there in schools every single day and again dr. Graham has quantified some things around that's the equivalent of 57 additional days of instruction without additional resources we don't have the budget to do fifty seven additional days of instruction for all the students that need I would love for us to prioritize in subset of schools for weeks extended summer morning in interventions so teachers they were seriously dude with zapping all those so yeah we can [Applause] now we have to change results enough by percent increase on my bachelor's degree this year just on that one this year had sixty percent of our underserved students reach this time we've seen a five-on-five percentage this year I would suggest that I have seen sixty percent growth made I have seen 70 percent growth me but that's really regular yeah I mean that's really at the tail end of getting seven out of ten kids moving that entire distribution it is I think overly ambitious the board wants me to go back to 55 I can do that you have to do something above 50 it's got to be about 50 or not go down so I think so I think one of the things we also need to be really aware of this week talks about the high spec scores and we you know one of the comments we made is we can when we look at the numbers from two years ago the reading proficiency for blackmail their great years was thank you for fun and so if we're thinking about a 5% increase over three years that means that we're looking at saying to our community in three years these students will be at twenty four percent proficiency so we also have to be prepared for you know when we were talking about doubling that co-efficiency we what that wouldn't feel like it's good enough I think it's reasonable because of where we are to look it's a 60 percent growth I think we need to be prepared to translate that to our community saying these are gonna be this is a long transformational process so it yeah it right the third graders today at that rate of growth will not see the proficiency by the time again of high school if it's if it's that small it isn't it isn't that what we're saying we're telling the community no okay so tell me I'm unfamiliar with the other
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pieces that it is the more we hit that kind of a growth target that were also moving kids from two years letting at one year which means next year or two you have a you have a realistic shot than hitting proficiency whereas if we're not putting we're not reaching those kids it's just going to be two years behind but we hacked up closing that gap will help kids get closer to professionals yes absolute and so I would hope that and the report out of data that we look at the whole distribution and see how it's shifted and so even though there are kids who aren't hitting however we're defining the proficiency cut score that there's a there's I'm going this way left or right maybe for you it's like where there's far fewer who are totally lagging so I think it's going to have different they may have some unintended consequences because when we say they're not a proficiency people like oh but like they could be but then we start showing how much growth they have to make if you look at some of the data of like where's high school students are and they're reading at like sixth grade I don't think that's what people think when they see a high school school student not at proficiency it's like oh there's not two gray belt yet but they're not thinking they're still reading at the fifth grade level and I think that scattergram that you're talking about well let's start to illustrate that yes you can be moving but it also what they show how far behind some of our students really are there's mechanic for focusing that'll should prevent a lot of that well you get high school on here listed this is why the instructional across grade levels what this isn't baseball so the work we do in the classroom can be a part of this we're not reading the same third graders a colony here so that third year goal is to see if we met it are different improved kids yeah and so you have to have been doing the work with fidelity's that from their point of entry k12 you're seeing the fruits of that labor yeah that's really what we're gonna see this here is the improvement and third-grade instructions right so kids do have a 1% growth at the end of this year we'll say that was we could claim that's and then next year do we under kids the same kids we don't produce good 5th grade math right and yeah portfolio right yeah okay what specific this is the third grade reading goal that they still have a question let's just take the third grade did they stop questions about more changes first people become same question so if we if the unit is disturb underserved stinks of color can we be can we be reasonably sure that that each of student groups will have to grow in order as opposed to one student making like huge games and the other say so I'm gonna piggyback on that this is a question I had which is the goal is written in the terms of other services color which makes it a group and you could have one group and so versus response to my question which to me it answered the question as long as as long as we add it at the bottom of the page or somehow footnote it that the data would be recording on both aggregates and this aggregate and the reported
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address would mirror those used for state and federal accountability so you would be able to see if like hey we're getting you know the five percent because one group is getting 10 Anna's other group it's not doing anything so for me that answers the question might we'll be able to track that that works for you or I mean I'm fine with anything so math so mathematically lots of things are possible I'm struggling to imagine how we would incentivize teachers to be more thoughtful about serving students of color and we would end up with this massive differential between the theoretically I suppose that could happen maybe folks would focus entirely on say Hispanic students our african-american students and we might see some sort of differential there I do think to another point if we're reporting that IDC is and then if we need to to reiterate them do that yeah I think it's right here put a stake in this hand and see where you get and then if you have to adjust it then you have to change so the other so that was I have three things about the first two bowls because they're kind of same in some ways and one of them was the one that was just mentioned that so I think it we need we state that and we're very clearly signaling to this the community that we're not talking about averages which added a kill acceptors this is my talk about underserved students of color and separated out with all the students who might fall on the reservation because happen can I pick those all terrorists students of color that would have masks and underlined a microphone so I mean there was a deliberate separation of those to reflect the differences in both observed in those groups so certainly if we fail to see the groups are looking at them well and what tripped me up about that is that we talk we call out targeted universalism here and targeted and then the next bullet point says goals should provide have like Evelyn an effort to focus groups for all students and you know targeted the universal strategy the one that's you know inclusive of the needs of both the dominant and the you know marginalized groups but pays the particular both batteries so we're able to trap by race the progress are not where you know I would suggest setting the expectation that all students are gonna grow of course is that targeting universally ratcheting it up a notch saying some students we're going to close to achievement gap some students rather grow more and we're after winding resources to do that yes so my other issue was and the goal that we need to add as measured by that middle we don't say what totally our fishermen okay then the third one and maybe I can't even say this whether this is the thing topic is how we talk about how it connects to person sufficiency so again my suggestion would be as we report out this David I think we're being we're committing to be more transparent here better that I believe the system has been to date so we're pretty much conveying both changes in growth and proficiency over time so when we have a look at need scaled scores by as well as the performance review to my growth targets and I think that's a level of transparency which is great I just think with without it it it won't make sense to that it may make sense to all of us we're educators because they like this this is just what we're focusing on is we know there is no Drive agency that I think there's your I think I think you use it yes I'm not sure what they ask what is absolutely right and then it needs to be somehow connected to the to the growth or in the same so do you want it to say something like
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not in the room or in the language above like this such growth will increase proficiency so I guy I thought that you could sit below along with the other note about the data but just so that people would see it and be like yeah it's not just southern peace I just hope your language exactly psychographic what it might look like but not not as part of the goal itself but just as a what answer can't do I can piggyback on that point because I was gonna make this point from larger for all the goals but maybe maybe it'll save us some time there's a huge story telling everything needs to happen around those goals and around the communications and well I really when we get there I'm going to say yes to everything we've got here it needs a serious communication plans and there are just things here that don't make sense to anyone outside of I mean we don't talk about students must be prepared to read to learn you guys talked about that I'm beginning to talk about that but like no you learn how to your kid right kids learn how to read so putting this your complex is gonna be so important in terms of how we talk about it and that's gonna require some of the educational professionals sort of wincing a little bit like well that's not really what we're in terms of how we communicated that's gonna be really important I think this whole narrative what I'm gonna say is I don't think we should be writing sort of the narrative in terms of how i think this is what communication professionals should be doing and coming back and sort of saying this is this is how we as a district are going to talk about these goals in a way that people understand because I do you think there's a lot of work I actually think that sometimes our grounding as parents it's very useful the rounds occasionally there's a professional communication comes out it was like no yeah that's it really that's like a conversation so it's great to have the professionals in the room absolutely you know think about the entire structure so I think when we adopt them we can't say well somebody's gonna fix them up yeah like they have to be they're gonna be polishing but I think it has to be enough that the framework is there so anybody else who else has an issue with or issues they want ways or questions on either the third grade fifth grade so I had three issues like yesterday never marry a data point people sell clerks of disaggregation would be looking at student mobility we know it has an impact kids for switching schools or kids who are into the districts sometimes yes they're kind of bombing out of their own district and to see some kind of disaggregation around especially in high school when you look at graduation rates I think that's that's not it's a piece we inherited so but the interested in scene teas down down the line as we decipher gate we'll have it how we're pastoring necessarily there's got to be a way because for example if mobility is increasing that regardless of how we improve practice it may offset some of that and I think that's just make sense when we have strong instruction in every school right your relational fidelity is there then yeah you know what Canaanites and we're not there but but even that transition itself though regardless strength one of the things that I think is I couldn't agree more that there's a strong need for thoughtful communication
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strategy around this and how we not just parents but teachers there is a lot in terms of Vanessa I'm looking at this data I've been there lots of different ways that we can this as we move forward but we have to start somewhere we have to start building that data and assessment literacy across the system when I press the community before we it's not this so just note for staff that Scott's interested in this with the question of mobility but you're not actually asking them before a change okay so I'm going to move on to eighth grade but I had two items already three one we didn't have the we had we were moving to but we didn't have where we're moving from and we're moving from 44% so it would be adding in and from 44% to 51% so it's just missing and yeah I assure you to avoid confusion I can actually collapse some of this into like four goals but to avoid confusion I didn't pass it out it's and you know that's your document but that I thought you tritiated me not anymore vapor so it's just get moving with where we're starting from or we're going to and the other thing is if this one doesn't have what we're measuring and we're using s back so it's as measured by ex back dad that is so the low libido by the spring of 2022 for public schools eighth grade students will move from 44% 11% moving efficiency in both the English language arts and mathematics as measured by aspect the other issue I have is and this is based on the discussion I have a Scott today is sort of this signaling but we're not just like this is gonna be us back and we're done but to add something like by July 9 2020 more comprehensive district Rubick will be created for this goal so that we're signaling like we're not just hanging our hat s back but to really reach this sort of much richer profile that this year so s back will be adhesive but this next year this rubric which looks like will require probably some intensive engagement with our teachers and educators - just add that so it's not just a s backboard so my own concern about the again it's the curtain from the horse redesigned those horrors I think rubric should likely be done in conjunction with every discipline that would be the logical way to do it otherwise I'm concerned so how about something like as part of the biggest baby design of all covering it so everybody will be created perfectly or the question I had was could we say something like in the interim until that rubric is finished as a moving forward on my whole students will be asked to do an essay or project on the nine areas which are I guess that would require company it should require a conversation with p80 dry as it will be an additional but those I mean is there a way to add an interim measure of moving towards the new brick I need to be faulty just graduated portrait at the youth great snapshot for to us have fun by having all our administrators that's the 12th grade class study skills was it look like so now we know with our students are growing into a competition and even that language of saying that the best part of this is like adding to my eternal a big one is if we don't have sort of a articulated future vision at whether it's saying this rubric will be part of the middle grades design administrators are already beginning to have these conversations so they think that it will feel to the public like we're just relying on this back you just put a statement in there that's gonna signal like there's no units tremendous development right now and in a manual a rubric 2030 I mean it's richest I think description
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[Laughter] because you know a lot of times we get pushback on you know this is you said eventually give us a little more to hang on to what the plan really and then because we need to be held accountable to doing what we say we're going to do so that by you know whatever the year is 2024 we'll have a robust Roubaix for that I think you know that would be helpful in which I don't see any reason why we should be dead and they feel much more comfortable doing that been trying to do some sort of interim measure and then coming back and saying oh don't do that anymore do this instead and then don't do that right here I don't want unlike them Jeff do Carbone oh yeah so the language we've agreed to is as part of Design District only created for this bowl is that middle school or middle grades middle-right smell great it'll be some way to gauge student's growth across the area see yes using the language that was in here so is there something else because it talks about the capstone might evolve up a public presentation a reflection is there's some Rupert let's universal a lot to give the mentees might only question to was on that I'm number three eighth grade eighth grade high school readiness was that there was how would we measure you know that students are prepared whether that's through portfolio or what you set up performance well if we do this well we're telling kids of the day they interns is ready you have three years to document your learning and yes so at different points in this experience you're going to get access and exploration if your dual - yes rubric is slight it's like a rating language right students will be assessed using a district right but what thereat that's on isn't sold out whether it's a capstone project area well they're prepared to navigate and adapt to high schools complex challenges embrace discomfort persist from failure to success through adaptations and growth mindset and yeah how do we measure that I know some adults that couldn't so I need some time to think about it was one of the attributes is quite academic officers we're all - you suck so that's that some of the positions in there - so is s back the measurement the success measurement for this nun or is it her nomination weights for the purpose of it there now it is and then building on top of it you have a very end of the sort of the frame up is successful students will be assessed using in district-wide Kubik diminishes or academic knowledge personal reflection critical thinking Museum from something sitting just as something very self-awareness so that's a whatever that's what the link back to the rubric was as part of the city okay brains redesigned as long as we're being expansive about the word rubric I'm just using your words and so if you're gonna use something else not so it so again we think that the language there's our out of measurement tool for again it could be a capsule but you're gonna have to have some way to measure that comprehensively and that would likely be some sort of a great review portfolio again they have to have a rubric to measure the components of that portfolio and given the breadth of those interpersonal skills that are addressed by them we need to think a little bit about what that looks like in terms of middle grade or middle school redesign and applications so pick a word portfolio only saying portfolio might to seven
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Camus 21st century counsel of my I guess I'm looking what's your preference for the word let's use fancy one of the main everything ended a student parent to gauge where student is right sixth through eighth grade capstone a little higher of the Karen empathy a little low on the bracket on the collage a little more on that to be able to set up some narrative goals for what we're gonna do to sort of move a lot of scale and all those areas are undergraduate portrait so that we believe they have those foundational skills to persist through high school and have a successful ninth grade year does happen the right and this is that's some of you remember the dickie Phillipsburg was here and she did the Desi's across the district and had teachers from different schools and grade the essays and they were all over the place so it's gotta be a process to develop and has gotta be another process to actually kind of get everybody on the same page and that's in deliberate part but actually getting that shared understanding is going to be another challenge I mean that's this is not an easy process but I think it's like a little slow but it's time to anchor timeline at least a little bit in there to help people know it's not just a wish in the world it's we're definitely working towards but I think of the challenge of institutionalizing a common writing problem yes it is calibrating their score and that you're talking about so multi dimensional it's got I love this one okay all right okay good job everybody so most secondary about readiness all today and then we need to think I'm at accountability here on the hardest pathway we talked about developing it I met with kids recently young man you know he's amazing and my PR yes so that you know he will expand and demand in middle and elementary middle school of Mayors Habana Jefferson so this like broken hearts pathway and how do you look so he's really passionate about that so he wants to do it why there's no option for him wait you're spending your five yes so all five of these in our grants so yes that kind of like how do we help those broke the pathways around his entire band because they require kids who do you want to do dance got ideas about how would we translate that into something goal but again I think if we're gonna say we're gonna work on the PSEG the arts pathway and buy literacy are there ways to put some I have an idea at least for us yeah but I do pardon how do we put some accountability on saying that that's a continues so a couple questions about this area in general but begin and doesn't be a date rather live in something else but I have I know that all right now but by July 1 2020 inning the seal of biliteracy you know we should have a CTE strand or and hearts what is arts pathways yeah this is what new language like yeah so those arts pathway will be included included in the readiness indicator yeah Miranda I'm a morning person so I walk I'm sorry I mean I genuinely lost track of the dates at using so that sure if you made in your office yeah so this is like trying to remember the feeling he makes lots of charts in his office I've been taking picture of it but it's trying to capture that so all the different Renee tricks of like do a to APS and maybe one and CTE strand or you had one IV glass and you know an art strand or you had dual credit and steal about literacy so a whole bunch of different ways in which students could like show where they excelled by what de Pays activity what the the date was not that you had to do it but they are you there'd be included in their readiness indicators and at the end that's the date
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despite your change about next summer we will have these like this because we already like last year we gave what hundreds of kids the seal of mine literacy like why aren't they getting credit to me that'd be awesome like hey you took two AP classes and you like the silver on Thursday and like we already happened I don't know why we wouldn't credit for they already finished or a City Eastern so I think the question that comes to like equity is our two pathways are not accessible to all of our students right now is you know and so I think if we're gonna say this as a measure than that we have to complete all over four hours yeah and so we're not there yet as I'm going to take us a while yet but that's not it's not an to tour and it's including it and the indicator so this is a great discussion at the budget time like are we funding so you saw the arts inventory gasps are ovulation take what you also would see it for example with alliance or other schools that don't have some of these but there's there's also I know I questioned about Jefferson if it's a school students there get a lot opportunities that aren't available to other schools a focus school has to focus and it doesn't cover it's not a comprehensive so we have to think about that I don't think anybody would ever argue that jumper service is like a privilege school because they have all this access to programs you know I in other words I don't think there's anything wrong with having an arts they have arts program than have a dance program it's just they don't have the music or choir I don't think but I don't I don't think that they have a middle colleges to say that they've got access to all this great stuff it's a school that's done poorly for generations and the project person is the pathway the kids in the feeder schools in elementary and middle have access to band and then when they get to high school they don't have that same access that's yeah then yeah like this young man you know going to another school could be an option but the like travel for that yeah yeah complex and he's I think he came from ugly green because I met with him too I was tempted to tell notes about a position for right but that's hoping if we say we're gonna have I think July 1st or 2020 is way too soon so just as nobody you included as a readiness indicator what I can commit you I believe by July it certainly and something that we'd love to see this part of this is yet another way kid can demonstrate yeah their preparedness for post-secondary environment because clearly folks who are the capacity to speak multiple languages are positioned in a different place in terms of business world and life and as learners so they I know we can get that time for all the reasons I just heard here I don't know that we can operationally define an arts pathway successfully in a way that we don't be comfortable with one that time is it because we don't have every high school we're gonna get it so the other thing I'd like to hear from or whether like to measure this pathway because I like looking at where we were two years ago and where we are now where there is like I mean it's really that charts like totally filled out that would by July 1 2020 and we have the ability to measure that I think we have to define what we need i CT pathways so right now we have a lot of kids taking a CTE course or two but not in a pathway so to speak a series of courses so we could absolutely and I'm actually coming to you on November 5th with the proposed plan which does talk
02h 00m 00s
about the pathway option that would be each one so some of those would be CTE pathways okay terminology is framed like that this is certainly what if we it wasn't the completers where they move to I forget the terminology is that two wrenches yes so why can't you say dozen have to be the same it does to be a completer intense absolutely right it's what if we take out it because the the path that all of the pathways the programs of study I'm sorry all of the programs of study that are approved by the state right now and that are earning Perkins funds have to have at least two corsets in a progression so to say a completer is two courses and a progression is is available right now in all of those beverage high school classes they're just and this is something we can put put out now the question is can we define in a similar fashion with an arts pathway we look like when I quoted party's co-leader live like that parallel language and I I'm not aware that that exists it does come up with this you have to be able to win a balance off oh like successfully to a marching band so at halftime and the onion cows dance off second have to happen to love you do okay so I so I have a figure I'm gonna say so is this bowl too low do we really believe that what is the number eighty nine percent of our graduates who have success to participate in these things are ready for life after high school to me I'm with you because the data that I've seen are the rates of students who take three college prep classes whether it's AP IB or dual credit is really low but it's in high school succeed in the low teens are in the single digits so by the 89% is high and gets high because of the king and a CTE class or something else so the stanchion of the cities are complete so these were kids that had to do do you have the list of leaders but I would so guess that we know that and are very few who take well so I think there may need to be some because I feel like this school doesn't reflect the reality of what we're hearing from our community around what our graduates are capable of so 89 percent seems like Oh our graduates are just the word of a their yeah where they are yeah yeah but that hasn't been the narrative I've heard so you know our narrative is wrong for this data point is too too low of a fire or both or both well why not one of the things I go back to when I saw this data with proportion of kids who participated GP or IV water CT completers or have successfully time credit and/or credit classes it is a very high number and most other urban systems will be thrilled with this number most of the urban systems are busy trying to build participation trying to get kids in the classes so we've got kids in the classes and their past now I just don't know if we're there yet if the students took the D got a deep glass I assure you this way when I looked at this I was a little surprised that how many kids participate in anything also I'm just I don't think the patient says no I think that's pretty rare but I think it would be maybe we need it would help us to see data by high school for example we have I mean people and should have like the entire student body by the
02h 05m 00s
time they're juniors should be another percent because they're all taking the English sorry I just I feel like the question though that we need to be answering asking an answer it is doing like cold we're really deep down to like the patient's do we like this idea of post-secondary readiness the way it is here potentially with developing yards back way in the future well it feels like the only question we need to answer tonight am i right about that so but I think this is it's too low because if if this standard is supposed to contain your readiness that's a whole bunch of stuff we've just thrown into like 89 percent so giving a D in IV English does that indicate that I'm ready for the post secondary world I mean my courting this metric yeah so and it's so again the questions you like this set of indicators and then we can operationally define what cut points we want for this that's a separate conversation yes I'm gonna say I don't I like the gold generally but I think it needs to be have like more structure to it because I think people look at a whole other variety of measurements and they'll be like those kids aren't but let's not give it to the narrative out there that may not be true maybe we actually have a high point here some and this may be imaginary talking about right so they should just compare it to the rockness I looked at all the data and like frankly we have a lot more money they get a lot more kids through generally AP and IB they don't have credit like we should just look at some other districts I think with Scott to Scott's point because I think it will be opening I don't know Jo if you happen I know we collected this data during the whole high school instructional hours time comparative districts but we do have some favor with regards to what percentage of students have DS for AP classes that's a concern about what was the pastor grade and like discussing those in the moment but I'm tracking your conversation I'm just not sure entirely so I'm going to go back to the oeob and one of the things that she met contacts is that had students who the readiness indicator for college community college was taking three college-level courses whether it be ap IV or dual credit and PPS and his numbers were way lower than a lot of other lot of Methodist districts but so I'd like to see what those numbers are so three subclasses of a vit or till credit and then CTE completers what is that number I look like Chris what that's what is that percentage and the amazing thing is like that you can look at Franklin which is a school that has a really diverse student body and they've got lots of students taking the whole advanced scholars is based on kids committing to take 4 AP classes they have they take more AP classes now I think then once used to be the big essentially I'm still in place so I just see if you can use question maybe is that it's like do we have the right framework I think yes yes the answer is generally yes but maybe looking at some of the data to see if it's rigorous enough that gap that a friendly amendment yes I mean I guess I would also say yeah yeah and and and if staff in the next couple weeks can do that that that's great and get back to stand if they can again I don't have any problem dropping this what we continue to work on it because we can bring it back partly through the year I'm gonna keep coming back to this idea we don't have to have these perfect or to adopt it well I think we're getting pretty clear where you have three out of four
02h 10m 00s
done yes and so it's a so if I wanted s s readout when he what are you thinking if we if we reserve the right to supervises at some point and I mean this is this is all pitch to the portrait of the graduates right so so we're looking at graduates the idea I think is you know if somebody says I graduated from PPS it suppose means but PPS is always going to be looked I mean people are always going to be scrutinizing the graduation rate it's not like it's not like we're not gonna be you think about it it's just like it's it's not just a question pushing a kid through and handing a piece of paper common good bring this piece these and again I think we were trying to hire the different ways that it means so we want to be specific about each of these possible indicators refresh what numbers were hat yeah I would rather see us to instead of 20 percent of graduates - whenever appropriate percent is high school students I'm gonna stick with graduates because we're talking about post-secondary I would suggest that there's agreed to a benefit of sticking to graduates to find pool of students the universe is known if you go to the whole high school you get all the challenges that you have with a coherent model with kids coming in and out it really greatly adds complexity to math and when we were working on this goal or talking about it I wasn't I was aware of the potential for this to incentivize you know folks to want to have kids meet these criteria but I think this sufficient the you know there's sufficient inside of it to maintain or increase graduation rates to offset any concern about a perverse incentive graduates and I think so doing these improvements will even the student doesn't end up graduating they're better more robots high schools for all and again there is no reason that this can't be revisited in terms of the thresholds these other systems think that I can looked at before would have been really been focusing on trying to increase the proportion of underserved students of color who are participating in AP courses of participating IP pathways we've got pretty high participation numbers and it's interesting the proportion of kids who participate do so successfully vieja which is yeah yes and again back to you know we are outperforming the state on us back and the state is actually sort of tracking with the country on that so again a little bit better than that maybe what people would otherwise expect yeah and again I think when I was looking at the portion of dissertations ultimately P classes is pretty high at some point if you could we look at this and with a different cup of money having to pass an AP exam and having to pass an Ivy example certainly but that I think is you know that's a much different bar initially and because this is focused on trying to incentivize getting more underserved students are covered into these pathways I think it's trying to honor the idea of trying to engage and get more kids in those pathways and once you in about 90 percent that okay we've note the bar and now let's talk about how many people were passing exam or how many people are taking or three before that that makes sense more important to raise the bar because we wanted to find expectation but for the first level of the field so there are graduates of color are exiting the same same endorsements I'm gonna trying to bring this home and the spirit of Andrew [Music]
02h 15m 00s
now I'm still working on front together all the data and I understand there was some some work that needs to be done on that so just to bring up so I think we have the overall framework we're going to look at CTE as completers which would be two courses we do get some data from show on you have to do with your API key and dual credit you're gonna have to do yeah you're gonna answer the question in the seal of biliteracy and then we have like the music trio right here so it deformation may be okay [Music] with something drums and if you come up and could have to say we can't come up with something right now but a little before looking bowl how about that I'm thinking Jimi Hendrix but do you have post-secondary readiness this is like our last meeting before we're gonna come back so just to know so I think the first three goals we have some language and framing the last goal we have a path for land so what I'm going to ask is that we try and get by next week a 90% there so that people can look at it and then eventually we get it posted so that if things get posted within the time of the community and the opportunity to read and you're asking my word to commit not to blow this up in three weeks when it comes back for a final photo right so your so what I'm saying about a week or so you will get something everybody needs to read it respond to it respond to it and then we're going to post up

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)

2019-09-23 PPS School Board Regular Meeting, Work Session

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: Regular Meeting of the Board of Education - September 23, 2019

Event 2: Board of Education Work Session - September 23, 2019

Sources