2019-10-15 PPS School Board Regular Meeting
| District | Portland Public Schools |
|---|---|
| Date | 2019-10-15 |
| Time | missing |
| Venue | missing |
| Meeting Type | regular |
| Directors Present | missing |
Documents / Media
Notices/Agendas
19 10 15 Agenda (b4187b2d92b87718).pdf Regular Meeting Agenda
19 10 15 Agenda Revised (372841219e2d272a).pdf Revised Agenda
Materials
19 10 15 Business Agenda (eecd70e8fc030138).pdf Business Agenda
19 10 15 Business Agenda REVISED (822e03f93ab6b45a).pdf Business Agenda - Revised
Disability Awareness Month (d2ff6799b652b47d).pdf Resolution to Proclaim October 2019 Disability Awareness Month
Principals Proclamation (28cba983f1f8d054).pdf Resolution to Designate October 2019 National Principals Month
Substance Abuse Awareness Proclamation (35765ae7971bec1d).pdf Resolution to Recognize October as National Substance Abuse Awareness Month
Dyslexia Proclamation (491a81bf7c9273e0).pdf Resolution to Designate October 2019 as Dyslexia Awareness Month
Final Office of the Internal Performance Audit Charter (6a883f9f51c2a7b9).pdf Internal Performance Audit Charter
Final amendment to the Office of the Internal Performance Audit CharterRevised 10 15 (fda50fd242ee2dd1).pdf Internal Performance Audit Charter- with Technical Amendments
Head Start Combined Files (ebc3c1bd2f063e91).pdf Head Start Documents
BAC Charter Combined Files (e8dab83f38004ced).pdf Bond Accountability Committee Charter Documents
BAC CHARTER AMENDMENT FINAL v4 w AK edits Clean (4f4dd78ebf9d075f).pdf Bond Accountability Committee Charter - Revised
CBRC Combined Document (49c46e136a6a0456).pdf Appointments to the Community Budget Review Committee Documents
FINAL CBRC Staff Report to the Board 10-11-19 NOT SIGNED (5ccf9050326c6882).pdf Appointments to the Community Budget Review Staff Report- Revised
FINAL CBRC Nominated Applications 10-11-19 (77f59c46890292be).pdf Updated CBRC applications
Policy Professional Conduct with Origina Staff Reports (32a8bd33e58dffc8).pdf Board Policy for Professional Conduct, second reading
Policy Healthy Substance Free Schools withStaff Report (56a7a1a23dcf8507).pdf Board Policy for Healthy Substance Free Schools, second reading
Board Goals (cb14d3cb7331932a).pdf Board Goals
Post-secondary Readiness Metric Components (dfc2757fba00f213).pdf Post-secondary Readiness Metric Components
Budget Calendar Combined Docs (26ce92bff850432e).pdf Adoption of 2020-21 Budget Calendar
Minutes
19 10 15 Meeting Overview (cc0bb796433e6690).pdf Meeting Overview
Transcripts
Event 1: Regular Meeting of the Board of Education - October 15, 2019
00h 00m 00s
good evening the board meeting of the
Board of Education for October 15 2019
is called to order for tonight's meeting
any item that will be voted on 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 PPS TV services
website welcome tonight in addition to
approving two policies we will be
approving our board goals for the 2019
to 22 school years as well as a budget
development calendar which is aligned
with our new district vision and a
timeline for the community engagement
for the Student Success act at the risk
of sounding like this is a game show
apparently there was some cash that was
found right by the front door so if
anyone lost a lot of cash and can
identify how much it was and what
President is on it go see Kara Bradshaw
please Benjamin all right at this time
the board will vote on its business
agenda miss Bradshaw are there any
changes to the business agenda do I have
a motion and a second to oh there are
okay
and so this was in the in the packet and
this afternoon
director Bailey had a to what I would
consider and what our considered non
material changes one was unmoving
of information to a different part of
the charter function and this this is
resolution is it 59 71 g9 71 and in
addition in addition director Bailey
there was also a term that talked about
audit engagement and director Bailey
asks that we put that ends of plain
English and so there is a modification
if people have the miss Bradshaw it were
they distributed okay so the the change
should read yes it's in the business
agenda internal performance audit
charter it was so the packet of things
that were on earth desk when we got here
so it should have been a routine just
business agenda item but because there
were two again
we just want to flag them for the board
to non-material changes that were made
this afternoon so I'd like to move the
amendment that a technical amendment
that was made by director Bailey into
the internal performance audit Charter
second
do we need a vote on okay
well vote even though it's a technical
okay all in favor of these this modest
amendment to the item on the business
agenda for the are the audit charter
please indicate by saying yes yes yes
any opposed okay seeing none the
amendment passes by a vote of 7 to 1
with student representative lateral
voting yeah excuse me 7 to 0 and with a
student representative voting yes thank
you all right we can return to the
business agenda are there any other
changes to the business agenda No all
00h 05m 00s
right part of the business agenda revote
on the whole thing 5 9 6 8 through 5 9 7
0
yes
yes so do I have a motion and a second
to adopt the business agenda covering
resolutions 5 9 6 8 through 5 9 7 5 so
moved second director to pass moves and
director Bailey seconds the adoption of
the business agenda miss Bradshaw is
there any public comment on the business
agenda no is there any board discussion
on the business agenda the board will
now vote on resolutions 5 9 6 8 through
5 9 7 5 in the business agenda all in
favor please indicate by saying yes yes
yes all opposed please indicate by
saying no any abstentions business
agenda is approved by a vote of 7 to 0
about any particular agenda item but the
head start and a report was part of the
business agenda and we're the governing
body and I know that next year as we
look at the Student Success act and
early learning initiatives it would be
useful ordinarily we have a discussion
about the head start annual report but
it would be useful I know they're not
here tonight otherwise I would ask
questions but to be useful to just get a
update on what the work they're doing
and how it integrates with the other
early learning work that we have
underway and I think we will we will get
that not in the context of approving the
head sharp head start but in the context
of our Student Success act conversations
all right first this evening we have a
resolution to designate the month of
October as dyslexia Awareness Month in
recognition of October being dyslexia
Awareness Month we will be voting on a
resolution to designate October 20 19
for PPS as dyslexia Awareness Month as
part of our ongoing efforts to respond
to the individual needs of all of our
students we have hired a program
administrator for dyslexia this year
additionally we will be providing
professional development to
every first and second grade teacher in
the district this year as well as
establishing a community advisory team
this fall that will work collaboratively
with the office of teaching and learning
to plan a family and community event for
this school year we believe these
additional supports will significantly
improve our efforts to help our dyslexic
students reach their full potential the
board will now vote on resolution five
nine seven six resolution to designate
October 2019 as dyslexia Awareness Month
do I have a motion so moved
director Bailey moves in director Broome
Edwards seconds the motion to adopt
resolution five nine seven six Miss
Bradshaw is there any citizen comment on
resolution five nine seven six come
forward and testify thank you
please state your name thank you my name
is Marty Stockton - the PPS Board of
Education good evening my name is Marty
Stockton I co facilitate the PBS
dyslexia advocacy group made up of over
200 district-wide parents and educators
we appreciate the third annual
proclamation of the dyslexia Awareness
Month by Portland Public Schools as a
literacy advocate for all students and
in support of our students of color
low-income and students with
disabilities that need reading
interventions and support right now
there is not enough time today to share
all the experiences and backgrounds of
our struggling readers in PBS but I ask
each of you to prioritize your learning
of focus and attention on the literacy
this year specifically for our middle
and high school students that will leave
PBS lacking literacy skills and that
will limit their potential today there
is a myth that reading and writing
instruction is not the responsibility of
secondary education at most middle and
high schools there is no or limited
success in systems to identify and
provide basic language arts instruction
to the incoming tidal wave of students
00h 10m 00s
upwards of 50 to 70 percent depending on
race income anticipatory nor disability
that are not currently reading and
writing at grade level only 21% of black
students in PPS are proficient in
reading there are examples of hope and
action with peace within PBS this
evening I want to elevate to PBS
specific best practices and asked the
district learns from and expands these
efforts with urgency special education
courses in high school I want to give
you a shot I want to give a shout out to
Roosevelt High School for being the only
PBS school to include special education
courts descriptions in their 2019 and
2020 course guide the only one a
particular note to the leaders
advocates and dyslexia community is the
basic language arts course on page 62
and I included it in my handout the
support students phenomena where Nassim
comprehension sight word recognition and
vocabulary development my requested
action is that special education course
descriptions should be included in all
high school course guides basic IEP
driven or otherwise language arts and
math classes should be offered at all
high schools just to stir serve students
significantly below grade level and
maybe they are but Roosevelt is the only
high school clearly communicating it
thanks to Roosevelt for this best
practice for sped students item number
two American Sign Language offerings in
the high schools
another shoutout goes to Lincoln and
Wilson high schools for offering
American Sign Language ASL as one of
their world language offerings why is
this important students with dyslexia
have mild to severe difficulties
processing the written language ASL
provides an alternative to another
written language that aligns with the
strengths just like the students with
dyslexia have kinetics and visual
learners this alternative could also
benefit other students that need to
prioritize their progress in basic
language arts instruction because ASL is
only offered in our two Westside high
schools Eastside students with his
dyslexia and parrots that understand the
system are either applying for transfer
hardships to Lincoln and Wilson taking
ASL through Portland Community College
by the way they are completely full
although ASL classes are on waitlist
right now in the evenings and summer
classes or crossing their fingers that
world language teachers provides a
conversational class rather than a
written emphasis these are the best case
and best case examples for students with
specific learning disabilities like
dyslexia often the world language
requirement is the difference between a
high school diploma a modified to plan
or just another barrier to graduation
period so my requested action is to
provide access to ASL to our Eastside
high schools
thanks to Wilson and Lincoln for this
best practice in providing a world
language and non written alternative to
your students
finally a moving aside for the advocacy
moment that I've shared with you all I
just want to say special thanks to
Elizabeth Martin dr. Gretchen /log dr.
Tanya McKee and Jonathan Garcia for
sharing this journey listening to her
experience as a as parents and educators
building trust and problem-solving the
path forward that improves literacy both
broadly and PBS and with target specific
efforts Thanks thank you very much do we
have any board discussion on this item
all right the board will now vote on
resolution five nine seven six which
resolves that the Portland Public
Schools Board of Education recognizes
that dyslexia has significant
educational implications that must be
addressed and designates October 2019 as
dyslexia Awareness Month all in favor
please indicate by saying yes yes all
opposed please indicate by saying no any
abstentions resolution five nine seven
six is approved by a vote of seven to
zero with student representative lateral
voting yes all right we have several
proclamations tonight the next is to
recognize October as national substance
abuse awareness month October is
national substance abuse abuse awareness
month and we'll be voting on a
resolution to recognize in PPS this
00h 15m 00s
designation superintendent or excuse me
director Moore would you like to
introduce excuse me
superintendent Grail would you like to
introduce this item yes for the second
important proclamation we have our chief
of Student Support Services Brenda
Martinek who's going to provide a
description
about recognizing October in this
additional way thank you thank you good
evening this month we highlight national
substance use Awareness Month we
recognize the struggles that many
students and families have with
substance use and addiction this is
important to us because as a district we
want all of our students to live healthy
and successful lives to that end we have
developed a continuum of care just Ward
our students and families we have a
number of resources that are currently
available on our student success and
health department website we've added
drug an outcall counselors and mental
health supports in our high schools
we've also partnered with Regents and
Oregon Health Authority on some grants
to provide prevention services in
regards to our k5 training for teachers
and in regards to some student support
groups as well as some parent
informational sessions we continue to
work hard to break the stigma that's
associated with substance use and
addiction and we appreciate the board's
proclamation thank you very much
the board will now vote on resolution
five nine seven seven resolution to
recognize October as national substance
abuse awareness month
do I have a motion so moved director
Bailey moves and director Broome Edwards
second some motion to adopt five nine
seven seven miss Bradshaw is there any
citizen comment on resolution five nine
seven seven all right is there any board
discussion on this issue might be worth
noting that later this evening we're
going to be considering an adopting
healthy substance free learning
environment which really importantly
separates out discipline
from our drug and alcohol policy and
it's very focused on prevention
intervention and recovery
so we're be taking a step tonight I
think also that's really in alignment
with the goals of this month as well all
right this resolution reads Portland
Public Schools Board of Education hereby
declares October 20 1914 public schools
substance abuse prevention month and
urges all community members to join us
in recognizing the dedication hard work
and efforts to support all Portland
public school students kindergarten
through 12th grade to live healthy lives
with the skills they need to address
challenges and reach their highest goals
and aspirations the board will now vote
on resolution five nine seven seven all
in favor please indicate by saying yes
yes I'll pose please indicate by saying
no any abstentions resolution five nine
seven seven is approved by a vote of
seven to zero with student
representative lateral voting yes thank
you all right another resolution to
designate October 2019 is national
principals month in Portland Public
Schools in recognition of October being
national principals month we'll be
voting on this resolution designating it
recognizing it in Portland Public
Schools Superintendent Guerrero would
you like to introduce this item
yes our deputy superintendent dr. Craig
Cuellar is going to provide a
description about how we view our school
leaders as the catalysts for much of our
work and improvement in a significant
role they played dr. Cuellar
good afternoon board every October
national principals month aims to
celebrate and recognize the essential
role that our leaders play in ensuring
that our teachers have the conditions
necessary to provide optimal teaching
and learning opportunities for all of
our students through our leaders vision
commitment and dedication and resolute
desire for all of our students
well-being and achievement
therefore we want to recognize all of
our wonderful leaders here in PBS for
the incredible incredible work that they
do on a daily basis
and ensuring that all of our students
and staffs are thriving and equipped
with everything that they need to be
successful thank you thank you doctor
where the board will now vote on
resolution five nine seven eight
designating October 2019 as national
principals Month in Portland Public
Schools do I have a motion director
Scott moves and director Bailey seconds
the motion to adopt resolution five nine
00h 20m 00s
seven eight Miss Bradshaw is there any
citizen comment on resolution five nine
seven eight
is there any board discussion on this
resolution other than the fact that we
are very grateful for our principals and
their incredible hard work and
dedication every day it is a job
requiring many many different talents
and attributes that come into play on a
daily basis the resolution reads the
Board of Education designates October
2019 as national principals month and
extend sincere appreciation to school
principals for their individual and
collective commitment to the success of
all students in Portland Public Schools
the board will now vote on resolution
five nine seven eight all in favor
please indicate by saying yes yes yes
all opposed please indicate by saying no
are there any abstentions resolution
five nine seven eight is approved by a
vote of 7 to 0 with student
representative lateral voting yes all
right
and we have one more important
proclamation this evening we will
recognize that October is Disability
Awareness Month and we will be voting on
a resolution to proclaim October 2019
Disability Awareness Month in PPS
superintendent guerrero would you like
to introduce this item I can't think of
a better person to invite up than our
very own Noel Sisk who operates as a
special education community engagement
specialist to speak to this item
the board and Shere Khan stam this is
something that is near and dear to my
heart as a parent of a child who
experiences a disability and as a
professional who works as an advocate
and a community engagement specialist
within PBS for students who experience
disability I just wanted to bring some
highlights because I think that behind
proclamations as powerful that as they
are to build awareness and acceptance
what makes a difference as boots on the
ground what are we doing to make sure
that these things are being engaged
within our schools and are impacting the
students that we are serving and that
you're impacting the families that we're
serving so as a community engagement
specialist in your purple packet you
have an invitation to the October
November and December and community
engagement things that I am hosting in
collaboration with our community
engagement Department which is a very
exciting thing to be doing and working
together and we'll be hosting IEP
trainings for spanish-speaking families
because we recognize that the barriers
of understanding special education are
broad and wide even if you speak English
like myself and when you add the
cultural barrier of language it makes a
big difference when all the pieces in
front of you are in English and it's
important for families to understand
that they're an equal member of that
team and so we'll be doing that in
October we'll be doing a Student Success
act in put at Pioneer this October 24th
to make sure that our families who have
students with disabilities are able to
engage in that process and give input
around what the types of supports that
we really need in our schools to make
sure that our students are accessing
equitable education like their student
like other students who don't have
disabilities
these in November we'll be doing a
district-wide understanding the IEP
process training for families as well as
person-centered planning which is a
student based strength based process for
families to bring to the IEP process in
order to have better engagement and then
in December you're all invited to a
filming film showing of intelligent
lives Dan Habib is an amazing
documentary maker and will be showing
that film at Grant High School on
December 6 and that'll be community-wide
district-wide family friendly so we want
to make sure that we're big our biggest
impact is impacting people who aren't
impacted by disability those are the
people who make the biggest barriers
those are the people who can be our
biggest allies and how do we change that
and so before we change practices often
we need to change what our heart feels
about the population we're serving and I
think that's a great time to do it and I
you have some of my testimony in there
if we have time I can follow up but what
I really want to make sure we have time
for tonight are two parents that are
going to come up and speak and share
00h 25m 00s
their testimony with you and is it time
to do that or sorry we'll move the
resolution oh sorry
delighted to welcome perfect thank you
the board will now vote on resolution
number five nine seven nine to proclaim
October 2019 disability awareness month
do I have a motion sorry director Berman
words moves and director Bailey seconds
the motion to adopt resolution five nine
seven nine Miss Bradshaw we do know we
have some citizen comment who do we have
yes we have Angela
Jarvis Holland and Blanca Orosco
correct it's Alma not Angela okay
following vodka okay they can both come
at the same time welcome good evening my
name is Maria and Hailey I'm the
outreach of the bilingual outreach
program coordinator for avi
I have been leading an action group that
is composed of PBS parents and staff and
as a group we have supported two parents
Blanca and Alma who will be sharing a
few words today with you and they've
asked me to translate for them this
evening those mean hombres Blanca
rosecope so my mother Quattro hijo skin
his assistant al Distrito escolar the
PPS boy when were contr listen Papa's
over me who I'm Hill el más pequeño
hello my name is Blanca and I am the
mother of four children who attend the
PPS school district today I come to tell
you a little bit about my youngest son
viendo servicio de educación especial y
hace Stian escuela que no era de su vez
in Dario en aquel escuela me who are a
unique we Spano yo no sabía mucho de
vacaciones special yo me presentable our
reunion is di p pensando a confit and
oak el sistema scholar Eva you dar Adal
a lo mejor y ella ella Puyo imijo el
apoyo Cal necesita Ann Hill has been
receiving special education services for
three years and was attending a school
that was not his neighborhood school in
that school my son was the only Hispanic
person and I didn't know much about
special education I would attend the IEP
meetings thinking and trusting that the
school system was going to give my son
the best support that he needed me host
opus and oh poor muchas difficult Ava's
en escuela comenzó hacer víctimas de
bullying a lo largo de dos años para
otros estudiantes del mismo salon yo
report
Oona's algunos incidentally squelen
nunca deer on Sacramento me report this
America simple Sibley community karmic
on a youth Palo Alto Delhi do mindless
my son my son was going through a lot of
difficulties at school he began to be a
victim of bullying over the period of
two years by another student in the same
classroom I reported some incidents to
the school and they never followed up on
my reports it was almost impossible to
communicate with them because of the
lack of English paura mia sido una
experiencia muy fuerte en donde más en
tiempo 10th a day no poder proteger a
mijo dentro de la escuela y no tener
post para ayudar lo yeah Boger paren
yasisi yendo cd-rom pasando los
incidentes tres incidentes in OB ayuda
para me para me honey para me yo
messantia in Nerada
EK me--well mahalia estar emotion
element of Aqaba imijo tambien for me it
has been a very strong experience where
I felt helpless list to not be able to
protect my son inside the school and not
have the boys to help him and advocate
for him for my son or me I felt ignored
and fell my boys wasn't worth it I was
emotionally affected and my son was too
yabba dos anos in respuesta positiva des
adeno llevar lo más allá escuela por que
tenia por su seguridad LD a venti tres
de septiembre a Ultimo dia que la 60 all
escuela y commence epidural you de
esperanto que alguien me Sierra caso
yeah see few como el organiz algo
organisation Todt nacido dentro y con le
McCoy a so del programa a migrant a
donde recibir una gran apoyo unit income
in condicional como la que yo necesito
ah an ese momento de personas que me
ayuda on en el proceso he may get on
Paris Ave and it had been two years
without positive responses I decided not
to take him to school anymore because I
fear for his safety September 23rd was
the last day he attended school and I
started asking for help hoping someone
will listen to me that's how I got to
00h 30m 00s
the organization ABI and with Elena koja
so from the migrant program where I
receive great soup
and unconditional help like the one I
needed at that time I had people who
helped me in the process and guided me
to no los pasos came a user on que paso
segi para darle solution a my
preoccupation okay soon IP qual Errol a
category a de la he will adapt era
servicio de Lucas un especial de mijo
que puede tener sueño grandes para mijo
it can me me was tiene de hecho as early
as cuchara
they guided me to know what steps to
take to solve my concern what is an IEP
where was the eligibility category
category my son had to qualify for
special education services that I have
that I can have big dreams for my son
and then my boys has the right to be
heard mijo continuous in asistir a la
escuela y mira miedo y mi corazon say
another frustration al pensar en su voto
siento que el sistema layoff a yahoo
illa continual fire Cabasa despite this
to this day my son continues without
attending school and it scares me and my
heart is filled with frustration at the
thought of his future I feel that the
system has failed and continues to fail
with each passing day importante que no
tiene el tres curso de esta difficult at
it kelsey stemming nor amiibos que como
padres panel no tenemos el mismo poder
de both padres tienen que son reveal a
hero's
EEP or s oh no no no no sauce on it kuch
ADO's an important point that I noticed
in the course of this difficulty is that
the system ignore my voice that as
Hispanic parents we don't have the same
voice power that other parents have that
they are privileged and that is why they
are heard a Travis de me experiencia
algo kami miedo que sería dacron ayuda
para otros padres s tener acceso
organizaciones que no se ponen para
entender la educación especial y
encontrar en poder am en tow que nós de
la confianza para darle poder a nuestra
bose
que no se en hora de llegar colaboration
entre las organizaciones your personal
DPP is through my experience something
that helped me and I know that it will
be of great help to other parents is to
have access to organizations that
support us to understand special
education and find empowerment that
gives us the confidence to empower our
voice so that is not ignored in creating
and also creating collaboration between
these organizations and PBS staff espero
que Mysorean c ayuda para ustedes para
ayudar a padres que esta es esta
empezando pour me Millman citrusy on
which I hope my story is helpful to you
and helping other parents who are going
through the same situation thank you
very much for your attention tonight
thank you
when I know cheese mean hombres Alma
Mora yo mama de cuatro estudiantes de
PPS como leader en la comunidad de
tenido la oportunidad escuchar muchas
historias iver muchas in justicia is con
las familias que tienes con this
Abuelita good evening my name is Alma
Mora and I am the mother of five PPS
students as a leader in the community I
have had the opportunity to hear many
stories and see many and justices with
families that have children with
disabilities the story has come on Lady
Blanca's on experiences que viven
comunidades need minute areas casi todos
los días stories like Blancas are
experiences that minority communities
live almost every day mamma's Tijuana su
hijo el primer día de escuela in one
salon contenido to kasi only special
donde sólo se habla ingress na unica
comunicación que pasa la mente an tenido
una carta is written in grace Mama's que
camino los paseo de spur on dinero
cement a IBN DoCoMo son ignore Addas
cuando chi san tenganan suficiente valor
de la oficina para pelear ayuda receive
a nun simply no habla espanol mothers
who take their children to the first day
of school to self-contained classrooms
where only English has spoken the only
communication they may have had is a
letter written in English moms who
walked the house waiting nervously and
seeking how they are ignored sorry
had it's a letter when in English moms
00h 35m 00s
who walked the house waiting nervously
and seen how they are ignored when they
may have enough when they may have
enough courage to go to the office to
ask for help they received simp a simple
we don't speak English mr. Honda
historian EMA Moscow Yossi hos Oh II
Hasan sido diagnostic Odyssey own alguna
disability' estos estudiantes assistant
escuelas de inversión wall en espanol
durante reunion si yep a los servicios
Ofra sido el estudiante solo pueden ser
an englis cuando s
is the privado Claude ocasion winning
ways fundament other in el desarrollo de
primera dama but a robot transfer dear
los conocimiento Sol segunda DOMA my
second story is about mothers whose sons
of daughters have been diagnosed with a
disability
these students attend dual immersion
schools in Spanish drain IEP meetings
the services offer to the student can
only be in English when research says
bilingual education is based on the
development of the first language for
later for later transfer into the second
language espero que las mujeres de
historias puede never uses corazones in
me gustaría que por un momento
reflection Aaron in say pushy Aaron a
nuestro zapatos que el distrito está en
el proceso de collector información
sobre como till Azhar nuevos fondos para
el acto de estudiantes exit Oso nuestra
proquest inclu yellows Paso's que pensé
ahmo's kil my your impact ono Strozzi
hos que tienen english como segunda do
man it receiving servicios de Lucas una
speciale I hope that upon hearing these
stories you can open your hearts and I
would like you to reflect for a moment
and put yourself in our shoes I know
that the district is in the process of
collecting information on how to use the
new successful student act funds our
proposal includes the steps that we
think would have the greatest impact on
our coming and our children who have
English as a Second Language and receive
special education services la
contratación Dona persona que toman
rolled a eddo car a polaron la
navigation el proceso ya Bogar por las
familias que no habla Neil English antes
durante disposal arenas yep a tenemos el
derecho de era la mesa de reunion : MOS
Araminta c poder de cualquier otro padre
en el distrito the hiring of a person
who plays the role of educating
supporting the process navigation and
advocating for families who do not speak
English before during and after IEP
meetings we have the right to go to the
meeting table with the same tools and
power as any other parent in the
district el recruit amento LeConte rata
Gyan irritancy on the maestro's
educación especial there are pistas el
habla is he colobus can say are
multilingual equal total mental
competencies recruitment hiring and
retention of special education teachers
speech therapists and psychologists who
are multilingual and culturally
competent they lost ear pissant reduceed
otro idioma the aquellos palestinian el
derecho they intended to contain either
the translation to IE peace and to other
languages parents have the right to
understand their content desarrollo
professional sobriki daddy su
intersection contrast lingua fetus
Avenida para todo personal de todas las
escuelas no sólo las escuelas que tengan
un estudiante de ver so un estudiante
doe deverson une sole estudiante of a
million visibly
SM asada perdida para nuestro distrito
la posibilidad a ser mejor SI de su
Manos professional development on equity
and its intersection with race language
and disability for all staff and all
schools not just schools I have a
diverse student body a single student
who is invisible is too much of a loss
for our district and the possibility of
being better human beings just our own
professional para interpreters para que
pueden communica mejor los conceptus in
a noir hotel asados or until our known
as a yep a oportunidades
para los padres para value early fecn
efficacy la la la interpretación
professional development for
interpreters so they can be they can
better communicate the concepts and
language used during IEP meetings and
opportunities for parents to evaluate
the effectiveness of the interpretation
esperamos que nuestra proquest Asya
consider ah de y que trabajar Mo's
juntos para crear Alianza x' para el
éxito
de cada estudiante de PPS queremos
romper barreras creer cambios ser inclu
Eidos missable se consider ADO's a la
hora de tomar decisiones we hope our
proposal will be considered and that we
work together to create partnerships for
00h 40m 00s
the success of every child and PPS we
want to break barriers create changes be
included visible and considered when
making decisions
nuestro grupo de acción quisiera
extender an invitation a todos ustedes
para que si una nano so tros para una
escena nuestra mesa tenemos una
conservación para hablar de estas ideas
a las intersección s in ages
kiss-ass podemos runny nose an LED
physio de mas a de donde NOS rooney
moscow nuestro grupo de acción a un área
de cocina y OU podemos era un
restaurante e our action group would
like to extend an invitation to you all
to join us for a dinner at our table we
want a conversation to discuss these
ideas in the intersections in them maybe
we can meet in in the m ESD building
where we meet with our Action Group
there's a kitchen area there or we can
go to a restaurant muchas gracias por su
Atencio Nicosia soon thank you very much
for your attention and consideration
thank you so much tonight have your
request or proposal in them they do
along with other information and do we
have the dates of your when you meet at
MSD for your action group I believe our
next action group is sketch already
however is not on the folders but Noel
probably know well that info real can
you follow up with Miss Powell please on
those dates and your invitation thank
you very much thank you
well we're asking for things um could we
also get the dates for the two trainings
on IEP
and I think we need one more of those
black folders too before you go if you
have it okay any further board
discussion on this resolution I just
want to say thanks to all born in for
promoting the testimony tonight I think
it's really important we've been a
siloed organization for a long time and
I think this is an attempt to break down
some silos between parent engagement
special education and language services
and there's a lot of work to be done
there and as and we also know the
current condition of trying to get
skilled bilingual teachers is really
challenging so it's up to us though to
see if in the meantime we can fashion
together some other solutions the best
the best that is available I know back
when I was running for office in one
week I met with four different parents
four different races very strong
advocates the one thing they had in
common was that they all felt they got
completely steamrolled in the IEP
process and I can only imagine what it's
like if you don't speak English it just
makes it that much more challenging and
trying to find interpreters that have
the technical background to quickly
translate is a real challenges as well
but that's what we need to focus on
thanks again
the resolution reads Portland Public
Schools Board of Education proclaims
October 20
20:19 as Disability Awareness Month and
galvanizes efforts that will lead our
schools and policy makers to create real
systems of change so people with
developmental disabilities will enjoy
equitable inclusive educational
experiences the board will now vote on
resolution five nine seven nine all in
favor please indicate by saying yes yes
yes all opposed please indicate by
saying no any abstentions resolution
five nine seven nine is approved by a
vote of seven to zero with student
representative lateral voting yes yes
thank you very much thank you all for
coming this evening thank you very much
she'd also say this this discussion
completely overlaps with the dyslexia
discussion earlier as well and I also
wanted to point out that with each of
these proclamations tonight except for
the principal proclamation we will have
links on our website to district
00h 45m 00s
activities in each of these areas and
community resources they're not already
there they will be shortly thank you
very much superintendent guerrero
would you like to provide your
superintendents report thank you yes
when I started this everyone I wanted to
focus on a couple topics one to
recognize many of our talented educators
and leaders for some important
recognitions that that they've earned
starting with in the picture there we at
Franklin High School had one of our
special education educators mr. sevice
Munoz who was named Oregon's 2020
Teacher of the Year by the Oregon
Department of Education which is a great
honor this was a a surprise assembly
with the entire student body in the
gymnasium thank you those of you that
were able to join us along with many of
our state education leaders and quite an
array of media turned out to be a very
wonderful morning at Franklin and just
wanted to wish once again meta status
for that highest honor and we're just
happy that one of PBS's finest has the
accolade of the 2020 Teacher of the Year
so congratulations measure status and
there's more I'm also proud and pleased
to share that Ricky Almeida counselor at
West Sylvan middle school was named
Oregon school counselor of the Year by
the Oregon school counselor Association
we know that our counselors play a
critically important role in the success
and well-being of our students and it's
inspiring to see one of our very own
counselors receiving this award so
congratulations to Ricky Almeida and
also we learned of multiple PPS winners
at the recent Oregon Art Education
Association Awards also so I definitely
want to list those oae a educator of the
year
Addie Keller from Lincoln High School
National Art Honor Society advisor of
the Year lily window from Lincoln also
elementary art educator of the year
Nichole Panem cello I hope I'm saying
that right from Buckman Elementary and
for distinguished service to the
profession
Carolyn Hazel Drake our very own PBS
Tosa who's joined the team so
congratulations to Addie Lilly Nicole
and Carolyn thank you for your
leadership and enriching our visual
performing arts experiences for our
students so congratulations to our
teachers not to be outdone I also want
to recognize principal Isaac Cardona
who's here in the audience with us as
well as our assistant principal mo of
Alaska's from Woodlawn who through
national selection process were both
nominated and selected to year-long
fellowships with Unidos us you may know
the organization is the formerly
National Council of La Raza this is
quite a privilege to be selected the
fact that there's any folks from Oregon
let alone to from Portland
schools is quite an honor so thank you
Isaac for representing us there at only
those us we know this will be an
important leadership development and
policy advocacy opportunity for for them
there he is it kind of like a baseball
game you know there he is in the
audience stand up and dance and then
secondly I wanted to just provide a
little bit more of an update or
commercial for our continued topic of
the month for the next couple months and
that is with the Student Success act
especially given the constrained
timeline that that we're working under
but we've certainly been working in
earnest I should say the team has Eve
this this past week we dedicated a good
portion of our principals monthly
meeting to review once again sort of the
equity oriented focus of the Student
Success act spent the afternoon having
our principals going through an exercise
to provide their own input and feedback
and we're synthesizing that input into
some themes but we also talked about the
process that they'll be leading with all
of their faculties and school
communities across every one of our 79
schools so we're looking forward to
collating all that information it's a
process we're proud to have collaborated
with P 80 as well as perhaps a
leadership on and even though we didn't
have we don't have the benefit of a lot
00h 50m 00s
of time I think we're taking the four to
six weeks that we do have to create as
many meaningful opportunities for folks
to to weigh in and lend input part of
that is to identify some of the barriers
and the needs but also to gather ideas
and input for what some of the solutions
might be I want to thank our our
principal supervisors many folks here in
the central office our new director
Community Engagement shiny's Clark
Jonathan Garcia deputy superintendent
Hertz really there's a whole team of
people who are
and a lot of time thinking about a
process for for capturing all of this
and of course we're employing our new
dr. Russ Brown to to get that data and
synthesize it all in a way that we can
actually have a conversation about in
the end October 22nd every single one of
our schools during their staff meeting
will be going through this extra input
and needs assessment exercise at their
school Thank You p80 president Suzanne
corn for recording a little video intro
with me so that everybody hears the same
message and understands how important
their feedback is going to be so we are
busy preparing the materials and
training a number of staff for in
addition to the school community
conversations some larger
community-based sessions which will be
joined with organizations like the
coalition of communities of color stand
for children and others but we're also
taking a targeted approach to facilitate
a number of smaller focus group sessions
some with our charter schools some
special education focus groups migrant
education families parents of English
language learners and other PBS
community groups these meetings begin
this week with larger events that lent
on Thursday Fabiana on Saturday
Roosevelt on Tuesday and pioneer school
next Thursday folks can look on the PBS
website for the full calendar of
opportunities to weigh in we also want
to make sure people know they don't have
to attend an in-person community meeting
their focus group we have a survey live
on our website where folks can also go
ahead and enter their input in writing
if that's more convenient for them we're
moving very quickly you've seen this
timeline before school districts are
challenged all up and down the state
this is the topic of the month and even
though we're squeezed for time we're
trying to give this as a meaningful and
effort as possible so that we can begin
to articulate what our continuously
provement plan and that were compliant
with the requirements of the Student
Success act so director stay tuned to
learn more about what say our
stakeholders out around the district and
I'm going to keep a brief and stop there
that concludes my report all right
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
to us we value public input as it
informs our work and we will look
forward to hearing your thoughts
reflections and concerns our
responsibility as a board is to actively
listen without distraction from
electronic devices one quick reminder
any oversight signs need to be in the
back for a and signs in the audience
should not be held in any way that
obstruct viewing board members in the
superintendent 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 emphasize 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 would like to
provide to the board or superintendent
we ask that you please give them to miss
Powell 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 appear when you have one minute
remaining a yellow light will go on and
when your time is up the red light will
go on and a buzzer will sound we
respectfully ask that you conclude your
comments at that time we appreciate your
input and thank you for your cooperation
miss Bradshaw do we have anyone signed
up for student or public comment we have
public comment Allegra Hyde aligned and
Jennifer Breedlove
welcome hello my name is Allegra
hi to Linda my last name is spelled hei
de Li ND e and I am here tonight with
00h 55m 00s
other parents from Bridger Elementary
and on behalf of parents who cannot
attend this evening to alert you of a
situation facing students in the third
grade neighborhood class and let you
know how you can help support them so
Bridger is a 2/3 Spanish language
immersion so there is only one
neighborhood class for each grade and as
of yesterday the second Monday in
October the classroom rebalancing date
there are 32 children in our third grade
neighborhood class our class has been
over the threshold number of 26 students
every year since kindergarten we have 31
to 33 students every year and with only
one neighborhood class per grade there's
no cap on class size and no ability to
spread the students out between classes
to help with academic or behavioral
dynamics of which we have many we have
five students who are on IEP plans
individual education plans and multiple
students in the class whose family's
primary language is not English we have
academic challenges and behavioral
challenges and many of us here tonight
volunteer and are feeling very concerned
that now in third grade many of these
students are not reading a grade level
we're here tonight because you want all
the children in this class to fulfill
the PPS mission every student by name
prepared for college career and
participation as an active community
member regardless of race incomers of
code to help achieve the PPS mission
we're advocating for an educational
assistant to be placed in our classroom
a teacher stipend will do nothing to
help these kids or further the PPS
mission the late date of the classroom
rebalancing the second Monday in October
which was yesterday it means that these
students did not have adequate support
during the critical first weeks of
school every year we've met with our
principal
we've met with dr.
the new regional superintendent and now
we're coming to you we want all of the
students in this class to succeed so
please consider changing the classroom
rebalancing date or making an exception
possible so that our class isn't faced
with the same problem next year the 3rd
graders in the neighborhood program at
Bridger needs support if they're going
to fulfill the PPS mission you can help
by using your influence to support an
educational assistant being placed in
this large Aneta classroom and
advocating for the change or the removal
of the late october date for classroom
rebalancing so that we don't face the
same problem again next year thank you
my name is Jennifer Breedlove and I have
a brief comment about an experience that
I had yesterday this has to do with the
item that you have on the agenda about a
healthy student curriculum I was getting
the opportunity to speak with justice
Block Jeff Rhodes who was advisor to our
governor Kate brown the Multnomah County
Sheriff Reece and also dr. John polo
some of the items that were brought up
were education and mental health and
also substance use and abuse and
educating our children with
evidence-based curriculum and or at a
younger age not waiting to a high school
and actually bringing that up for them
as early as kindergarten giving them an
opportunity to learn about how to stay
substance free myself growing up as a
PPS student there was a dear program
that was put into place and conversing
with a friend the other day who also
grew up in a PPS district we both said
why didn't we do drugs oh it could have
been possibly because that was relevant
in school at a young age learning about
that dare program following up with all
the parents and speaking about
disabilities I just wanted to bring this
up as a side note too as well
my son suffers with autism and it was
challenging for me
as a parent to be able to work full I'm
a single parent by the way to work
full-time and then also maintain a
relationship with the school to pick him
up anytime they needed to because they
didn't have enough supports in there so
I just want to encourage the board and
Guerrero and the deputy superintendent
to really look into funding supports for
teachers from what I've noticed is that
our teachers seem exhausted they don't
have enough resources they don't have
the mental health help that they
probably should be able to ask for and I
think that would be very encouraging to
have within your dynamics to support the
teachers with that maybe they could
teach well teach better be able to have
students reach their reading and math
goals that they are not reaching at this
01h 00m 00s
time so and that's all I have to say
thank you thank you very much chair can
I just offer a point of information
clarification because I know enrollment
balancing and staffing has been an
ongoing review process and it was late
last week that deputy superintendent did
approve the educational assistant for
Bridger your principal is aware of that
probably the communication is not gone
out to the entire community quite yet
perhaps cray Cuellar is there in the
back if you want to have a conversation
with our deputy thank you thank you good
news thank you however the the
colocation continues to be an issue
Holly cook in Laura Hall
my name is Laura Hall I do
communications work in the field of
Emergency Management and I am a mother
of a kindergartner at Chief Joseph
Elementary and a preschooler who will be
there in a few years I testified in
front of this board back in May and I
emailed that written testimony to the
entire board last night just to get
everybody up to speed with where we're
at thank you miss brim outer sphere
prompt reply
I'm here with Holly cook she and I are
members of a group called p4p or parents
for preparedness or a group of parents
school staff and community members
working to make schools safer and more
resilient to disasters while we focused
mostly on earthquakes much of what we do
pertains to other types of disasters
like the extreme weather and wildfires
that we will increasingly see to to the
climate crisis p4p has around 200
members representing 50 schools and we
are seeing rapid growth as our community
becomes more aware of the risks that our
children face p4p has thoughtfully
examined numerous ways that the district
could increase student and staff safety
during disasters we see a lot of room
for improvement in making classroom
safer improving drills and ensuring that
staff have what they need to care for
themselves and our children in the event
of a disaster especially one that
extends past school hours I also emailed
you a document called lessons learned
which outlines a lot of information
about simple ways that we could
communicate with parents so that they
could play a role in stepping forward
and not just complaining we'd love to
talk with you more about a lot of those
issues and concerns but today we just
want to talk to you about communication
we've learned that little if any work
will get done at schools if the adults
parents and staff are unaware of
unconcerned with or overwhelmed by the
risks that we face we believe the first
step forward is to make sure that
everyone gets regular consistent
messaging that disasters are inevitable
and we all have a role to play in
preparing we have done our level best to
get that message out but we are mere
parent volunteers our reach is limited
and by and large we represent schools of
social and cultural privilege our work
does not impact the lives of all
children in the districts which makes
this
an issue of inequity and we are here
today to make sure that all parents and
staff in every school in the district
gets the message
I study disasters at work and I can tell
you there's a huge body of work
pertaining to the effective disasters
and the lives of children we know that
children can suffer very serious
long-term effects from disasters which
are intensely compounded by social
vulnerabilities such as race
socioeconomic status and language and we
know that during a disaster acute stress
can be relieved by minimizing the amount
of time that children are separated from
their loved ones we also know that
during a disaster PPS staff will want
nothing more than to return to their
homes to care for their loved ones
that's why we want to make sure that
every parent in the district receives
regular consistent messaging have some
basic supplies on hand but much more
importantly have a family emergency plan
and update it regularly after a Cascadia
subduction zone earthquake we don't want
any children left waiting for their
parents when the Sun sets I don't know
if I should wait for the red light to go
off my name is Hollie cook I am an
architect and the mother of two kids at
Sunnyside environmental school p4p would
like the districts to commit to sending
at least one paper flier per year to
parents on the topic of disaster
preparedness this is an incredibly cost
effective way to increase school and
community resilience we have spent the
past year trying to get a flyer into the
hands of all PBS parents we drafted one
that aligns with regional messaging
being used by our partners at the
Portland Bureau of Emergency Management
animal nomic County emergency management
01h 05m 00s
and both offices has sponsored the flyer
PBS's own security services department
even translated the document for us we
tried to get a paper copy of the flyer
to all parents at the start of the
school year
PBS emergency manager Kyle Olson and
interim director of security services
Molly
Emmons try their best to help us we're
incredibly grateful for their our
relationship with them but the paper
flier did
and fly next we pursued having it email
directly to all parents despite our
reservations because not all families
have access to computers but that didn't
work either a few things did happen an
article about the great shakeout drill
was in today's PBS puls newsletter which
is an email publication that is used to
communicate non essential messages to
parents and the flyer we created is
being sent directly to administrators
who have the option to share it with
parents and staff but we're guessing
many won't we understand that the
district and school administrators are
cautious of sending too many messages to
parents if they constantly receive
messages they'll ignore them and
critical school related information will
get missed we get that but this is a
critical message it's not a normal
message
it's an extraordinary message and it
should be given a proper platform the
newsletter article and the flyer emailed
to administrators are a start but we
want to see direct communication on
paper so that every family can receive
the message we're trying to influence
and change culture in an equitable way
which requires a special delivery
communication about preparedness must be
strong and come from the top in order to
distinguish the message from
communications about parties and
run-of-the-mill district news our
question for you is will you help us get
this message to all PPS families and
staff the PBS communications department
isn't being difficult they're following
protocol we're asking the board to make
preparedness and resilience a district
priority so that barriers like the ones
we face can be removed and we'd like to
request and will email you separately a
private audience with you and key staff
members so we can discuss some of the
details of this and a few other projects
that we have hit bureaucratic brick
walls we know the size of the task at
the district level may seem overwhelming
but it doesn't have to happen overnight
and we have many ideas about how to go
after low-hanging fruit thanks for your
time
did you both provide your testimony to
miss Powell if you could that would be
great and thank you for your advocacy
do we have any what anyone else signed
up for public comment okay alright the
next item on our agenda is consideration
of an amendment to the bond
accountability Charter referred to as
the BAC
we are voting on an amendment to the
existing charter the board will now vote
on resolution five nine eight zero
authorizing an amendment to the bond
accountability committee charter do I
have a motion sorry
director Broome Edwards moves and
director Bailey seconds the motion to
adopt resolution five nine eight zero
Miss Bradshaw is there any citizen
comment on resolution 5 9 8 0 is there
any board discussion on this resolution
at least were you gonna call out the
changes that some of the essential
elements of the changes because I think
that's worth noting especially as we
head into planning cycle right do they
why should you start with the future
planning and I'll do some of the other
complimentary oh the the primary reason
that we sought to amend the charter of
the bond accountability committee was to
give them responsibility and purview for
vetting future bond proposals they're
there they have operated on the 2012
bond and now on the 2017 bond in an
oversight rule providing a dashboard an
accountability dashboard for many
functions and the and the budget
oversight for the bond but they were not
engaged in vetting proposed bond package
for 2017 prior to board adoption or
bringing it to the voters so that was
the primary change to this
Charter was to give them that purview so
that we can take advantage of their
expertise in building future bond
packages and so in addition to
strengthening the bond planning work as
01h 10m 00s
long as we were amending the Charter we
also included language about the
community membership that we would hope
that we reflect the diversity of the
community also added in the use of the
racial equity and social justice lens
because they're not only inequities and
instruction of materials and enrichments
but also in our facilities so just like
others in the district we expect that
they will use that as well we also
there's a three-year term limit on the
chair which will allow leadership
capacity to be developed and then
finally there's the code of ethics that
is part of the Charter simplified and
it's linked to the state statute for
public officials and agents and that is
how best practice to have all of our
Advisory Commission's that have some
sort of ability to impact actions the
district to very clearly know what their
responsibilities are in terms of state
law so I just wanted to say in general
before before we vote on this I think
it's really it's really essential that
we have a bond accountability committee
we have had one it's been I think you
know reasonably successful and going
forward it's gonna be successful you
know as well and I think with these
changes I really support these what the
bond accountability committee does is it
enforces transparency and accountability
on the government even when we're doing
everything right having to produce those
quarterly reports having to go to those
meetings having to explain having those
reports come to the board I think it
just it just is ups the game of everyone
and it makes everyone pay a little bit
closer attention so this is a good
structure and I'm happy to support it
one thing I do just want to note though
and and some of the discussion I think
frankly when some of the 2017 estimates
were changing and then this this change
in terms of putting the future bond
planning into the the BAC purview which
makes a lot of sense I think it's
important that we as a board remember
that the BAC does not it supplements our
oversight of the bond but it doesn't
replace it and every one of us is you
know as a board member is responsible
for digging just as deep as the BAC
members are into bonds bending bond
accountability at cetera and so as the
chair of the bond committee I'm going to
be encouraging we're gonna be coming
back repeatedly both in the planning of
the 2020 bond and in the tracking to the
board and and and hopefully again we've
we've sort of got everyone's you know
focus on this as we go through the next
year and actually beyond an assuming
we're successful moving forward the last
thing and it's a small thing I do want
to note this this does continue a
previous policy views in there about a
committee member not serving more than a
total of eight years there's definitely
some value in terms of cycling new
people on and getting fresh eyes on
things and so I'm fine with that moving
forward I do worry a little bit when
you're talking about a bond program and
one that could run longer than that
there is also some value of having
people really begin have a long term
where they really begin to understand
the issues in depth and so I just like
to watch over the next couple of years
whether we're able to recruit really
talented new people to the BAC and if we
lose some really talented people who
would have loved to stay on for years
nine and ten and 11 I think it might be
worth revisiting that but but for now I
think it's it's it's what this monitor
as we go forward so thank you for the
changes your point and I just want to
say to that point how how grateful we
are for the service of the bond
accountability committee members the
sparks they really bring extraordinary
and in some cases unique expert here
experience and expertise in design and
construction and
public sector capital projects so if
you're out there thank you very much
any further comment from the board I
think both our staff and the BAC have
focused on delivering as much value as
we can for the dollar and saving money
wherever possible without sacrificing
the mission and that showed up all the
way through the twenty twelve bond to
the point where we ended up most
recently with 4.1 million dollars in
savings that that that was consistent
all the way through that and that'll
give us against more money to be used in
purposes consistent with the 2012 bond
thank you all right the board will now
vote on resolution five nine eight zero
all in favor please indicate by saying
yes yes yes all opposed please indicate
by saying no any abstentions resolution
five nine eight zero is approved by a
vote of 7 to 0 with student
representative lateral voting yes all
right thank you very much okay next we
are moving on to another citizen
01h 15m 00s
committee that advises the board each
year the Board of Education appoints a
community budget review committee to
assist in the annual budget process the
CBR see reviews evaluates and makes
recommendations to the board regarding
the superintendent's proposed budget and
any other budgetary issues the CBR C or
the board identify the CBR C also
monitors it advises the board on the
allocation and expenditure of local
option levy funds tonight we are
appointing eight members for a two-year
term superintendent would you like to
introduce this item yes I think we're
gonna have our CFO miss Cynthia lay here
to talk about the recommended
appointment of members I am presenting
to you the actually nine vacant
positions for your approval tonight and
they are Sara Kerr Roger Kushner arena
Phillips Judah McCauley Brad Nelson
Christine Pitts Jennifer Samuels
Alicia Posey and Betsy Salter and with
your approval of this nine members
tonight I would like to make another
request for the coming weeks I would
like to request that we collaborate with
the board liaison and committee members
to develop a clear Charter and
parameters for the group including the
annual selection process and steps which
the board will be co-facilitate in the
coming years I'm happy to answer any
questions you have
okay we'll put the resolution forward
and then see if there's board discussion
the board will now vote on resolution
five nine eight one appointment of
community budget review community
members do I have a motion director
Scott moves and director more seconds
the motion to adopt resolution five nine
eight one miss Bradshaw is there any
citizen comment on five nine eight one
no is there board discussion on this
resolution so I would welcome the
process that you just suggested for the
Charter and thank you sir I'm looking
forward to it so I'm gonna support the
slate of candidates of being recommended
and I want to thank the candidates who
will be who are going to be after the
vote serving on the city and budget
review but I want to speak just briefly
about the appointment process and I
welcome the proposal you've made last
year some members of the community
raised questions about the sort of a pic
ness of the process and I don't think
was a deliberate opaqueness but things
that may seem clear to us aren't always
clear to the community including the
criteria to select appointments
and when the committee doesn't have a
charter although it does say on the
district website that CBR see reviews
evaluates and makes recommendations to
the board regarding the super-intense
for hoboes budget and the other budget
issues the CBR C or the board identify
CBR C also monitors and vices the board
on the allocation expenditure of Local
Option levy funds so last year when this
issue was raised I asked about board
involvement with the appointment process
and there was an agreement that that
would happen and it didn't but I don't
think it wasn't intentional and I don't
think there was any favoritism
favorites' involved but I do think as a
community that there's we build
credibility in our district process when
we have just a clear and transparent
process of people know what the criteria
is I'm sort of what we're looking for
who's going to make the evaluation if
it's something that if it's a committee
or a task force that advises the board
to have some sort of board engagement
and that's especially true I know this
is an always case but in the years in
which we have more applicants than we
have open positions I mean this is a
desirable because it clearly is a
pathway to board service since we have a
number of board members who have served
on it but in years in which we have an
abundance of riches I think it's
important that we have a clear process
so I'm pleased that you're making the
offer and that you're going to run that
because I think that we can guard
against perceptions of favoritism or
arbitrariness and that that will make us
all stronger and I appreciate the
conversations that we've had and I've
01h 20m 00s
had a superintendent of the last couple
days I think I written charter and a
clear process will strengthen the
committee and the transparency and the
credibility of PBS in general duly noted
and I really appreciate the leadership
the board provided to the staff
okay how many applicants were there 15
and highly-qualified
any further board discussion on this
issue I just want to thank the the past
and and future members of the CBR seeig
and they put in a lot of time and we
have made a commitment to be more
collaborative with this Advisory
Committee in our budget process and I
think will will be the better for it
they have sort of worked in their own
universe in past years and the board has
worked in its own universe and I really
look forward to the opportunity for all
of us to work together and thank you to
director Lowry who previously served on
CBR C for being our board liaison to
that committee the board will now vote
on resolution five nine eight one all in
favor please indicate by saying yes yes
yes all opposed please indicate by
saying no any abstentions resolution
five nine eight one is approved by a
vote of 7 to 0 with student
representative lateral voting yes all
right
okay now moving on to two policies that
have been in the works for several
months
tonight the board will be voting on a
policy on professional conduct between
adults and students this has been a long
time in the making and I want to thank
everyone who provided input on this
policy for their sincere and meaningful
engagement on these critically important
issues director Bruma doats could you
please introduce this item that's coming
to us from the board policy and
Governance Committee
so in the summer of 2017 it became clear
that we inform host schools that had a
staff member who for more than two
decades had engaged in a pattern of his
misconduct with students and that PPS
lacked policies practices and training
and that there are also gaps in state
law and the board at the time
commissioned the Whitehurst report and
in May of 2018 the report and all of its
findings recommendations were delivered
to the board and procede you said
something and one of the recommendations
was that PPS implement an adult student
boundaries policy it reads we recommend
the district adopted policy to provide
its employees with information to
increase an awareness of their role in
protecting students from inappropriate
conduct by adults and to ensure that
contact and communication with students
occur in a professional manner so this
policy has been in the works almost for
a year and a half and it's the primary
objective it sets clear guidelines and
expectations for interactions between
adults and students in order to better
ensure student safety and prevent adult
misconduct there's been more than a year
of research drafting and engagement with
parents our employee groups and staff
and it's important to note even though
the the waitress report recommended and
use language relating to staff that this
policy applies to adults so that's not
just staff but also contractors and
volunteers the policy I'm just going to
provide just the overarching elements of
it in my tenure on the board I think
this has the potential probably to be
the most important policy that we have
adopted in the seven years that I've
sort of done the board the policy
emphasizes that strong and healthy
relationships between students and staff
are important to student learning
it requires annual training creates
clear guidelines for appropriate conduct
sets conduct outside sets guidelines
around conduct outside of a school
setting sets guidelines around
appropriate use of email website social
media texting etc discusses
interpersonal interactions traveling or
transporting students
sort of physical contact with students
it provides a list of very clear
examples of boundary violations and
prohibited conduct it includes
information about the duty of adults to
01h 25m 00s
report misconduct and it contains
provisions relating to confidentiality
and non retaliation so what started out
it wasn't a board committee was a task
force I think the committee members and
then the public through attended primary
parents provided a lot of insights
around how can we create a policy in
which we can encourage what we all knew
were the healthy relationships that
exist between staff and parents and
volunteers and students and then draw
some really clear lines and expectations
around what was not appropriate behavior
the staff brought a draft we had very
extensive comment back and forth there's
not really a model policy in the in the
country so I think we spent a fair
amount of time developing and discussing
really what we wanted to do because we
certainly didn't want to damage the
relationships that which are really
important for students to thrive in our
in our school system we had a first
reading of this policy and knocked it's
a year ago in October of 2018 following
that there during that public comment
period there were more public comments
we had parents in the district school
staff reviewed the first draft and made
some comments then there was a while in
which the policy work was on hold while
the Portland sociation teachers in the
PPS contract was negotiated subsequent
to the ratification we had the benefit
of representatives of the Portland
Association of teachers come and engage
directly with the committee which I
think was very beneficial they could
provide some sort of real school
scenarios about how the policy would
play out in unintended ways and I think
because of their insights and the
insights of other staff I think we have
a better policy and we'll have fewer
unintended consequences the final round
of comments were integrated over the
last couple weeks or I should say in a
moment I'm going to introduce another
one of director Bailey's sort of
non-material just edits but I think
after all that we're ready for a vote
tonight and this is really I think
groundbreaking policy for Portland
Public Schools I want to thank director
Moore who has been part of the journey
of the entire way we've had changes in
the committee but you've been done
yeoman's work as part of and brought
parent insights to the process I will
say that while we can design a beautiful
policy that we think will address the
issues staff implementation is gonna be
critical ongoing training for adults
staff contractors volunteers has already
begun understand and will need to
continue after this passage so in
addition the board I think what we found
because we looked at the sort of wreck
findings and recommendations and the
Whitehurst report is that the board
needs to continue its oversight role so
just because we passed the policy
doesn't mean that it's being followed
necessarily or it's funded and so we
have a continuing role in terms of
making sure that the policy is funded
and implemented and adhered to and if we
find that there's unintended
consequences that we be open to making
changes so it's been a long road and in
addition to thanking the fellow
community task force and then committee
members also want to thank the staff who
have been involved in this policy
because
it has they've done a lot of work both
in the committee but also behind the
scenes so Sharon Reese Carol Hawkins
John still wagon Claire hurts Sara Fitch
and the other two staff people who've
been there just like from the very start
to the very end Mary Cain and Liz large
thank you for the work on this I think
we have a really well designed and Lisa
Roger six sorry Thank You director more
so tonight I think this policy will be a
big step forward it's one of the most
significant pieces of work that the
board had to do coming out of the report
and as a as a parents who had kids in
floral hub schools for 18 years it makes
me feel really good that we're gonna be
setting clear expectations for what is
the right behavior and the right type of
01h 30m 00s
conduct between adults and our students
and ensure student safety we need to
have a motion first no on the main
motion first before we move on to do we
have any citizen comment miss Bradshaw
so there's another set of amendments and
they've been posted on the website
they're not material they're primarily
clarifications that came about in the
last couple days again they're not
materials don't require another public
comment period but they do need to be
amended into the
the documents so I'd like to move that
second director broom Edwards moves -
excuse me Bryan do we have board
discussion on the amendment or the
resolution itself okay on the amendment
no discussion all right seeing none all
in favor of the amendment please
indicate by saying yes yes any opposed
any abstentions
the amendment passes by a vote of 7 to 0
with student representative lateral
voting yes all right do we have board
discussion on the underlying resolution
so I want to thank you everybody for all
their work I would agree with director
Bram Edwards that this is one that we
need to watch over time both in terms of
its implementation and because I mean
we're apparently breaking new ground
here there may need to be some tweaks
going forward as as the reality of it it
gets played out so I think it would we
do well to in a year or so have some
listening sessions with staff and
students and parents to make sure that
the policy is doing what what was
intended to do and if any tweaks are
needed yeah I would just add this is an
incredibly important policy and most of
the work was done prior to the new board
members getting on in July so I really
appreciate all that work that
that went before and I think these the
the changes we've seen just since I
think if have continued to improve it so
it's just an incredibly important policy
and I'm really glad for him before with
it today yeah I want to thank everybody
this was just took a while and it took a
while for a good reason we were trying
to get it right and I think I think we
need to see how it plays out but I think
we've done the best we could for for
this initial cuts on this policy it's a
complicated issue it is a it is
essential that we have a common
understanding throughout this district
about expectations around adult behavior
regarding children and my fervent hope
is that this does not this is not
relegated to a piece of paper that this
becomes part of the DNA of PPS going
forward we need to have every adult
every adult needs to embrace a
responsibility to ensure the safety of
every kid in this district always if you
do nothing else you protect children and
01h 35m 00s
I hope that this policy on the books
will now make it possible for people to
to figure out what the guidelines are
know what to do if they see something
questionable and and that PPS will never
again experience the shameful incidents
that we've had in the past so thank you
to everybody and
good way to direct more any further
comment
I just want to chime in again to commend
everybody on the sensitivity that was
shown in developing this policy because
it would have been easy to craft policy
that did impinge on the the delicate
caring relationships that adults and
students do have and that we know are
absolutely central to student learning
and student engagement and students
feeling cared about in our system and it
took some doing to put these guidelines
in place that drew the boundaries but
not so so punitive Lee or or carelessly
that it could have sent a message to
educators that to be less caring than
they otherwise might have been so I'm
proud of that in this policy and we
could not have arrived there without a
lot of really thoughtful engagement from
our teachers and all of our educators in
the buildings so thank you everyone
the board will now vote on resolution
five nine eight - all in favor please
indicate by saying yes yes all opposed
please indicate by saying no any
abstentions resolution five nine eight
to is approved by a vote of seven to
zero with student representative lateral
voting yes all right thank you very much
and just to follow up on director bream
Edwards point regarding the Whitehurst
investigation this is really the last
piece of work that the board committed
to in terms of follow up on the
recommendations in that report and so
we're going to have a brief board
discussion at one of our meetings in
November to wrap that up and to recap
all of the efforts that have been made
both in terms of policy legislative
advocacy administrative changes to
Administrative Procedure etc so thank
you for all that good work on so many
fronts one more policy coming to us for
adoption this evening is the policy on
healthy substance free learning
environments this is another policy that
has benefited greatly from extensive
input from staff and community members
superintendent or excuse me director
Moore would you like to say a few words
about this policy I think it's been
alluded to earlier tonight's meetings so
I just want to make note that this is a
very substantial rewrite of this policy
and that changes are intended to
incorporate an approach that prioritizes
a supportive environment for students
and making sure that students have
access to appropriate treatment options
it it's stepping away from having a
punitive approach to substance use
disorder issues and is intended to to
help students who who may be suffering
from substance use issues with us the
support and the treatment that that will
help them overcome it thank you
the board will now vote on resolution 5
9 8 3 adoption of healthy substance free
learning environments policy 4.30 0.02 3
- Pete do I have a motion second
simultaneous there director Broome
Edwards moves in director Bayley seconds
the motion to adopt resolution 5 9 8 3
Miss Bradshaw is there any citizen
comment on resolution 593 yes we have
Amy Runa
welcome I'm Amy Rona I'm the senior
manager of mental health services
district-wide I work in the Department
of student success in health and I have
01h 40m 00s
a lot of buckets of work and one of
those buckets is substance abuse
prevention intervention and recovery so
this policy is near and dear to my heart
I want to start by thanking
superintendent Guerrero and our chief of
student supports Brenda Martinek for
their leadership in this work and their
support on a day to day basis I want to
give a shout out Mary Crowe who's a
social worker that we've hired to focus
on this work and is the boots on the
ground every day working with our
community partners to get substance
abuse intervention programs in our
schools a shout out to Regents who's
helping us with our prevention work as
well - Jenni with a comb who's a program
administrator who in charge of health
and is working on getting substance
abuse prevention in our health curricula
k12 we could not do this work without
all these folks our community partners
you all so I just want to express
gratitude for this this should be our
focus not discipline but really talking
about how do we support our students at
all tiers in this work so thank you our
work is just beginning but we look
forward to it and thanks for your
support any further board discussion on
this item just say I think this is a
huge improvement it's such a radical
departure from the zero tolerance
policies that were in place when I went
you know to school and they were overly
punitive they did great harm I think in
my opinion and it sounds like experts
opinions as well you know great harm
without sort of focusing on that
supportive environment so yet again this
is a policy where all the work was done
prior to me getting on board but I'm
really excited
I'm really excited to be able to vote
YES on this and so thanks for everyone
who worked on it both the last policy in
this policy we did have new board
members come in the midstream and it was
really helpful to get a fresh set of
eyes I mean we had looked at those pages
at the professional context many many
times and it's like all of a sudden you
guys saw things that we hadn't seen even
though we'd spent months and months
poring over so I know we spent some time
asking you to look at it and it was our
work was informed by those fresh
perspectives and the policy was made
better so I think we all own this as do
many of members of the pass board who
know the board will now vote on
resolution five nine eight three all in
favor please indicate by saying yes yes
all opposed please indicate by saying no
any abstentions resolution five nine
eight three is approved by a vote of
seven to zero with student
representative lateral voting yes all
right
thank you okay our final resolution is
something that has been in the works for
ever since we adopted our vision
included our community process and
adopted our vision we're pleased to be
tonight adopting our board goals for
2019 through 2022
with the completion of our vision for
Portland Public Schools the school board
superintendent and senior leaders
embarked on a collaborative goal-setting
process to set the path forward for the
district for the next three years
these student-centered goals set by the
board will be the compass that directs
us toward our vision we believe they
will help us identify key organizational
strategies and objectives including our
budget priorities and will enable us to
manifest our bold vision of a thriving
future for all of our students and our
commitment to these meaningful
measurable student achievement goals we
will follow through with effective
strategies to meet them and transparent
accountability for our actions each of
these goals is grounded in our
commitment to racial equity and social
justice and focuses most specifically on
our students that as a system we have
historically failed pertick
our students of color the board will now
vote on resolution 5 9 8 for resolution
to adopt our board goals do I have a
motion so moved second director Bailey
moves and director Scott seconds the
motion to adopt resolution five nine
eight for miss Bradshaw is there any
citizen comment on resolution 5 9 8 4 no
all right is there any board discussion
on this resolution okay
no this is like a major piece of work
and I don't mean like this is a major
piece of work and I think the community
would benefit so most of our work has
been done in work sessions which hasn't
01h 45m 00s
necessarily been during a board meeting
and I think the community and our larger
community would benefit from an overview
I'm either superintendent but you or
someone else sure why not directly just
I think you're more dr. Briana's poised
perked right up when I said I scheduled
so why don't you get ready in the seat
there and the reason one of the reasons
I asked is that I do think these are
more these goals are more complex than
have been adopted in the past so I think
a standard goal has been we're gonna
increase high school graduation and
that's not what we're doing here and
we're not well it's not what we're doing
here right the ultimate goal is to
increase graduation but it's graduation
plus right a readiness standard with
skills and knowledge so I think I think
it will be done if it from an ongoing
conversation as
check on Sam said making it a central
part of our board meeting so that the
community understands what we're aiming
at how we're directing resources because
it will be different I think this is the
core of our work a couple weeks ago
marked by second year work anniversary I
don't know if dr. Russ Brown yet has it
his 30-day mark have you one month all
right I'm sure it feels a little longer
I don't think I can claim being new
anymore all right and I only bring that
up because dr. Brown has come aboard at
the most opportune time running with
national recognition for for work and
supporting providing leadership and
system performance so so coming aboard
it was clear that we needed the
community to weigh in all of our
stakeholders that cross-section of a
year-long process around what aspiration
they have for the children and young
adults of Portland Public Schools and
and that's the right starting point and
it's groundbreaking for a number of
reasons because it insists on not just
core academic knowledge but skills and
dispositions like caring and empathy and
agency preparing to lead a more just
world and so naturally the you know
following up on that is what global
milestones can we also articulate across
the grade span that indicate some clear
markers and indicators for every student
but how can we focus them in a way that
acknowledges that there hasn't
historically been racial equity and the
outcomes for students here in Portland
Public Schools and so how do we
explicitly call out those student groups
African American students English
language learners students with special
needs many of the same groups that
coincidentally the Student Success act
is also pointing to
as the key agenda to leverage those
resources to begin to put in place to
support some interventions it's going to
create a more positive counter-narrative
and so in some ways we're we're kind of
on track and leveraging the aspiration
the community has set out for us some
goals that the board has spent months
now sort of becoming a data literate and
thinking about the actual outcomes of
our students reviewing our most current
data and engaging in some pretty
important conversations about how do we
begin to lean the district forward in
creating structures for assessing
whether our students are actually making
progress in some of the skill areas
outlined in the vision and so that's
very forward-thinking work and many of
those aspects are going to need to be in
development but what the board would be
signaling is a commitment to working
with educators and families to think
about was an eighth grade capstone look
like where a student would have to
reflect publicly on their learning
journey on their own social-emotional
development on their own sense of agency
as a learner and purpose and a growing
purpose and passion in the world so
that's that's really exciting work you
don't find a test for that per se and so
and we also know that there's some key
markers for making sure our students are
going to be able to access learning by
knowing how to read for example after
this presentation we're going to talk
01h 50m 00s
about what's become an infinitely more
complicated process for our budget
development because we have multiple
plans multiple compliance deadlines we
have SSA resources we have a levy we
have multiple funding streams that the
task for us will be how do we break
those into some high leverage strategies
to actually move the needle for all
students but in particularly the
students
who really need our best attention so in
some ways it's kind of a historic moment
I agree this is this will be a milestone
for us I know dr. Brown here has the
slides they'll be familiar to you I know
he'll select a few choice ones for the
public's benefit and to reiterate what
it is about these goals that I think are
going to serve us to really guide our
work over the next several years so dr.
Brown
thank you I have to agree I do think
that this is a historic moment and and
frankly I'm proud to be working for a
board that is willing to commit to
explicit goals that the target closing
gaps and that are explicit about the
students that have been underserved over
time and focusing the both of the
board's work as well as the system's
work on meeting the needs of those
students I think that is an incredibly
important thing and it takes no small
amount of fortitude on the board's
behalf to do so and I and I admire that
so I will go through this quick way for
the public in and the board a lot of
this is repetitious I want to focus in
on a few key slides as suggested before
we talked about some principles before
I'm not gonna reiterate too much and
this accepted this notion that we won't
have a ladder of goals that help us
understand whether or not students are
making progress towards that vision of a
portrait of grad and we want to focus on
student growth as a means to achievement
we know that if we're going to close
gaps we need to have different rates of
growth we have to accelerate the group
growth of students who are behind so
that they can catch up and achieve on
parity with their their peers across the
system so while achievement can happen
separate from growth one cannot produce
changes in achievement without
accelerating growth it is a necessity
and so the emphasis on growth I think
gives the board and the community a
leading indicator for whether or not
we're seeing the changes that we expect
again all of the above links upward to
the portrait of the ground and I think
one of the things that's really
interesting about this is that by the
time we get to middle school we move
away from foundational skills when we
start talking about having students
begin to develop their interest develop
their full sort of person and the person
that we expect to see in that portrait
of a grad and then when we get to the
the final post-secondary readiness we
talk about honoring multiple pathways
that students can can demonstrate that
readiness standard at the post secondary
world pathways that will expand upon
over time so third grade reading we
talked about this before only 44% of our
underserved students of color are
demonstrating expected growth that means
less than half are doing so that means
they're actually losing ground the gaps
are actually getting wider over time so
the goal we have to accelerate those if
we're gonna close that gap more than 50
percent of the students need to meet
their growth target the board is
committed to sixty percent and that will
over time close gaps if that goal is
obtained and again 5th grade math
similar idea we in 3rd grade reading we
were going from learning to read to
reading to learn in fifth grade math we
want students have those foundational
skills so that they can be prepared to
enter and take advantage of advanced
mathematics as they move forward similar
target moving again for underserved
students of color to meet or exceed
growth started sixty percent of the time
we get to the eighth grade goal as I
mentioned earlier this is really the
ambitious goal and it has to be aligned
to the redesign of middle school and so
at this point we're anchoring this goal
to things that exist and and so that'll
be a spec English Language Arts in
mathematics and the proportion of
students who meet career and career and
college readiness threshold for being on
track in both reading and mathematics
that's a placeholder and we fully commit
to develop a full rubric that captures
what we expect in middle school as we do
the middle school redesign those two
things need to be done to get
or there'll be a misalignment between
the goal and what we're actually trying
to do can you go back to slides again
there dr. Brown just to highlight some
of the more forward thinking attributes
we would be looking to assess in our
students sure again you know when we're
01h 55m 00s
thinking about this we're really
thinking about what it means for
students to be prepared to enter high
school ready to have done some of that
exploratory thinking am I going into a
CT pathway you know what am I thinking
in terms of again health and well-being
social-emotional skills really becoming
a whole person at a point in time where
students are really beginning to
struggle with that and beginning to
explore who they're going to be and so
again as we're thinking about
redesigning middle school affording a
more rounded opportunity for students in
middle school we want again the the
rubric that is used to measure that to
reflect that complexity and to be
aligned to what we're doing and again
that's unchanged from what we've done
before again because this is anchored
right now to the smarter balanced
assessment consortium is it assessment
we're just looking to raise the
proportion of students who are meeting
that on track for career and college
readiness both in reading and
mathematics the one where we've spent
maybe the most time thinking about and
iterating back and forth and I think
it's really been an important dialogue
and I think we've landed in a really
good space Portland has some things to
be excited about we do some things well
here lots of students have access to
advanced coursework lots of students
participate in Advanced Placement or IB
or dual credit or CTE pathways it's
really a extraordinary number of kids
but almost 90 percent of students who
graduate participate in one of those
pathways which is phenomenal most
systems around the country would be
thrilled to have those sort of
participation numbers in addition those
students who are participating are
largely successful so if students
participate in AP they're doing well in
PE
they participate in IB they're doing
well on IB it's really pretty impressive
in that regard so Portland is in some
regards quite a bit ahead of other
systems so we start talking about well
what does it really mean to be
post-secondary ready so we raised the
bar a little bit and we started playing
with what what what would we be
comfortable with is an adequate
threshold to feel really comfortable
that the students who meet this
threshold where these thresholds would
really be post-secondary ready and and
the board and again going back and forth
and looking if the data came up with
some really I think rigorous thresholds
for this so instead of simply
participating with this year above and
an AP course no this is participating in
earning a seer above in three or more AP
courses doing the same three or more IB
courses with the zero bone three or more
dual credit courses with the zero above
completing a CTE completer pathway so
participating in a full pathway for CTE
and passing that with the seer above
and/or don't credit earning dual credits
like we've mentioned before and then
finally and I was reading tickle that we
were able to get at this the proportion
of students from meeting the seal by
literacy who demonstrated that they are
fully by literate in more than one
language which you know for our second
language learners and the folks that
were here that is really the potential
that students who come to us with a
first language we should build upon that
and they should graduate with with two
languages and be fully by literate the
nice thing about this and the way it's
laid out again it honors the different
ways that students can approach and move
through high school and demonstrate that
they're they're on track for
post-secondary readiness is that
comprehensive yet no there are some
things we want to add to that so
currently about 60% of students are
meeting one of those criteria they're
passing three or more AP classes they're
passing three or more IB classes why is
they passing that's what the CR above
the grade point averages for these
students are well above 3.0
in each of these categories about 5% of
those students and you can see it's it's
about 20% down the row
you got a 18 19 20 percent in each of
these categories with the exception of
by literacy unfortunately in our for our
students of color who have been
historically underserved it's only about
50% meeting of this threshold and so
again we want to elevate that we want to
be focused on meeting the elevating the
post-secondary readiness for our
students of color as well and so the
target for this is to close that gap by
more than half
to go from 50% to 56 percent by 2020 two
of our historically underserved students
of color who are meeting one or more of
these pathways to post-secondary
readiness and again at this point these
02h 00m 00s
are primarily academic in nature but we
are talking about expanding this also to
include arts pathways there just simply
wasn't enough time to do do that justice
yet and so we want to spend down spend
time doing the course mapping similar to
what we would do with CTE so that we
have a very clear viable pathways that
we think are evidence of post-secondary
readiness and their hearts and likewise
we'll use the SAT and cadre ins exams as
well so four goals that I think
benchmark progress from is for student
going from elementary through middle and
then finally into post-secondary
readiness and again anchored to our
racial equity and social justice
framework director Bailey
I agree these are incredible goals that
we're going after and a big step forward
I would like to pause this program for
an unpaid political announcement because
we will not be able to make progress on
these goals unless voters pass in
November the renewal of our five-year
teacher's levy again this levy keeps the
tax rate exactly where it has been for
the last five years it pays for over 800
teachers spread throughout the district
all the money goes directly into the
classroom and we heard earlier from that
our renewal of the es citizens budget
review committee that that independent
group verifies that every penny goes
straight into the classroom so I hope
you all join me in voting YES
I'm Scott Bailey and I approve this
message there we go
Thank You Maxine I wanted to ask you to
share your perspective on our goals and
also just on the process that we had
together so today was the first meeting
of the district student council which is
really exciting if you don't know it's
the student council that I helped to run
that involve students from every single
high school from our school district and
one of the first things that we talked
about was this post-secondary readiness
goal and I kind of started this
discussion about how standardized test
scores are going to be used when
thinking about post-secondary record
readiness sorry and I realized that you
know I didn't completely take into
account that we were going to be voting
on this tonight but through kind of the
discussion that we had bringing on the
concerns that we have you know to you
dr. Brown and then also to you director
constan in order to kind of like work
through the inequities that we see that
are within these goals right now we
talked about
how CTE is a very undefined term for a
lot of schools and students within the
district soon council didn't even know
what CTU was so weakened with and
bringing like having a universal like
universal classes at these at high
schools so that you know when you're
then getting the statistics back about
post-secondary readiness it's not it's
probably going to be all over the board
for the next you know while because
there isn't a universal term to describe
CTE or like different classes because we
talked about you know how it Benson they
have these specific majors that are CTE
but you know what
excuse me schools like I don't know we
were talking about Wilson you know the
woodshop class can be considered a CT
but it can also be considered an
elective and that's really confusing for
some students we also talked about
inequities with in you know the
alternative schools and the charter
schools they don't have AP or IB or dual
credit they kind of just have what's
there for them and that creates a big
inequity when thinking about you know
the the post-secondary readiness they're
receiving post-secondary readiness from
other classes and from people that are
giving them more support versus these AP
and IB classes another thing that we
talked about was money and how money
kind of factors into all these things
when you're taking an AP or IV class
those tests cottle cost a lot of money I
was really surprised to find out that
the tests that I've been taking for the
last two years that were normally like
around sixty dollars I now have to pay
ninety dollars for my AP sorry for my
knight for my AP classes and I that's
kind of crazy to mean so again thinking
about readiness with that lens of equity
there's a lot of students and I know
that we have you know fee waivers that
02h 05m 00s
can help with those costs but it's
really hard still for a lot of families
to put up that money to take a test that
you know what it is practicing their
readiness because unfortunately
standardized test scores still do matter
when it comes to college and
making sure that you know you can get
into that but it's still really hard
when you have to pay and also talking
about sorry I'm one more thing
post-secondary readiness looking at you
know we talked about the college and
career readiness classes that a lot of
high schools are offering right now and
how looking at apprenticeships and trade
schools and a lot of other pathways
would be a really good way to also
measure readiness because not every
student wants to go to college or has
the option to go to college and I don't
know it's not something that we can put
in the goals right now but I think it's
something ongoing discussion that can
happen between you and I dr. Brown and
also you know other board members that
want to be involved about secondary or
post-secondary readiness because it's
obviously very important that everything
is building up to this and how can we
prepare students for the most or like
the best possible chance that they have
of succeeding after high school that's
all I have so I would certainly look
forward to that conversation I do want
to four point of clarification the the
goal as stated right now actually is not
connected anyway to standardized
assessment so if you look at the
participating AP or IB or dual credit
none of those are anchored to passing
those assessments and part of that and
frankly I had a concern with that that
the participation of those things is in
part an issue of equity and access and
instead this is does a student
participate in the course and get a
passing grade I think it's an incredibly
valid point because while we have lots
and lots of students who participate in
AP a much smaller proportion participate
in the assessment the same is true for
IB and I suspect that that is an access
issue like you said they're about 100
bucks a pop the IB core ones are a
little bit more and so if I'm taking
three or four courses this is that's a
lot of money so I value a point I would
look forward to an ongoing dialogue
chair can I
listening to Maxine if you could go back
to slide so those supposed to readiness
metrics because we had a lot of
discussion about the sort of the dear
above sort of like do we consider that
sort of the threshold and I'm noticing
that we're calling now to see or better
in three in each of those categories but
I don't see a letter grade for CTE
completers necessarily it's the only one
that doesn't have that to have a serie
above in those courses to be counted
okay I did I no sir chief academic
officers eyebrows also went up so for
clarification that we're not just
wanting to count CTE completers dear
better but the same seer above would
apply in that category as well and and
one of the interesting things here and I
think student member lateral bring
brings up a good point different schools
have different pathways or favorite
different pathways so some schools are
very much an AP focus some schools are
an IB focus and so a building that has
an IB focus may have very few AP courses
in and very well CT offer at the CTE
offering on the other hand of school
like Benson primarily CTE and those CTE
pathways are very clear within that
school and so it doesn't surprise me
that students in settings that don't
emphasize one or the other would be less
familiar with with what their peers are
experiencing in another school well the
other piece of that too is that with our
neighborhood school system and the
inability to transfer really you have
the CTE offerings that are available in
your neighborhood high school which may
not align with your interests like the
offerings in another high school look at
the matrix across the district the
offerings are becoming just much more
comprehensive at every school it's
awesome
I think one of the advantages of calling
things out like this is that when
students talk to their counselors in
high school
there's going to be much more explicit
direction and discussions about you know
what are these are your options and you
know if you're interested in X this is
how you do it I think that's that's a
02h 10m 00s
real benefit of kind of calling things
out this way I did have I didn't want us
I had a question actually for the for
the middle school the high school
readiness at eighth grade so right now
we've got a placeholder that's that's
really only a test score right to test
scores and the the plan is that we're
going to as we develop the middle school
redesign we're going to be adding you
know a much more robust I guess is the
word and and varied portfolio of
characteristics or achievements so I
notice on the on a high school one we're
gonna be adding to this as well and you
had some dates attached so do we have
any do we have any dates that we can
attach to the development of the the
portfolio rubric for the middle school I
think we're with you in spirit and
wanting to see that you know a timeline
what's complicated about setting
symmetric is we haven't actually
articulated defined or develop what the
programmatic spec is I'm not suggesting
that we add it to the to the metric I'm
just saying what for my benefit and for
anybody else who is listening it's going
to take a little while so can you give
us even a ballpark like are we talking
two years down the road three years down
the road I mean what do we I think we'd
all I think we'd all like to proceed
expeditiously as you know there was an
initial convening of a middle-school
task force to try to take stock of an
inventory of offerings across the
comprehensives and the k2 eights to try
to see where we could take some finite
resources and you know create some space
there for more equitable offerings
that's a band-aid and all of our eyes so
we're excited about kind of moving into
sort of a second phase of that and part
of that is learning where in just a
couple of other places around the
country they've also taken on middle
school redesign and dr. Moore I'm glad
you were able to join us to miami-dade
County Public Schools where we looked at
their middle school redesign which is 18
to 24 months ahead of us but provided a
lot of sort of lessons about how they
began to form formulate what that middle
grade program could look like and it
started with some heavy student input
about the kind of experience that they
want during those pivotal years and a
lot of it focused on youth development
and identity formation and those
persistency skills that are going to be
important to them having a successful
freshman and Beyond year so we have a
few things on our plate right now as you
know we're hoping soon after the winter
break to begin to outline a process and
convene a cross-section of stakeholders
and lay out a timeline
I don't think we'll we'll make the
budget development cycle for a wholesale
redesign of our schools but we want to
continue to fill in the gaps whereas
pathways are missing and where elective
offerings are insufficient or
inequitable
for instance in Arcata eights but our
hope is for the following budget cycle
we're talking about a wholesale how we
play school whose middle grades change
and that's going to take a lot of
community engagement
so that we have everyone's full support
and voice so it isn't something we want
to proceed without that level of proper
care and thought so so that's kind of
the rough timeline and as much as I
could speak to at this point so stay
tuned after the winter break to begin to
hear more about how we envision the
middle school redesign work taking off
and even in Miami they were piloting it
and what it doesn't have how many they
have 50 middle schools or something like
that they had almost as many middle
schools as we have schools yeah middle
schools forty-eight kids yeah I think so
only they were only a dozen schools two
years in experimenting with it's a very
promising reforms to curriculum and
structure and a very structured
social-emotional learning as well yep so
we're excited about that
once we get some of these other
02h 15m 00s
foundational pieces and the continuous
improvement cycle that we look forward
now it's one thing to land on some goals
it's another to start incorporating a
progress monitoring process as a board
and as a leadership in the
administration to actually track and
disaggregate how we're doing along some
of these indicators over the course of
the year if we're tracking growth that's
supposed to be real-time information to
inform not just art our teachers and our
school improvement efforts but also the
system moves that we make and how we
distribute resources and attention okay
can I just add to that I think anybody
who's been paying attention to
goal-setting that has happened in the
past at PPS most of the goals have not
been really actionable I mean they've
been they've been things like you know
we're going to raise the graduation rate
which is actually an accumulation of 12
or 13 years worth of stuff that happens
to a kid
and it's not really something that you
can use for continuous improvement yeah
you you can't use that to evaluate the
progress that the district is making or
an individual kid is making and these
are different and they're deliberately
different and they may not be perfect we
may end up having to you know director
Scott says this all the time you know we
may be taking another look at this down
the road and we may have to make some
tweaks over time and as things shake out
and we get better you know figuring out
indicators and all that but I this is a
big change this is a really big change
and and I think it's important and and I
hope people are willing to suspend
disbelief and and kind of watch how we
can use this to actually propel real
improvement in the district I'm sure
can't Sam I want to point out that we're
now five minutes over so director brim
Edwards should be very happy
[Laughter]
I just wanted to follow up on director
Moore's comments there because I did
want to place this in the context of our
commitment as a board to really changing
our governance practices and we have
done a lot of work thinking about what
makes school board's effective and how
can school boards really impact student
achievement and the most important piece
of that is to focus on very clear
student achievement goals and to be very
disciplined about how we spend our time
in board meetings and that's how boards
are able to make a difference and to
really bring that focus on setting clear
goals and progress monitoring throughout
the
a year and then bringing that focus into
the budget process so that it really
guides our conversations about resource
allocation and we're starting to see
some puzzle pieces come together as dr.
Brown said when he he began his
presentation all of these goals are are
focused toward our vision our PBS vision
and our portrait of a graduate and so
everything is in service to that and
that was partly what what made it hard
because some of the things that the
community brought forward in that
visioning process are tough to measure
the the attributes the skills and
attributes of the superintendent was
referring to that are so important to
helping human beings become citizens and
productive human beings it's not just
about like meeting a certain mastery and
a certain academic subject area so these
are the puzzle pieces that are coming
together from a governance perspective
as well and I think we have remarkable
unity as a board in our commitment to
being really focused on on laser on
student achievement and I think leading
into our next item on the agenda I think
we are going to see a very different
orientation in our in our budget process
so thank you everybody for really
digging in to this process we had I
think seven times that we visited this
02h 20m 00s
goal-setting process from the very first
open brainstorming to some pretty
intense you know word smithing toward
the end there but I think it was in my
opinion a really productive
collaborative process
I go call the question okay so I just
wanted clarification so in the goals it
has say for example third-grade must
accelerate growth for our underserved
students of color talk about there's
this targeted universalism talk about
sped students ALL students how do how
from a sort of performance unit not
performance management but from a
measurement standpoint we have these set
of goals and yet we also have our larger
goals related to our our students being
at grade level and being proficient or
exceeding proficiency so to kind of talk
about how that works cuz I'm just
wanting parents to see their students in
the especially if they've been students
who have been underserved in the past
sure so again if we're going to close
achievement gaps we we have to
accelerate growth it is a necessary
precondition to be able to do that and
that's something that you can see during
the course of an academic year I
appreciate the that the board's focus on
racial equity and really staying clearly
focused on racial equity because quite
frankly you know if we introduced
socioeconomic status this that or the
other is sort of detract from where we
have to focus and that being said you
know we heard some parents today you
know there's an over representation of
students of color and special ed there's
an over representation of students of
color and second language acquisition
you are emerging bilingual students so I
believe the the ways are like focus on
race is a good first step with this
again we may need to iterate over time
but I think for the system to begin to
think about differentiating and trying
to be culturally sustaining in its
practices
it makes sense to focus first on race
and then to build in the
intersectionality of other components of
identity over time and in any case we'll
have the data available for that and
we'll report it out and again I think
that's part of that iterative dialogue I
think I appreciate director Scott for
having introduced that idea and sort of
you know been echoing it over time this
is not carved in stone we will need to
revisit over time we will need to
refocus as we move forward even if
everything goes to plan then at a point
in the future we will want to reflect
about what's the next set of goals and
how will we refine as we move forward
the other thing is that to add on this
point is that the other metrics are
being tracked as you as you mentioned
and if we see great progress here but we
don't see progress in other areas that
you're pointing out a year or two from
now we can say well okay so great
success and how do we now apply those
same strategies to these other groups so
that that's the iterative process that
will yeah and my guess is if we make
progress here we're gonna be making
progress universally yeah if we're not
paying attention to students receiving
special education services we're gonna
have a tough time moving the needle for
in any of our racial groups so well I'm
like the third and fifth grade goals the
eighth grade one I'm gonna need to warm
up to once it becomes more complete but
the one that I think is really going to
resonate with a lot of our community is
the post-secondary readiness because too
often we used graduation as the
indicator that that students were ready
for the next step and in fact in 2012
when PBS cut a full instructional day
for high school students sort of the
rationale was
most students are on track to graduate
and if they're not they'll get a full
school day but the vast majority of
students weren't getting a full school
day but there was this sort of
attachment to well we're getting
students you know or increasing in
02h 25m 00s
graduation rate but the reality is I
think most parents knew that that wasn't
the only benchmark that mattered that
students could graduate but not yet be
prepared to take you know basic math at
community college or get into a
four-year university or you need the
other things they want to do so I think
setting these sort of graduation plus
requirements is really going to be a
game changer because I believe our
students rise to the expectations that
we have for them and when we said it was
what you needed was graduation I think a
lot of kids got there they buckled down
and I think if we say these are better
indicators of readiness and counselors
start forecasting students into those
classes students get supports
they have access to more classes and
more supports that our students are
going to surprise us and rise to the
benchmark because I think they know that
those are more realistic measurements of
whether they're ready for the next step
so for me that is I'm super excited
about it and I also want to thank
director Bailey for really sort of
changing the board's view on the third
and fifth grade of what we needed to
focus on so I want to still be attached
to proficiency because I know kid
parents want to feel like is my kid is
my child at at you know reading at grade
level but we have to pay attention to
growth as a primary measurement and the
proficiency so I think these are super
strong set and goals and for sure
they'll need to be revised and reviewed
but
great start and I think it presents us
with a challenge for how to communicate
with parents all right the board will
now vote on resolution five nine eight
for our board goals for 2019 through
2022 all in favor please indicate by
saying yes yes yes I'll oppose please
indicate by saying no any abstentions
resolution five nine eight four is
approved by a vote of seven to zero with
student representative lateral voting
yes all right and before we go on to our
scheduled next agenda item Maxine I know
you need to get going but I wondered did
you want to make any more of a report
from your district student council
meeting or did you cover what you wanted
to say I think I covered it but I'm
excited for the year and also Shanice
Clark and I did a really fun visit this
morning at Mount scott Learning Center
which was really awesome and I thought
that was worth including to go to bed
been a long day but this is a successful
meeting for me at least and I think this
afternoon with the district student
council was really successful and
getting everyone oriented with what we
do especially with the coming with this
goal and with the coming things sorry my
brain is failing now um
but yeah it was good do you want to put
out a call for which are the high
schools from which you still don't have
a student representative Alliance at
meek Jefferson Jefferson
it's either Jefferson a Roosevelt I
can't remember which I'm sorry yeah we
have oh yeah Nathaniel's from Jefferson
okay so this Roosevelt um sorry I have
someone from Lincoln I have someone from
Wilson grants okay all right I'm on
general yeah general let's go thank you
that's it and good night
we're cruising
mo Maceo resolution to approve budget
development calendar for the 2021 fiscal
year aligned with Portland Public
Schools reimagine Student Success act
and a multi-year business plan tonight
the board will be voting on this
resolution for the budget development
calendar for the 2021 fiscal year
superintendent would you like to
introduce this item sure onto a lighter
and more straightforward topic our
budget development process which is only
further complicated this fall given the
added benefit and investment that we're
going to be making here in Oregon and
what that might look like in PBS so the
challenge will be how we organize it all
in an impactful way but we have our CFO
02h 30m 00s
Cynthia Leigh back at the podium Thank
You superintendent it is my privilege
and excitement to bring forward the
budget calendar for 2020 21 for your
approval tonight you have seen the draft
copy of this budget calendar on
September 23rd 2019 your approval of
this budget calendar tonight will allow
the staff to move forward with the goals
that the board approved tonight as well
as all the good work that to be done
with the really imagined and the Student
Success act as well as the multi-year
business plan I'm happy to answer any
questions you have
it looked great thank you thank you this
is only a beginning for the next nine
months I really like the integration of
the of the CBR see the citizens budget
review committee with the board because
often it seemed like we were two ships
in different lanes heading in different
places and I think this has us both sort
of aligned through the process and
getting the same information and I think
it will make it easier for them to do
their job and they actually I think that
the the value that they provide will be
greater because of the that sort of
synergy between the processes thank you
for your feedback
and am I correct that this is the first
time in living memory that PPS has had a
multi-year business plan I only been
here for nine months it's like funny to
say I think you would be the living
memory so if you say so okay I am old I
will grant you I just mean you have been
thoughtfully engaged okay we'll get this
resolution on the table the board will
now vote on resolution 5 9 8 5 to
approve the budget development calendar
for the 2021 fiscal year aligned with
our vision Portland Public Schools
reimagined the Student Success act and a
multi-year business plan do I have a
motion director Scott moves in director
Broome Edwards seconds the motion to
adopt resolution 5 9 8 5 Miss Bradshaw
is there any citizen comment on
Resolution 595 No
is there any board discussion on this
resolution just from the superintendent
chair I appreciate sort of what looks
like a calendar for moving forward but I
do want to confess we had a lengthy
conversation in our cabinet meeting this
morning because it is a little anxiety
inducing there's a lot of moving parts
to do this work strategically as were
emerging strategies
we have an SSA timeline that's
constrained and almost unrealistic and
we want to be forward thinking and
scaffold and sequenced the work over
multiple years so I there's something
about me wants to just sort of say bear
with us I'll say in advance it's going
to be iterative we're going to do our
best to comply with timelines and
requirements that we have to meet
knowing that we're going to continue to
spend the next number of months to put
forward as thoughtful a plan that the
general public could read and understand
simply where we're going to be putting
in our time and effort and resources so
and this work is now getting very
interdisciplinary among our multiple
departments and our school communities
so it requires that much more
collaboration so I just wanted to share
with you a little flavor of the long
talk we had this morning the board will
now vote on resolution five nine eight
five all in favor please indicate by
saying yes excuse me
I think I might have this director
Bailey a quick question along with the
quote big tent meetings unquote on the
schedule are their targeted meetings to
groups that usually don't show up at
those big meetings there's a site from
the bigger community engagement meeting
there are some targeted focus groups
that includes several special education
focus groups the migrant education
families we are partnering with
coalition of communities of color to
also identify where there might be
pockets of folks we can go out to and
reach out to in addition to the survey
and what all of our employees are also
02h 35m 00s
getting the opportunity to weigh in on
is there particular we want to make sure
and work query the groups that are
called out specifically and the SSA for
whom these resources are to benefit so
we want to be able to say very
evidently that every one of those groups
was was not just informed but had the
opportunity to weigh in great thanks yes
yeah maybe the headstart community
families they're already on the calendar
forgetting this the board will now vote
on resolution 5 9 8 5 all in favor
please indicate by saying yes yes yes
all opposed
please indicate by saying no any
abstentions Resolution 595 is approved
by a vote of 7 to 0 with student
representative lateral headed home
alright board committee and conference
reports last month director Bailey and
director Moore had the opportunity with
some of the district staff to attend the
Council of urban Boards of Education
conference in Miami I would like to ask
them or one of them to please tell us
what they learned great so I went went
to Miami with a number of staff and
director more superintendent the first
day and a half or touring schools in
Miami the first day was focused on
middle schools and they are doing some
really interesting things there and as
superintendent Grover said the process
started with student focus groups and
then they had staff watch the student
comments and it brought up to tears
because it's pretty awful when you care
about kids and you hear so many of our
of their children were saying nobody
knows me in in my school nobody cares
about me and that was a powerful push
for change so they have 12 middle
schools that are in the second year of a
pilot and I'll describe that briefly
they switch to a block schedule with
four classes every day which allowed the
more electives we saw an incredible
acoustic guitar
there were at least 40 kids in there
playing Bach and I mean they were in
month - I must them not having picked up
an instrument before on the instruments
guitars are beautiful but to those kids
we're laser focused and they sounded
great but along with more electives was
also a class every other day really
focused on social emotional learning it
was also it served a multiple purposes
it was like an advisory from years ago
kind of updated so along with some time
to catch up on homework throughout the
class there were sometimes some
assignments that were students were
doing in small groups while individual
students met with the teacher for some
mentoring they had a whole language
around decision making and how you know
and and so one of the one of the prompts
from in the one-on-one mentoring was
tell me about a good decision you
manthan was that the term they had they
had a their own term for that and they
had at them Maui it's not ma UI but
curriculum that they bought into so that
students had a common language for yeah
this is what a good decision was where I
was true to myself and was a good friend
and here's a situation where I was a
victim where I didn't really stick up
for myself or I went along with the gang
or whatever so that was part of the
review along with hey how's math class
going and still having and so talking
about some strategies for dealing it
with those courses where maybe it didn't
quite sync up with the with the teacher
but here's some ways to help you succeed
so there's a lot of different examples
of that going on in that class so they
thought that was I think a key come that
those were the two two takeaways
certainly something that we can import
some of those ideas here going forward
so yeah that was that was pretty neat we
also looked at an academy that was
02h 40m 00s
actually now pre-k through 12 and it was
interesting experiment and looked to be
pretty successful what we saw a lot of
uniforms in Miami but this Academy had
from the beginning small class sizes
multilingual from the beginning and they
had really good academic outcomes as
well a lot of kids taken responsibility
for their learning I could see that at
the high school level especially so
again an interesting model to look at it
was they are a big choice district they
have like the world's biggest school bus
fleet because they are moving students
all over that may not sit well here so
maybe we do do things differently but
adopt some of those same principles that
they're doing in the schools throughout
our system as opposed to making it a
choice flavor and then that there was a
I guess day and a half to two days
roughly in a conference one of the
workshops in particular I enjoyed was a
district in Texas that looked to be
about two years further than we are in
terms of the whole Cole setting process
and it was noticeable to use the metrics
they were using there was very little
change in those first two years because
it takes time to get that system in
place before you start to see the
results stick up so that's that should
be a warning to all of us or a caution
to all of us in terms of how quickly to
expect results in that first year or two
anything you want to add it just it was
impressive to me how the way they talked
about how they had redesigned the middle
schools it was clearly kind of centered
on the social emotional well-being of
students and I saw some you know there
all kinds of exercises that they have to
do I saw some things on the walls like
you know assignments on the walls that
that evidenced a level of
self-reflection among middle school
students that I would welcome among most
adults so it was impressive and a
graduation rate of 90% I visited a
school that was mostly CT that was CTE
100% students of color 94 percent rate
free and reduced lunch eighty-nine
percent graduation rate and it was just
a given all the schools we went to were
very much majority students of color
yeah and he get right if Miami over the
last 10 years moved from 50 percent
graduation rate to 90%
I'll only add the highlight of the
honors jazz band that we that was happy
that was really excited to perform with
us this is an all african-american
student honors jazz band who recently
only picked up instruments and we're
showing off for us I just want to give a
public shout out an appreciation to
superintendent Alberto Carvalho chief
academic officer dr. Maurice Kyoto and
their executive director of their middle
school redesign EDI Perez as well as
well as our chief academic officer dr.
Luis Valentino who coordinated our
visits with that team
it's not my first time doing a learning
journey in Miami and each time has been
very insightful to the work that we're
trying to embark on yeah yes their
superintendent I come in and us on the
tour of one of the schools so was
available for questions all the way
through was very helpful
I'm director more did you want to share
anything from the policy then you have a
policy committee meeting yes we had we
had a meeting yesterday it was kind of a
foundational meeting for the for the
years work we talked about upcoming work
that we can expect to do we talked about
a charter for the committee to kind of
establish what the scope scope of work
02h 45m 00s
is and we're going to be meeting
henceforth every three weeks and we've
got a pretty we're looking ahead to I
think a pretty intensive few months
where we got to get some serious work
done all right anything else for the
good of the order okay so the audit
committee met on October 9th this is the
newly constituted out of committee with
director Scott and director de Paz and
our two community members we talked
about the audit Charter and I think
based on the policy committee charter
draft that we might look at that as the
common template we also talked about the
auditors goals so at some point for the
rest of the board will share those goals
because the auditor reports to the board
and we just used the basically the
and description as the basis for the
goals and so we'll share that we'll
share that with everybody we also talked
about a risk assessment which the last
one was done in 2016 we need an updated
one at least the aspect that the
auditors need to be able to build off an
audit plan also coming to the full board
is a recommendation from the committee
that we add another audit to the to the
audit and the review that we already
have sort of in the pipeline and this is
around ACH
testing so that came out of committee
with a recommendation and we'll
hopefully on the agenda because it will
need to be approved or considered and
approved by the full board we also
reviewed the Secretary of State's
division audit and the management
response to date the full board will
have some work in terms of the response
that's not really the work of the Audit
Committee but rather it's the full board
so that'll be coming here and then we
had an update from our two auditors and
that was convenient renewing but like
the policy committee it was foundational
talking about the year ahead with a new
committee members so that was the audit
committee they only had a piece of other
business that I'm just raised that it's
not at all right but there have been a
number we all got some correspondence
but there's also been a number of people
in the zone that I I don't represent
that I am that I come from reside in
regarding the renaming of Kellog to a
different name and I think that there's
a lot of people in the community that
feel this might be the time the rename
the school so for some of the ideas that
have
come forward and we have we have a
naming policy so I just want to that was
a nice letter we got from a couple of
students yeah so there's a couple other
ideas as well from school communities
that are excited about the possibility
of a new school and wanting to embrace
it as sort of the outer southeast
community versus the address southeast
kagome it probably wasn't even a turd
probably was out around our southeast
window it was originally built so I'll
forward that to the board as well thank
you very much okay seeing no further
business we are adjourned
the next meeting of the board will be
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)
