2019-12-03 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2019-12-03
Time	missing
Venue	missing
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education - December 3, 2019

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good evening good evening and welcome the board meeting of the Board of Education for December 3rd 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 PBS TV services website welcome everyone tonight in addition to approving the Charter for the community budget review committee we will be discussing the superintendent's goals and evaluation template and receiving an update on the supports being provided to our schools identified as in need of improvement superintendent Guerrero would you like to provide your report when you get back to your seat good evening directors and to our audience who's here present or listening at home a few things I wanted to touch on this evening clicker there we go first of all want to welcome back families students and board after this holiday weekend I know the next three weeks are going to be busy as we try to wrap up the semester and continue on some important work strands and tasks before the winter break but I'm expecting a strong finish to the 2019 calendar year I wanted to make mention of a few areas that are part of this ongoing work some of which you're going to hear a little bit about this evening you're going to get an update board on our continued work and implementing federal every student's success every student succeeds act essa requirements which tie directly to priorities outlined in the state-level Student Success act I know that's a lot of terms and acronyms and we're going to try to paint a picture there of which you see an illustration here about how those are nested opportunities that we have in in front of us all of it we're using our district vision reimagine PPS as our sort of guiding vision for each of these associated plans so board will begin to see how we're really framing all these compliance documents through the lens of our student graduate portrait or our educator essentials and and more appropriately in this work around the transformational system shifts that we believe we need to make so while these are three separate plans that we're accountable through whether it's through essa our continuous improvement plan the state Student Success act which I know has gotten a lot of attention our our own district internal strategic plan we're going to do our best to be really intentional about nesting these plans together so that we leverage the opportunity and the investments that they go into them and we do have some some performance goals that go with them you'll recognize these and I think they'll be part of a conversation probably later this evening which our board of education has has set out as far as three-year targets for where we want to see our students performing so as you know we the board has laid out four goal areas these are academic milestones or indicators of the kinds of student outcomes that we want to see certainly they're good reading in fifth grade math and certainly what is a snapshot that the eighth grade looked like when we concentrate our focus on a whole education for eighth grade students that will get them to the graduate portrait that we imagined in our vision and also what is being ready for college and career look like how do we make sure as we afford equitable opportunities for our students to choose either an academic pathway or a career technical opportunity that there are indicators that our students are ready to succeed after high school a little bit of a timeline about sort of how were conceptualizing the phases of of this work if you recall this in October we conducted quite a vigorous process of community engagement to really hear directly what the perceived needs are from our students staff families across the school district part of which because the exercise was required to the Student Success act but I think we did a rather robust job in trying to create as many of those input sessions as possible to
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hear from a broad cross-section of our stakeholders so I know that staff was able to synthesize that feedback into some key categories and some themes and those were shared with the board at our November 5th work session so at this point we're now sort of in this the second block of work attempting to connect those themes of the needs assessment thinking about how they relate to the system shifts in our vision which is going to form the basis of our multi-year strategic plan slash business plan so over them so we're gonna stay steady on that work over the next three months we're going to continue refining those plans so that we can be as strategic as possible about those investments to to both support the goals in the plan and and look forward to presenting that to the board in late February but it'll be exciting to begin to capture on paper a multi-year blueprint for how we advance towards the accelerated student outcomes that that we want to see so on a slightly different topic but also related to careful planning of important work that impacts on our students experience in the fall of 2018 19 the visual and performing arts team led by Kristen Bryson embarked on a three-year process to develop a more discrete strategic plan for visual and performing arts education in PBS known as the master arts education plan MA EP I actually just had the to me with some of our students who have been involved in the designing of this Master Plan and I actually asked miss Bryson if she would do a quick commercial to give the board a little bit of an update on the progress to date just to see it a little bit of my report time for an update miss Bryson Thank You superintendent guadalupe guerrero and thank you aboard cherokee Mekons town and board directors we really appreciate having this little commercial break we wanted to give you a really quick snapshot of where we're at and we will come back to you with more information through some memos and our state of the arts report that's gonna happen in late February what we want to tell you right now is a snapshot is in phase two we have pulled together 32 PBS teachers from all across the region all different disciplines all grade bands we have 14 student stakeholders equally from representing all of our clusters and we have 22 local community arts organizations such as the Oregon Ballet Theatre Oregon Symphony etc this year our project has included revisiting our mission and vision for visual Performing Arts and also looking at strategic goals we are distinctly trying to align those items with the Graduate portrait the educator essentials and these system shifts that are part of the PBS vision we will do some learning journeys we're gonna go to Chicago Public Schools in a couple weeks they have a robust master arts education plan that's been in existence for about five years now so we're gonna learn a little bit about what they're doing and then we're doing regional cluster meetings where we're pulling together every single teacher Visual and Performing Arts in the district they're looking at our strategic goals giving us some feedback we're gonna massage that and then come back and give you a version to look at so you can really sink your teeth into what we're looking at for the future is there anything you'd like to add at all that was perfect my name is Carolyn Hazel Drake I'm the visual and performing arts Tosa specifically focused on visual arts education thrilled to be back and continuing with this work look forward to see you again soon and one of the major investments you made last year as a board was to put some money in for a music Tosa she's with her baby tonight at home she couldn't be here but her name's Laura Arthur and she is supporting all our music education in the district so thank you so much great investments happening thank you to our fabulous vapo team speaking of the Arts tomorrow morning I'm going to be joining close to 500 students and staff from Harriet Tubman middle school for a day at the movies educational movies we're so excited to be able to send the entire student body from Harriet Tubman to enjoy and learn about their school's namesake Harriet Tubman we believe this is an exciting and enriching opportunity for our students who after watching the film will return to school for an afternoon full of lessons and student-led discussions including a panel discussing the question if Harriet Tubman were alive today what would she think about the interpretation of her work and her life I want to send a sincere thanks and appreciation to owe planning and design for your friendship and partnership in partnership with the fund for Portland Public Schools and the superintendent's office were able to make this opportunity possible for our
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students so thank you for for your generous support I am looking forward to that event in the morning and just a preview of coming attractions speaking of which I want to congratulate the Franklin high school community for their incredible accomplishment as state champions in two areas boy soccer and the cross-country team so I want to give kudos to our talented student athletes for their hard work to get here [Applause] stay tuned they'll be here at our next board gathering in person so we can congratulate them in person bakudo Stu to our athletes shout out to principal Fraser and his school team for what's turned out to be quite an incredible year just this year Franklin has brought home two state championships an Oregon Teacher of the Year award and this year's student representative on the board Maxine is also a Franklin student I don't know if there's a connection strikes lightning is striking and so keep up the great work and I know our board will will be happy to to congratulate them and celebrate at our next gathering so congratulations to to Franklin High School and that concludes my report thank you Eddy thank you very much it's exciting to hear about the progress of the Arts master planning work Maxine do you have a report hi I'm still not very good at these so if I talk fast I apologize so I myself student representative I've been working on the search and seizure policy working on getting student input and involved in the how to revise that policy even more as it wasn't brought to students to start with and I've that's like my whole life's passion at the moment as for the district student council we started working with the Multnomah Youth Commission and about later start times what we're pausing our work with them currently to kind of recenter ourselves which we're going to be doing on December 14th through a retreat where we're gonna figure out our yearly student summit process and if we're gonna how how different student communities are going to be represented through that the SRO state of the union is also coming up on December 18th which is really exciting we're we're going to be our students from multiple PPS schools as well as students who are not in our school district are helping to plan the event and the purpose is to see students represented in the intergovernmental agreement between PBS and the Portland Police Bureau through panels hearing from law enforcement and hearing from students about the impacts that the SRO is and how law enforcement have on students and especially students of color and people of color we also just before this board meeting the district student council did a little mixer with senior leadership team and the board which is really exciting we were able to hear from everyone about how they takes to an input and student voice into consideration which is really important especially in my role where I am student voice okay I'm done but thank you thank you very much it's great to have an opportunity to be with the rest of the district student council this evening before we begin the public comment period I'd like to review our guidelines the board thanks the community for taking the time to attend this meeting and provide your comments to the board we value public input as it informs our work and we look forward to hearing your thoughts reflections and concerns our responsibility as a board is to actively listen without destruction one quick reminder any oversized science needs to be it need to be in the back way and signs and the audience should not be held in a way that obstruct others view of the meeting 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 we request that complaints about individual employees 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 give them to ward manager Rosanna 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 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
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time is up the red light will go on and a buzzer will sound we respectfully ask that you conclude your comments at the time we appreciate your input and thank you for your cooperation miss Bradshaw do we have anyone signed up before student or public comments evening yes we have Tate Thomas and Ian Simpson welcome superintendent Guerrero chairperson constan school board members and community members thank you for hearing our testimony tonight my name is Ian Simpson si M pson and I am here with the student voice for the Arts to advocate for equitable access to art and music throughout the district I personally play French horn in the Cleveland high school band and trumpet in our jazz band and tonight with me our student musician representatives from almost all the PBS high schools including Jefferson who does not currently have a music program since last time we testified with you we have celebrated many things with the district such as Beaumont getting a 7 period day and the beginning of the master arts education program we are however still looking for major changes first and foremost the PE mandate this mandate is still only half implemented but is dealing major blows to the arts program throughout the district I'm not saying that ve the PE isn't needed I believe the opposite I'm saying that PBS students deserve the choice to take art music or theater but for however long they want no matter where they go second but no less important we want money every schools even schools with a very successful music and arts programs such as Cleveland and Lincoln are having to raise all their own funds at Cleveland we have probably over six different fundraisers that we have to do over the course of the year to raise money for our needs such as audition fees transportation to assorted band competitions substitutes and financial aid for students who cannot support themselves students should not have to worry about funding when it comes to a school program both at Cleveland and Lincoln we have a fundraiser where a band members stay at school from the moment the last bell rings until almost midnight and this is called the play a thon or in Lincoln's case and music a thon I'm proud to say that at Cleveland this year we raised more than $36,000 and while at this event and while this event is one of the most fun things to attend it should not be in this necessary for the bane program to survive thank you my name is Tavian joe thomas th o mas i want to remind the school board and the audience here tonight and those who are listening at home that I love Jefferson I really do and I miss playing music since April 2015 I have had the privilege to meet superintendent Guerrero Jonathan Garcia and Kristen Bryson and am now a member of the Masters arts education plan Student Advisory Council and I have gotten a few opportunities to play again yeah it's all it's great in all Wow but Wow leaving my campus to travel to Cleveland High School in order to play is a great opportunity it is still an inequitable situation an equitable solution to our situation at Jeff I don't want to have to leave and go outside of school to play I understand that the PPS leadership has done a fantastic job getting community participation thank you now the state of Oregon is providing additional resources I feel that I speak for many students when I say please put these resources into equitable access to visual and performing arts classes such as band at every PPS school regardless of enrollment thank you we have Bella Bravo and Ani Tate my name is Bella Bravo BR AVO and I play trumpet in the Lincoln High School band I am also one of two drum majors in the
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Lincoln High School Marching Band and I'm part of the masters art education student Advisory Council when we testified last April we shared with you concerns about the ramifications of the p mandate that the pd mandate was having on our students in all of our middle schools my concern was personal relating specifically to the West Sylvan band as those where my little brother is attending right now we shared a few that after the PE mandate started to get implemented the band took a big hit with less open periods in the day many kids were left with a difficult academic choice band or world language in the end my little brother postponed learning a World Language verb and as I said I am currently a member of the PPS Student Advisory Council with the master arts education plan phase two stakeholders group it is great to see PPS receiving our student voices and perspectives from across the district in a significant way I will share with you what I shared with the MAPE phase two stakeholders group in which in so many words is that PPS still needs to redesign the middle school schedules to accommodate district-wide echoboy access to the arts programming why do students have to make the choice between CTE world language and the Arts West Sylvan and other middle schools have a sixth period day and must make this choice whereas Oakley green Tubman George and now Beaumont middle school all have a seven period day and are very successful of equable access to programs why are there schools that refuse to go to the seven period day we request that the school board and the district worked together with school administrators and the teachers union to provide resources so that all students in so that all students in every middle school have access to CTE language and arts programming thank you [Applause] now we'll have ani tape and Jackson wolf yada shaytani initia bella ghana initial kid Lentini bashas cheap good evening my name is on eat ate ta te and i am a co-president of the indigenous peoples Student Union at Grant High School I'm here today to adjust the Fletcher Memorial murals ideals of Education that hang on either side of grants auditorium these murals represent an outdated logic of native appropriation misrepresentation and erasure they socially and psychologically oppressed not only the indigenous students at Grant but the entire student body as well while the Alumni Association believe these murals accurately represent the ideals of Education there are whitewashing of the painful history that this country is built on the ideology is depicted are based upon the perspective of a white society that invaded indigenous land 500 years ago the Native American student population at Grant is less than 1% this does not mean that this issue can be overlooked the murals depict a peaceful relationship between the native nations of North America and settlers greatness in this country has not been built on the peaceful meeting between them but rather on the mass genocide of millions of people stolen land in years of forced assimilation the name of the murals ideals of education is an offensive and ignorant title considering the United States history with indigenous people in the education system thousands of Native Americans were mandated to attend boarding schools their culture was stripped from them and assimilating into white society was the only given option this was America's ideal of Education to remove or relocate the indigenous people of this land permanently enforced the remaining to conform to your eccentric values the murals include former president ulysses s grant portrayed as a Supreme Being the idolizing of this former president who represents colonialism and shrines the violence United States presidents have inflicted upon indigenous people throughout history when asked what tribe the natives and the painting represented the Grant Alumni Association said that they were not specific to a tribe and were illustrated to represent all tribes and
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minority groups these stereotypical images contribute to the generalization and appropriation of native culture that has been ingrained in our society anything that enforces these ideals does not belong in a school grant takes pride in its endorsement of race Ford and grants equity club to student led organizations that work to combat what these murals represent keeping these murals up is an active support for the ideas and depictions that they highlight do we want to perpetrate this message in a school grant has no obligation to preserve historic pieces that in accualy reflect history and oppress our student body because of these truths we IPS you and members of Grant High School proposed a community art project that accurately reflects the values of our community to replace these murals as long as these murals remain hanging idolized by the efforts to maintain restore their message grant will be supporting the anti indigenous environment that these murals communicate and create I hope we can take this opportunity to improve our school environment and to make it a safe and supportive space where every student can flourish thank you [Applause] good evening board members in superintendent Guerrero my name is Jackson Wolfe wof I am the co-president of the grant indigenous peoples Student Union formerly the Native American Student Union at Grant High School I have been a member since our club's creation when I was a freshman for the past four years we have been working to raise the visibility of Native American students to give us a voice in our school the murals in the grant auditorium represent white supremacy on each side elevated is a human figure on what one could say is an illuminated cross people of color appearing to march up steps as if literally walking towards the light in the center are for Native Americans to in full headdress looking out for pilgrims waving lastly in the upper corners are images of General Grant and susan b anthony the murals entitled ideals of education misrepresent history they depict kind nonviolent interactions between colonizers and tribal people this is not accurate we are surveying the students and staff at Grant so far out of 129 responses 105 state that they are not emotionally connected to these murals you have received a letter via email from dr. Angie Morrell the director of Indian education at PBS in her letter which I have copies for each of you she writes quote Native students in Portland Public Schools are struggling they rarely see themselves represented in their schools in their support staff teachers and administrators which means murals and other stereotypical representations may be the only reflection of Native people our students see this harms Native students and it is also harmful for all students teachers and staff it is not insignificant when schools display racist stereotypical representations of Native Americans teach Native Americans as only having relevance in history lessons and those history lessons do not end well for Native Americans murals like the ones that grant high school support damaging narratives including Native erasure manifest destiny and the inevitable extinction of indigenous peoples David J Silverman last week wrote an article entitled Native Americans have little to celebrate on Thanksgiving he begins by saying the mythical harmony of the first Thanksgiving taught in schools is the most obvious offense against history after that it just gets worse native people widely agree that the u.s. has yet to reckon with its history of white violence against their people instead the country uses the myth of the first Thanksgiving to make it appear that Indians consented bloodlessly to colonialism this myth is reinforced over and over again through grade school it is terrible history and even worse civics and quote this is what the grant means reflect this is my experience as a Native American african-american student having students in my elementary school say to me you're not Indian I say yes I am then they say do you have a refrigerator I say yes and they say Native Americans do not have refrigerators this is my brother and fifth grade staying up to correct the homework worksheet from past tense to present tense do not let this continue at Grant High School keeping the murals up continues the false narrative that all Indians are dead we are still here Portland Public Schools has a responsibility to teach the truth Portland Public Schools outlines its responsibility to see and value all students in the PBS racial educational equity policy we're asking you to help Native American students succeed thank you [Applause] superintendent guru I'm wondering if we can get a legal opinion of whether the display of the murals is aligned with our racial equity education policy not
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right now but I don't know if it's a legal opinion or the board applying its own policy to so it'd be useful I guess a point of view about the alignment because the rate the policy talks about creating a welcoming environment the reflects and support the racial diversity of our student population and community do have a staff analysis underway to get back to us regarding the murals in response to here direct questions to us yeah miss Bradshaw do we have further thank you so much guys do we have further public comment yes Jose Barrios in rosemary Tolliver um my name is Jose Barrios ba RR iOS and I'd like to start off by saying how impressed I am with the students here I feel like I really need to up my game considering me and microphones don't really get along so Thank You students again my name is Jose Barrios and I'm on the board of directors for Mount Scott and I'm here to speak on behalf of the other CBO's before I get started I'd like to share a little bit about myself and an emotional connection that I have with the students at Mount Scott and the other CBO's it's definitely a story of a vulnerability I want to express my gratitude for allowing me to share my ideas in some places around the world your ideals will get you killed and that's where my story starts in 1981 my family and I came Arrow's political refugees from El Salvador we had a senator from Connecticut sponsor our family because our lives were in danger because of my life circumstances that my educational journey was difficult associated ankl realities that I faced weren't always in my favor not at that point at least I was a low-income minority student I was also an ESL student I had working parents that worked there they worked very hard to provide for us I was a horrible student and I was sure not making healthy choices I failed second grade I was always getting bad grades I ended up going to night school and then eventually ended up going into Community College all institutions that were there to support me and gave me a second chance in particular the community college that taught me that I actually was smart I thought I wasn't smart because I got bad grades and I learned to hide I hide I hid for my teachers I learned to smile at them and that got me through from these hospitals came a transformational journey that's led me to be an entrepreneur as an entrepreneur and so okay to be different and with look at certain things in different ways today under my leadership we generate a couple million dollars of business that goes directly back into the Portland communities in our efforts to help support several dozen families mostly that are minority families today I have the time that I have excuse me the freedom of time to help out in my mount Scott there's a couple of things about Mount scott and the other CBO's that I would like to share with you is that we do more with less and as of a proud entrepreneur that's kind of the foundation of any successful entrepreneur is to take a limited amount of resources and make them more productive there's a lot of creativity that goes along with running a school like a mount Scott or the other CBO's the facility issues an administrative issues the finance the marketing it's all very similar to running a business but the one thing that I really want to show you the most that I'm most proud of is that it's the choice of student that students have to be there it's something that they want they're not forced to be there and the Norris Mount Scott for store the other CEO is to take them on and so they all want to be there it's always very impressive to me that the Portland Public School students actually have a choice in this that they can choose to make a better life for them it's such a young age just like I'm impressed with the students that come in here and until you express their opinions it's the same thing with the CBO students is that they choose to meet to be there and they don't want to be in the cracks anymore but they're they have they have a voice here and I have the Portland Public Schools to help them to thank for that also with the teachers too it's always remarkable I think when we go to work we always try to find ways to make a work easier and quicker the sooner we can get off the better not these teachers I promise you this they actually run into the building when it's on fire and they love what they do but
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unfortunately with the rising leaving cost that we have here in in Portland wages aren't enough to keep up with living in this community also with the mental health issues that our students are facing the life and death is a reality with school shootings and suicide rates being so high we really need to support these teachers to the best that we can need you to wrap okay I thank you for this time and I got my point across and thank you thank you very much I thank you for the opportunity to speak here today I'm rosemary Colliver CEO double Li ve our had a legal and business affairs first shadow machine animation I got involved with Mount Scott in 2007 while working with Stoll Reeves and have been on the board for nearly 13 years like Jose I'm here to support equitable investment in Mount scott and other CBO's i've spent years watching mount scott serve our community every day by doing more with less than other PPS schools while serving the district students that need it most this is not fair not equitable unfortunately it's not sustainable I have my own story it's amazing what a difference ten months can make my sister is 10 months older than me my mother left my abusive father the night he held a shotgun to her mouth on our front porch and put herself through nursing school my sister was just enough older than me that the experience of my father and our lives had left its mark she dropped out of high school after her sophomore year she's never learned to trust and her sons one is pushing back from a history of drugs in prison the other was released from prison yesterday what if she'd had a mount Scott and learned to trust like the most dire cases at Mount Scott learned and then going to flourish in their lives it would have changed her story and her two boys and all of the many lives they continue to touch PBS talks a lot about equity the CBO's live equity their students talk about how they were invisible at school at home and in our community they come to us with the belief that no one cared about them mount Scott staff makes the effort to hear these students to see them to show them in their daily actions and attention that they are cared for and important and that their voice is worthy of being heard I've watched the breaking down of walls and building of trust I've celebrated their successes building lives that otherwise would have been dreams but I'm frustrated by how the CBO's have to sacrifice to make this happen to serve the neediest students with considerably less funding mounts got it as a model of building social emotional and behavioral health and students but it is not sustainable to continue its programming with less money these are PPS students they deserve to be treated with equity and receive the same funding as any other so while PPS talks about equity the student investment account within the Student Success act literally affords PPS the opportunity to put its money where its mouth is the student investment account is to help meet students mental and behavioral health needs and increase academic achievement for the population the CBO's specifically serve why would this targeted funding apply any differently to these students PPS is under funding of the CBO sends a message that they are worth less this is PBS's chance to send the message that all students are important to the fabric of our community as our future future teachers police officers and business owners like Jose the CBO's are preparing a proposal for an equitable allocation of the student investment account funding to their programs you should receive this in the next couple of weeks it's our hope that with the district and board support of this proposal we can reduce the financial stain that these schools have existed under year after year and you can put equity into action thank you very much Bonni Gregory and Donna Cohen my name is Bonnie Gregory gr e G or Y and I'm speaking this evening about social and emotional booths in the Portland Public Schools I'll be reading excerpts from a Los Angeles article Los Angeles Times article that was printed in June 18 2018 because the issues that it addresses relates to Portland Public Schools
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school murals remind Newport children that you are loved you are loved the affirmation is in letters six feet tall and stretching more than 50 feet at Harborview and Lincoln schools in Corona del Mar at Harborview it towers over a playground a kind of verbal hug from Boston based muralist Alex cook cook started his you are loved messaging about five years ago when he was painting a mural at a school in New Orleans the principal there told him she wanted her students to feel safe so they came up with encouraging phrases that could be part of the mural you are beautiful you are important you are needed you can do it you are loved back in Newport Beach a parent came across Alex cook on Facebook she immediately connected with his message and felt it was me for Newport children after a student at Corona del Mar High School committed suicide at Harborview sixty-six sixth graders participated in the mural you are loved oh wow the children were thrilled to be part of the process principal Todd Schmidt said it sets the right tone for this school and fits with the social and emotional learning that teachers hope the children will take away with their academic lessons there is a you are loved mural here in Portland it was just completed at thinker toys in Multnomah village at Southwest Capitol Highway and 35th I'll hope you take a look at it I would love to see these murals in Portland Public Schools thank you so my name is Donna Cohen and I was a technology ed teacher and I have a CTE excuse me an m-80 in CTE administration and I just want to comment on how much you all just listening to everybody tonight how much you all are dealing with as members of the board and superintendent and just aware of that gravity so I'm here to mention to talk about two things one briefly Roosevelt has two issues right now dealing to deal with and one is classroom space as you may have heard of which is far more serious and the community has been led on up to this point the school was under built the estimates I get are there the next two to three years we're going to need something like 24 more classrooms and this is far more than the space that the district wants to take that was to go to STEM engineering so this needs to be dealt with and dealt with very seriously and soon but in terms of stem engineering in the space it needs if you take a look at the drawing that I gave you the whole essence of STEM engineering is integration and you know having students working in teams solving problems coming up with solutions having at their disposal to create these solutions a vaster age vast array of technologies and these technologies need to be co-located so as you can see here in this example we have everything the computer lab high-tech rapid prototyping equipment 3d printers metalworking woodworking and so forth and all visible wherever teacher stands in that facility this is how stem is supposed to work on the first page I gave you you see a project that was done by the the current STEM engineering teacher Randy Scott who's doing a great job with limited facility so they did these pinball machines and and here's the thing they have to have they had students in different classes in different parts of the school working on different parts of these projects this is not what stem is about stem is having everybody together working in teams sharing the knowledge using the different technologies and that's what we need so as it happens
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this drawing today several the stem advocates met with two deputy superintendents we talked about our alternative to using the second floor and how the second floor of the new addition actually could be enlarged and as it happens this size that we're working with right here is and this is something that we've never heard in this whole discussion according to the educational specifications of this district what we have right now for STEM engineering is less than half of what the district says and you have ed specs right on the back of the sheet so this is the size it's supposed to be this is size we could have with our eternal tooth plan we would like the superintendent to talk with the deputy superintendents and have them look into this plan we think it'll work for everybody thank you very much Greg Myers and Chris Walters good evening my name is Greg Myers m ey ers I've been a PPS head custodian for 13 years tonight I am here to speak on behalf of all the PPS custodians especially the audience who cannot be here because they are out working in our buildings right now making them clean and safe for tomorrow 13 years ago the custodians were told that after many surveys we were overpaid the remedy to this situation the district came up with was to freeze our wages for three years imagine being told by your employer that you will not receive a raise for three years no matter how well you do your job who would stay at that job you know who stayed the PPS custodian stayed that's who we stayed and we did the job we were hired to do in the past 13 years we have received five step increases step increases are the equivalent of an annual raise thirteen years and five true raises that follow the guidelines of our contract who would stay at a job where you only get a raise every other year apparently the PPS custodians because once again we stayed and we did our job the largest across-the-board raise that PPS custodians have received in 13 years is three percent three percent is not a raise three percent is a cost-of-living adjustment no one has ever gotten ahead in life on 3% after 13 years of wage freezes and limited raises the PPS custodians are no longer overpaid the PPS starting wage for custodians is now lower than some of the other districts in the surrounding area in fact the starting wage in some of the districts is higher than what PPS custodians who have worked for the district for several years are currently getting paid but for some reason even these custodians have stay and done their job we've reached a point where we can no longer recruit people to fill our vacancies some of the new hires stay long enough to get trained and then they move on to do the same job in another district that pays a higher wage we are great trainers apparently why have the rest of us all stayed for the last 13 years it isn't for the money obviously we stay because we care we stay because we care about the people and we care about our buildings we stay because we take pride in what we do it's time for the district to acknowledge the sacrifices both financial and physical that the custodians have a dirt for the last 13 years it's time for the district to show the custodians the respect that we have earned in the last 13 years by coming to the bargaining table and negotiating a fair contract a contract that includes annual step increases and a true liveable wage increase for the people whom the district has entrusted the care of our schools it is time thank you [Applause] good evening my name is Chris Walters
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wal te RS in 2008 at nutrition services assistant started at ten dollars eleven cents per hour which was two dollars and sixteen cents above the oregon minimum wage that year the fair market rent for one bedroom in the portland metro area as determined by the US Department of Housing and Urban Development was six hundred fifty five dollars per month or seven thousand eight hundred sixty dollars per year a starting assistant working a fairly standard shift of five hours could expect to make nine thousand ninety nine dollars per year that amount was two thousand or sorry one thousand two hundred thirty nine dollars above the fair market rent in 2018 the starting wage was twelve forty five per hour only forty five cents above the minimum wage the fair market rent for a one bedroom was 1132 per month or thirteen thousand five hundred eighty-four per year that assistant working for five hours a day could expect to make eleven thousand two hundred five per year which is two thousand three hundred seventy nine dollars below fair market rent a wage that does not cover rent is not a living wage HUD to find someone as rent burdened if they pay more than 30 percent of their income in rent Nutrition Services doesn't even pay for 100% of the rent don't mention food transportation or anything else for many years nutrition services paid about two dollars above minimum wage which is enough to be competitive at the low end of the job market we're now barely scraping above minimum wage and it shows we on a continuous state of crisis because we cannot attract enough workers to fill our open positions the workers that we do have are underpaid overworked at higher risk of injury and are more likely to leave because of this the Society for Human Resource Management states that the average cost to hire an employee is four thousand one hundred and twenty nine dollars our high turnover cost the district a lot of money david douglas pays new hires fourteen dollars and seventeen cents per hour Hillsborough pays new kitchen helpers fourteen per hour and cooks 14.95 once upon a time PPS nutrition services paid a relatively competitive wage and can reasonably expect to have enough substitutes to fill the gaps most days now our workers are burning out from often being short-staffed our managers who are supposed to support us can't because they are out at the schools every day doing our jobs and getting paid 45 to 75 thousand dollars per year to do the job that they pay us eleven thousand to do those are the logical reasons why the people who serve children lunch every day should be paid a competitive wage paying people wage that doesn't even cover rent isn't just bad business it's immoral paying people sub poverty wages is wrong balancing a budget by not paying workers a living wage is wrong people who serve students with a smile despite their aching shoulders and sore backs deserve to be treated and paid like they matter because we absolutely do matter thank you thank thank you very much for all of you for coming out tonight thank you very much and thank you for everything you do for our kids every day we have any further public comment no all right at this time the board will vote on our business agenda miss Bradshaw are there any changes to the business agenda no do I have a motion and a second to adopt the business agenda oh yes I five Rose quarter transition or the thing that I just I'm confused about if when voting YES on it does that mean that we oppose it does that make sense are you planning on being here for this discussion it's a separate item okay right so the we're not voting on those without the business agenda right now if that's what your question that's was - to that are you if you would if you have a request to switch the order of indian-origin I was just confused because it is that was my confusion I'll make up but like I knew we were gonna sorry you go I know I'll make a motion to approve the business agenda but check on Sam can you read the the resolutions the four that
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are going to be on the business agenda so that's just a moment so six thousand one six thousand to six thousand three and six thousand four okay so director Oh and six thousand five are all included on the business agenda director Scott moves do we have a second director Bailey seconds the business agenda miss Bradshaw is there any miss Kane do you have a I in looking at the business agenda there appears to be other resolutions on that agenda are you wanting to do those separately those are called out on our agenda for individual votes this evening yes okay I think they're good they're in error thank you yes thank you do we have any public comment on the business agenda no all right is there any additional board discussion on the business agenda I don't question about six zero zero six it's just a clarifying question I think is for dr. Cuellar dr. Laster superintendent you can choose there was some back-and-forth about the literacy coaches that were impacted through resolution six thousand six and it wasn't I'm sorry six thousand five a question about whether the literacy coaches for cohort three whether this settlement means that it goes through the end of two thousand the end of the school year of spring or whether it stops in January I just wanted to looking for clarification my understanding is that it's for the remainder of this school year two thousand nineteen twenty response right there was just some confusion in the school community about whether it went through the end of the school year so just appreciate the clarification another clarifying question is resolution six thousand six included in the consent agenda no those are the superintendent goals we have a separate item tonight on the agenda the goals it's being deferred until a later date when the work has been completed and that is has been agreed to by the complainant okay can someone clarify which resolutions were actually I mean if there's any that have been removed such as six thousand six are there any other excuse me I should have pointed that out so we have I pointed out later on the agenda but it was on the consent agenda we had a complaint that was to come to us tonight that is what is being deferred because it had to do with security improvements at Wilson high school and due to contracting issues that work has not been completed yet so the resolution of the the substance of the complaint is being deferred until that work has been completed and that was done in in agreement with the original complainant so that will come back to us when that work has been completed in the six thousand seven this adoption of the superintendent's that says goals but it should say performance evaluation template and then the Rose quarter issue and the community budget review committee Charter will be voting on individually those should not be listed on that consent okay six thousand six six thousand seven six thousand eight and six thousand nine six thousand six has been removed the subsequent ones will be voting on individually and right now with for the business agenda we are voting on six thousand one through six thousand five thank you thank you okay the the board will now vote on resolution six thousand one through six thousand five in the business agenda all in favor please indicate by saying yes
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yes yes all opposed please indicate by saying no are there any abstentions the business agenda is approved by a vote of seven to zero thank you I'm sorry I'm channeling my previous chair position here don't we have to do something with six thousand six we can make a motion to postpone it to a date certain what my understanding is you want to postpone it until April when the work is done is that correct or just remove it from the code you want to remove it we should remove it have a motion to move it from the it actually shouldn't have been on the consent agenda originally it should have been on the regular agenda but if you'd like to introduce a motion to remove just remove it that would be helpful so moved do we want to do that for all four of those to formally remove them from the consent agenda that is a clerical error if so what you're asking to do is the motion now is for resolution six thousand thirty six thousand and five correct correct on six thousand and six you yeah you need to remove it okay so the motion that we voted on was a consent agenda including six thousand one through six thousand five right six thousand six was not included right current okay so we don't have to remove it if we don't have to we don't have to but we're just telegraphing that we will return to the matter at a later date this was late-breaking news today in consultation with the complainant relative to the work [Music] thank you very much the business agenda is approved by a vote of seven to zero okay next getting to the very heart of our work in the district we have an update on all of our planning for a district support for schools identified for improvement under that every student succeeds act superintendent grader would you like to introduce this next item yes and I asked our deputy dr. Cuellar and he's being joined by some colleagues as well they will introduce themselves but just to tee it up here as they take their seats I as I mentioned in my report at the front of the meeting we have a few simultaneous processes going on right now under different requirements at the federal state and our own local district level and so we're trying to operate and some integrated and aligned ways you saw the diagram about how these plans are hoped for to be it nested but what we want to make sure we provide you is we have a round of information that we'll be submitting and wanted to make sure the board had awareness about that submission related to s specifically so we we've had quite a team working on this which I will continue to thank for their diligence on this but I'll let dr. Cuellar get us started on this presentation work one is the essence of the work of school improvement and particularly as it relates to our adopted board goals on student achievement and then part of what you're talking about tonight are the actual compliance artifacts that need to be created explaining the strategies that are gonna get us to the improvement that we want to see so we want to we want to hear about both levels absolutely good evening chair constan vice chairman Edwards directors superintendent's Genaro we are I'm joined here by Leslie Odell who is our senior director of funded programs and early learning and to my left to your right is Scott Whitbeck our senior director of school improvement and operations and also behind me were joined by our regional superintendents Keely Simpson who also directly supervises a cluster of schools primarily our CSI schools which is relevant to this conversation we are here to present a very high level overview around the progress report on district and school continuous
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improvement to your point chair constan we do want to make sure that we're touching on both critical points but also I wanted to be also very open to the board as well as that if there's any specific you know questions or especially granular questions regarding specific supports for schools we'd be more than happy to be able to provide that information away from this presentation just also for the sake of time as well this is more of a high level district whole approach around how we are really wrapping around and supporting our schools from a high level and so any school specific information I'd be more than happy to give that to you individually just to kind of give a brief overview just to get provide some context to this evening's update in 2017 August of 2017 the US Department of Education approved the organs consolidated state plan and in that accountability model it really shifts the focus to strengthening district systems and with the accountability and supplemental funding shifting from the schools directly to the district for their continuous improvement efforts previously in the old model the focus in priority model you had OD yeah the school's really reporting to OD II under their timelines with their systems approving their expenses as it were and so that relationship between eau de and the schools became really strong and the unintended consequence of that is often the districts were not involved in the comprehensive improvement conversations and so under this new law that has shifted that's corrected and so in the fall of 1819 the OTE identified the new schools under the new model of needing improvement targeted and comprehensive supports for improvement districts and schools are charged with creating comprehensive needs assessment and drafting comprehensive improvement plans to be implemented this year although the timelines on that have really shifted over the past 18 months for a lot of other factors but one really big factor with that timeline shift was the passage of the Student Success act with a recognition of what are all of the other accountability and what are the other processes and things that we have to do to that directly intersect with that work so as our superintendent highlighted this evening in his report we've really looked at this as an opportunity to really work holistically with our strategic planning process that will meet the needs of our community while and we are absolutely on track to meet all those at OD e requirements so I think we all know what the key elements for continuous improvement are but from accountability perspective OD e really boils it down to these four points which is you know determine what's working and what needs to change establish a process to engage stakeholders to affect change leverage effective practices to implement a plan and use data to monitor and make timely adjustments to improve the outcomes and so we are becoming more adept as a system in using that continuous improvement model in support of our schools in improvement status and so but to keep in mind the goal well the outcome of this is really development of an ambitious priority driven action plans that routine collaboration with amongst among stakeholders as reflected in the plans and so finally just as a reference here are identified schools you'll see that our title one schools are highlighted in yellow and you'll see that the schools with an asterisk are the new schools that were identified this year in the 1920 school year as needing targeted supports and for improvement just as a reminder OD e recognizes that every
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three years they're going to re-identify schools for comprehensive supports and improvement but they really eight annually for targeted support schools and with that I'd like to turn it over to dr. Clair who's gonna talk about the system shifts that we're embarking so one of the things that we've heard especially newly coming on board we've heard loud and clear also from the field which is includes principal site-based administration teachers staff and even internal central office professionals was that a lot of our work in the past has been siloed in essence of how we were trying to wrap around in providing aligned coherent streamline supports to schools central office necessarily wasn't deemed as a support mechanism or structure and how we were flooding in and providing those supports so under superintendent under superintendent Guerrero's guidance we developed an integrated improvement strategy that was aimed at transforming the central office function to how we became more school embedded in the day-to-day work and how we were funneling in to provide supports and changing the narrative opposed to having schools channeling out to find supports and ultimately does when we push in you know that hope we're hoping that would have a dramatic increase in accelerating academic achievement in future slides we're going to talk a little bit about what that transformation process looked like you know how are you transforming a central function you know to where now we are taking 100-plus professionals that we are now immersing into schools providing partnership and support to our principals and our site based staff and we'll talk a little bit about that in more detail one of the things that we have to be very conscious and deliberate about was and just to kind of give an idea I know that a lot of you that are serving on the board have have certain the board for quite some time so you know that initiatives come and go we can talk to anybody in the field that's been in the field for a long time and they can probably name up to 50 different initiatives that they have done in the time that they have served in schools we actually have data that goes back to 2014 that shows the number of different types of programs and initiatives that are happening in site-by-site in terms of what even the data around schools that are implementing over 50 plus initiatives and what that shows what the data shows is those are our CSI schools and so what one of the things that we have to be very deliberate about was how do we concentrate all of our efforts through three core priorities in the academics division this slide here illustrates that we are really focusing on three core initiatives on the academic side which is through our multi-tiered systems of supports which that initiative is housed in the Office of Student Support Services led by chief Martinek our guaranteed and viable curriculum and our implementation our rollout of our GVC work which is led and the office of teaching and learning by dr. Valentino and then our last chord initiative coming out of the office of school performance which is leadership development and how we're really wrapping around and focusing on how we're bolstering coaching growth and development with every one of our leaders in our sites so one of the things that we had to do that we haven't done typically well in the past and we had to be a lot more deliberate in terms of how we were creating a lot more cross-functional alignment and coherence around the work that we were doing how are we bringing all of the offices and departments from that from the ISD Division which is the instructional school communities division how are we bringing them together to enhance collaborative efforts to enhance alignment across all of our initiatives where we were cross-functional and we're operating as one and not operating as isolated entities in most cases if we were to talk about a specific initiative or a priority in in one in one office somebody in the other office that's within the same division might not necessarily know what that is so one of the things that we have to be much more purposeful around doing is how are we creating a however baby how are we being more intentional at creating more coherence and collaboration amongst our offices one of the things that that Scott Whitbeck will talk about later is the we started something called lab teams this year where we have nine groups of instructional leadership team professionals at the central office level that is anywhere from six to ten professionals that are within the academics division that are actually pushing into schools every week and then what's happening on every other Monday is we get together as a central office ilt team and we're actually debriefing and talking around some of the things that we are encountering in schools and
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helping principals also be able to break down some of those problems of practice what this also does too is that's pushing in the central office academics team into schools so we also have a we have a first glance and view in terms of what the critical needs are and how we were able to provide resource what we heard in the past was it was very hard for us to be able to provide critical resource when principals and staff are saying you're never in our schools to even understand what the day-to-day complexities and the challenges and the needs are but yet you're still expecting me to do ABCD and E and F and G and so forth but you're not offering us anything that we can probably take off or utilize strategically to be able to meet the needs of our students or that work so that's something to that we have started in terms of how we're tightening up some of our cross departmental alignment and how we're really being intentional about having every office in the academics division really talking about the work really collaborating and really make sure that we're all on the same page in terms of what we're expecting schools to do may I ask a quick question I'm looking at this right here and there's so many acronyms I figured out a couple of them but osss OTL sure an OSP Office of Student Support Services under chief Martinek okay Oh T Ella's office of teaching and learning under dr. bencomb and OSP is office of school performance currently serving double duty dr. Cuellar under the chief of schools thank you the MT SS it looks like it's being used here as as a team versus the actual system I'm looking at the last bullet point I'm not sure I understand how it's being used in this context Oh Mt SS has organized the district sure is it being used as like the MT SS team or sure yeah this is organized into two courts proximately half of the school stones each group the first cohort is are all the schools that are CSI TSI entitled one together about 40 schools and they are getting the initial big blast of support and training this year and a phase-in of the other schools our court too will begin their training next year and this includes six days of training with nationally recognized experts through solution tree on the whole umbrella of school supports that make it possible for students to learn and the safe environment a welcoming climate equity that's all part of the mt SS umbrella I see your question though director brim med words about the wave that's phrased and it's not a team it's a function but what I think it means to say is you know the district has organized itself around em to do the MTX work in two cohorts with half of the schools in each cohort right and to clarify even further yours and I think this was illustrating in terms of just the alignment across multiple offices because to your point the work does touch multiple offices and this was kind of used as an example in terms of how we're D siloing the work thank you thank you for the clarification okay on this slide the setting the conditions it shows the four conditions that are coming together under deputy super den acquires leadership to improve our district-wide coherence the structures and supports for schools the first is organizational structure our primary school support system is led by a three regional superintendents each of whom oversees the work of area senior directors the second is leadership development and this is some key elements here throughout the year we provide full-day Institute's for school and district leaders and area senior directors lead their own monthly sessions for their own core of school leaders PBS is partnering with some organizations that are recognized as leaders and leadership development with the strong lens for racial equity and social justice the third is that condition is across department alignment district leaders are grouped in teams to focus support to specific schools under each area senior directors dr. Cuellar mentioned our lab teams there are recurring meetings each month our cross department leaders to streamline and coordinate their initiatives now the fourth condition is resource differentiation our CSI schools are staff to have lower staff to student ratios and are assigned permanent substitute teachers to provide greater classroom continuity when there is an unfilled sub opening and schools receive FTE for equity based on factors such as socioeconomic factors and historically underrepresented group says or algorithm
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it includes those factors and determines the differentiation of equity funds per school you're gonna the slide back go back one yeah I love the way this is organized because I think it give us a sense of like the different buckets of support for our students and schools just a maybe question and maybe that was at the time maybe it's a budget question but the equity FTE the question about whether the amount of additional FTE that they receive whether it's enough to achieve equitable outcomes versus it's more than the other schools and that being the measurement versus is it enough do we think it's enough that and I know the answer might be different in each school but I'm wonder if we analyze the gap like if and maybe this is part of the Student Success act of here's what we think here's what we do right now it's of whatever X percent bump an FTE and here's what we think we actually need in order to get more outcomes that doesn't have an easy answer because this is exactly the conversation that our principal supervisors are having with our school leaders and as they engage and track the conversations and the work and the strategies in play and there's school improvement efforts and in their plans as articulated there it's how do we leverage the resources we have available to optimize the conditions for students so yes I don't think there's a school in PPS that couldn't stand to do with more resources but in particular we want to make sure and prioritize our underserved school communities and yes we have an opportunity ahead of us which is why you're getting a little bit of a preview of coming attractions about how you will see us creating a blueprint for how to differentiate supports and resources to our schools you saw that list we don't want to see that number of schools appearing on anybody's list other than for exemplary purposes but this slide does give you a little bit of a landscape about how the team crossed departmentally thinks about all aspects that need to be in place and fortified and so if we have some some resources that we can leverage or have some discretion around how do we think about that long list of schools and working with each principle sort of prioritize where they need it most this school year understanding that as we learn more and as we get around that circle that that plan do study act continuous improvement cycle we'll get much more accurate and sort of to support some interventions that we can put into play for the coming school year that hopefully in the spring we'll be able to tell them in advance so that they can plan intentionally for professional development or academic or social supports for our students or PD plan or a partner or an after school program or extended learning in the summer or any one of a long menu of interventions we're not short of ideas but that makes sense for that school community you may have just answered the clarifying question I had I was I was surprised you know a couple of schools on the list and and reading through the you know the memo the you know the the targeted schools for improvement schools can be there even if just a subgroup right is not meeting those benchmarks which just brought to mind then your TSI schools it seems can span a pretty big can have a pretty big span you could have a group with you know a large subgroup that's not meeting those you could also have a school with a very small subgroup and I'm assuming what you are just describing is there I printed a the area directors and principals are looking to target resources accordingly so it's not a formula that if you're TSI you get this amount of resources we're looking across the district yes like good medical professionals we want to have a clear diagnosis and be very targeted about sort of how to cure and support those so this is why yes the list might be longer but director Scott you're correct it might be a subgroup of 12 students from a particular student population where the intervention is going to look very different depending on which student group isn't meeting those expectations and that's the conversation that we're engaged in with our school communities I think it's it's really important to draw attention to that because to our traditional model of funding has been based on the overall population of a school and so I think it's so important that we are really focusing in on in in some of these TSI schools in my neighborhood there's one that is a population that's probably about a dozen
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kids but they really need help and so to elevate that to really make sure that that's very small subgroup of kids gets what they need is I think really important the memo right now but the question I had about the class size No thank you director comment sim there was a class size chart or maximum class size and it's that in the TSI in our si si and title schools are using different ratios so does that mean so that the maximum class sizes were frozen at the 1819 ratio versus going up I'm slightly like the rest of the district did does that mean we're not we have a policy of not paying stipends and we're actually in those the CSI and title schools actually keeping the class sizes less than that amount and not using which is the other mechanism which is to pay the stipend for the overage it's true that some schools when they have a slightly better class size that might make them below the number where the teacher would be eligible for overage pay is that where you're referencing no I guess I'm saying we in this chart it says one of one of our strategies to provide additional supports is to have a maximum class size that's lower than all the other non TSI and title schools and so the question is are they actually having as a maximum class sizes or is that the policy or are we in some cases using stipends and allowing the class sizes to be over even though there we we are very cognizant of that and we are you know the way we're looking at how we are looking at class sizes we actually prioritize our CSI schools first I'm going to use an example from Lent and looking just at kindergarten alone and and in their kindergarten umbers I believe in their classes they had probably I think 13 students in each class so an example of that when we're looking in terms of how we are providing support to let's say kindergarten classes that are over we are not going to actually take a teacher away from a CSI school we're going to allow those numbers to stay as they are which is a 1 to 13 or a 1 to a 14 ratio which is to that point we are prioritizing those schools first and foremost we made it very clear that we are not altering the the class sizes to be able to provide critical support to overages and other areas just a director Scotts point it would not be to the TSI schools which may have a much smaller targeted population versus the CSI schools or the Adelson's yeah of course we're observing all our contractual agreements the class size is one in a long list of tactics or interventions that that we can employ you just heard an example where you know it may make sense maybe it doesn't make sense maybe there's a different kind of support that's more critical so I think it's just it's just this notion of differentiating our school improvement efforts to the actual needs of the school is what we're trying to get real clarity about and so calibrating ourselves as at the central office at the school level at the classroom level is is what what sort of we're aspiring to do here and getting very institutionalized about how a district reacts to to a school that is that is under serving any group of students and so we're very much in the early stages of sort of really institutionalizing that kind of an approach which are getting a little bit of a glimpse of that you can look forward to hearing much more about but it is prioritized in pfft ease its again it's through a prioritized lens thing that's worth commenting on is that all of this restructuring in this reallocation of resources has occurred after the budget process and so it's a it's a very significant shifting and artful I might say shifting of resources and I think fundamentally just much more student-centered this is why sometimes not getting too overly prescriptive and line-item about some of our resources because there needs to be some flexibility to adjust along with the improvement needs of our schools so so thank you for making that plug I I second it so just last question on the lower left quadrant sadly but the focus on leadership and the work happening in
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that area and a question I would have is whether stability and like retention of school leaders in schools that are undergoing school improvement effort you know significant at school improvement efforts whether that's a focus and if so what's our strategy we had a lot we had a lot of fair amount of change and knowing the value that that brings to a school community have continuity maybe there's a lot of layers to that question there whether retention and stability and how those play out in our improvement dr. Cuellar might offer more diplomatically absolutely that's a that's a very good question I think one of our critical responses to that is just how we're evolving you know based off of what the reality is in our schools and as the board knows the superintendent and I restructured and reorganized the office of school performance this past summer to really meet the needs in terms of some of those critical gaps part of the reorganization was actually lowering the span of control before the principal supervisor to the principal ratio before the average area senior director was supervising close to 18 schools so what we did is we reorganized to lower that span of control so none of my senior directors are supervising more than 13 schools now and in addition to that we've also we added a cohort specific to our CSI schools where before they were actually separated amongst a variety of different leaders and cohorts now they're concentrated in one cohort and and also that group is also under the leadership of Keeley Simpson which we have no plans in in changing that formula moving forward because we need to start we need to start establishing some stability in terms of the leadership and the continuity does in turn to your point which we know will have a ripple effect in terms of expectations specific to our principals in our schools need of improvement also director prim Edwards we were also really mindful that our CSI and TSI principals are going to need a very prescribed type of professional development because it is not to work in a school in need of drastic improvement really requires a different skill set and schema then it doesn't in a traditional environment and so that's something that we are cognizant of and that's part of the work that the entire division is working on but specific dr. Simpson and Oscar who is working with those group of principals those group of principals actually have a very different prescribe to plan of support and development than the other principals do in the organization and if there's any questions around what that looks like in more granular detail dr. Simpson and I can can definitely get something out to the board so you understand what that looks like I'm also to wrap it up we're also conscious around our pipeline efforts you know we have to exert we have to start developing our leadership early we need to start identifying those highly effective teachers to become you know our administer to become our assistant principals or our coaches and it's our identifying some of our assistant principals early on and start developing that skill set and schema to start becoming you know are highly affair the leaders and that's something that we're doing in partnership right now with the office of professional learning as well as the as the office of human resources and how we're starting to develop a a pathway initiative program that's going to start making very very conscientious efforts in terms of developing our bench much earlier than later and that was something that we identified last year you know where the superintendent discussed with the board that we have so many vacancies that come up but then when we're tapped out after eight hires of Popa folks that are internal we have to do better and that's something that the team has really been working hard on this year is establishing some of those different pathway options and professional development opportunities for our own internal staff so we can start building our internal capacity I appreciate all the management level questions but I think to put it you know in summary is we want to make sure that when we have a clear sense of where a school is in its improvement journey that we're matching the profile leader with the skill of competencies in those areas with that school community and so that that's part of the system work is to make sure that we're equipping our leaders to lead schools for which they're prepared to lead that next chapter and it is true that the leadership development plan that then has to be in play for either a network of like schools or for that specific principal is the day-to-day work of our principal supervisors and those are the conversations while we think long-term around what we recognize here not just Portland but in Oregon
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generally around the ad leadership pipelines that are sorely lacking and so how do we think about creating those partnerships and opportunities so our leaders are equipped and have the supports and that we continue to provide those so that our leaders are successful also like looking at this slide which is so dense with so many strategies and and interventions this is so important for us as a foundation for our SSA conversations because we know this is the work that we want to address with our student success Act additional dollars and everything on one of these bullet points on here translates to FTE and investments in our schools and it's it's incredible to go into one of our highest need schools now and already be able to see more adults in the building and see the ability to like pull small groups of kids out and you know with literacy coaches and to see what each one of those interventions looks like but you know I would posit that each one of these things is like central to what we should be talking about with our SSA conversation so this is the point in the festivities where I feel compelled to do my little budget rant it's that the SSA money you know we are we are grateful for every nickel but it is not a life-changing amount of money that we're getting and if you've been paying attention to what everybody has been saying tonight public comment here everybody wraps up with you know and now we have money except we don't we're gonna get thirty nine million dollars for SSA we may get some additional money from non-competitive and competitive grants the duration of which I think are still is still unclear the criteria for being chosen I think are still unclear the only thing we can really count on is we hope thirty nine million dollars which is I'll say it again not a life-changing amount of money so if we're gonna do all of this we're gonna have to be using our general fund money and a lot of it so I just it it worries me it concerns me greatly that the narrative within Oregon is that in terms of k-12 budget we're done we're fixed everything's cool because now we're close to qem we're good let's move on to the next crisis we're not done this is a down payment after 30 years of disinvestment in public education so end of rennet thank you proceed and if I could interject this Marant was brought to you by it's why we started off that initial slide with the concentric circles because tonight our objective was to give you an update on our SR reporting but you're getting a glimpse of some of the strategies and tactics that we use in supporting our CSI and TSI schools we are clear that our Student Success act is pointedly intended to be to address particularly racial equity gaps and underserved students so some of those pockets of students many of them won't surprise you overlap with the list of CSI and TSI schools there there will be others and those monies will be dedicated to many of those priority areas that we've been discussing the director more brings up the good point these are good as school improvement strategies no matter where you go to campus and so the bigger the bigger investment is in how we talk about the general fund over the next several years and how we drive district improvement and academic acceleration towards those goals and so what you're getting tonight is yes this is a compliance report but we see it as just sort of the appetizer for the main entree that's coming and you we you won't see coming from the team three different sets of tactics depending on the plan or the revenue source and so we're using this moment as an instructional moment to talk a little bit more about what goes into our day to day thinking as we work with our school leaders can this slide elaborates a bit on our differentiation strategies and you'll see the top box see all schools this is where they're participating in
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lab team visits ongoing professional development with their cohort principles and so recurring business from the area senior director so that's for all of our schools the next one down TSI and or title one schools they receive more frequent area senior director visits and improvement science training to guide the development of their school improvement plans and all title one schools also have the lower class size staffing ratios and then finally for our CSI schools they get all the supports of the earlier boxes and additionally they also have department heads from BSC on the lab teams and we have weekly visits from area senior director and they have been assigned permanent substitute teachers and extra PD days in the school year as well as additional partnership this year for initiated this year for transformational leadership development I find how this designation of permanent subs relates to our budget designation before of site support instructors and is it is it the same and the same number or more have been added or 13 altogether yeah that's great yeah and do we still have is that enough or do we still have a lot of unfilled absences in our highest need schools yeah this does it's a help but it does not solve the problem I'm just gonna ask a similar question because I don't know what the patterns are across the district of is it just every building every day has at least you know 1.3 you know staff out and I'm I'm curious about the data just whether we're I think it's a from talking to teachers and principals and schools where they have you know chronic shortage or staffing and not subs to cover it it seems like a great solution I'm thinking back to like they're more the root cause though or are we actually seeing greater number of subs and a need for greater number subs in those schools or is it like the same as every everywhere else it's just the need is much more critical in those schools to make sure you have a seminary classroom or it weren't less likely to get subs in those schools we're less likely to get subs in those schools they they have if you were to do a cross diagram of our schools that are CSI a title 1 TSI with the number of unfilled sub positions you would see a tight correlation some of our schools would rarely have an unfilled sub position ever because it's just they don't have unfilled yes I'd say the actual the predecessor question really is are the conditions supportive enough that we don't have the large number of staff absences to begin with right but when conditions and some of our underserved school communities are challenging this is what we're trying to mitigate through some of the supports because it's not just a sub fill rate question it's why do we have the number of staff absences we have across the district the additional supports and training that the folks would need sometimes that that's also a piece of I when do you go and get the additional support and training which would require a sub so there's a couple of things that play here I also want to put in the plug to Sharon's team has been doing a lot of work too in terms of how we're reimagining of how to bolster the substitute our focus on our substitute professionals in our school system and I just wanted to put a plug in there because I know that the the office of human resources have been really really working hard around that in terms of how you know we are enhancing their professional development opportunities and making sure that you know they themselves feel like they are actually a part of the system and I and I just wanted to give a shout out to Human Resources Department that's been doing a really good concentrated effort on that work which we know is part of it but also what the superintendent said is the conditions in a building as well as the culture and the climate in the school is ultimately going to drive what is happening with the Capital in the building another question I was just reminded again today that we we have co-located schools that are essentially two schools in one building and the neighborhood strand often would absolutely qualify at least as title one and if not si si TSI but as a school community they're not on the list and that's the problem we need to address
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does that conclude your remarks then this slide is a nice quick summary just shows an overview of our school improvement the school specific improvement plans that all schools have developed and they must identify database goals in the three areas of reading mathematics and culture climate so all schools are expected to have that consistent topics that they make goals in the high school goals are more focused on closing gaps in graduation rates and readiness for life beyond high school and focusing on the historically underserved students OSP leaders facilitate sessions to guide principals in analyzing their school data and developing goals and priority action steps based on their data points using the improvement science model and OSP also reviews all the school improvement plans that drafts that are as they are sent in to us and we provide specific feedback to all the principals and coach them to help them maximize potential other plan to actually realize positive student impact are these plans available on our website no they're not but we absolutely can provide those plans if you're interested I know we shared we shared a couple of those plans earlier today so they're in this as part of the if there's any particular interest in any building already specific school we can absolutely get those plans to you so unfamiliar sort of with improvement science as applied in health care and PDSA cycles in plaintiff study yeah can you give us an example of a PDSA cycle or in a school context example we see quickly we're seeing in schools they're looking at I think it's PDSA cycle as opposed to a more traditional quicker model was to say this group of students we only have thirty percent of our students meeting standards in math let's just offer more math time they assumed to super visually what their answer what there is solution is the PDSA cycle causes us to go more deeply and really get at the root cause that's the big thing that might have been missing before and they're looking at that then what are some possible change ideas to directly impact where we see the root Costra affect that and then they'll social part of this concept improve it science is a quick cycle of trying to quick strategy with a small group and see if it works and then expand you know expand a scale if it's working with not abandon that and try something else that might work or just adjust yeah so I think for number of schools they again they might have previously have said we're just going to have more pullout groups for math so they might have better gone had gone through the PDSA cycle and found the root cause they really found that it was their structural strategies that we're not reaching the students versus just having more time it's what's happening in the time versus how much time in some cases so in that case that they also found sometimes what they're teaching very effectively but they're teaching to a standard that is not tested or it's not really at the right grade level so the students might be acing a classroom test on a third grade level but they're in fourth grade so it's looking at specifically what are they being taught and assessed on and what are the instructional strategies to engage the kids so that would be part of their strategies and plans to change idea to improve that and if they're not seated by the next cycle maybe like a map assessment test they should be seeing growth for the specific kids or targeting and assuming they do then they can you that if not they look at adjusting to see why is it again do the root cause why is it are we getting there so that's one I think is very common much thank you it's the heart of our work thank you thank you I'm gonna jump the agenda down to item nine regarding Harriet Tubman and the Rose quarter improvement project in March 2019 following a presentation from the Oregon Department of Transportation on the Rose quarter i-5 improvement project the PPS Board of Education passed a resolution urging ODOT to move forward with a full environmental impact statement to fully resolve questions around the potential impacts of the project on PBS students since then the project team has convened a group of elected leaders and staff as well as community stakeholders to discuss the i5 Rose quarter improvement project in the Albina neighborhood today this group has met five times and made no substantial progress to substantially address issues raised by Portland Public Schools and the Albina vision to offer alternatives to the current plan at this time leadership of the Oregon Transportation Commission has indicated that it plans to unilaterally take action at its December 17 public meeting
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without addressing any of the troubling and significant impacts that the widening will have on students and community health tonight we will vote on a resolution that states our opposition to audits efforts to move ahead with the i-5 north of Rose quarter expansion in Albina without conducting a full environmental impact statement and without addressing the long-term health and environmental issues at Harriet Tubman middle school caused by the i-5 freeway the board will now consider resolution six zero zero eight PPS comments on the status of Oregon Department of Transportation I five Rose quarter improvement project do I have a motion director Scott moves and director berm Edwards seconds the motion to adapt to resolution six zero zero eight miss Bradshaw is there any public comment on resolution six zero zero eight no there is not is there any board discussion on this resolution yeah I have two two questions on it um and you're in your intro you mentioned so letter K of the resolution notes that the Oregon Transportation Commission has privately stated that it plans to unilaterally take action how do we know Bailey and I were at the meeting in which that was shared it was also on the written agenda at the meeting okay so my only question the the phrase privately stated in a government resolution struck me as odd and and so actually because it sounds like they haven't publicly stated but actually you just indicated at a meeting they did state it so and I actually like Shere Khan stamp sort of said they indicated and I wonder if that's a better word to use rather than privately stated I think that's a more accurate description because I think three-quarters of the room were elected officials it was not in a public meeting there wasn't a there wasn't a quorum of any of those elected okay and I don't want to quibble too much over it but it it just jumped out at me or that's probably a better description okay so I maybe I'll make a motion to change in in in letter K the OTC instead of privately stated just the OTC has indicated that it plans to unilaterally take action yes seconds and amendment on the language okay do we need to vote on that before we move all in favor of this modest amendment please indicate by saying yes yes any opposed any abstentions the amendment passes seven to zero percent of lateral voting how do you feel about indicated my second question which is it's maybe it's maybe a little more substantive but I'm clarifying under the resolution in the second bullet I don't have any opposition to this but it felt as though it put the responsibility on us so it says the Board of Education will work without buying a vision to understand the environmental and health impacts of their freely on our students and develop initiatives that mitigate that impact on students and and I think I understand what we're trying to say is that we're gonna work with community partners to understand but it almost felt as though we were taking on the responsibility for understanding the environmental health impacts but I think the purpose of the resolution is to ask for an environmental impact so the purpose of the resolution because it may be the question may be asked why are we repassing a very similar resolution to what we had passed before and I think when we pass the resolution last spring there hadn't been any any discussions at that time and since then there have been a number of discussions with the Oregon Department of Transportation leadership and the Oregon Transportation Commission leadership and you know most recently their indication that they were going to move ahead and all indications was that they were backing away from an environmental impact statement so this is a restatement of that are the earlier board statement to just put the Oregon Transportation Commission on notice that we feel strongly about that I think one thing that and directed me that I would invite you to add to this as well as one thing is sort of at the table is well
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we're not responsible for coming up with the mitigation there under understanding I think we have a pretty good a sense of the impact not just of this expansion I think this is an important concept not just the expansion but they the actual freeway just being there but it is going to be I think incumbent upon PBS and our community partners to really push for alternatives because in the absence of that I think the organ department transportation will pursue what they know how to do is build and expand roadways frankly and so while it's not our sole responsibility I think we are going to have to actively engage to get them to think of more innovative ways of addressing the issue that they not just from this expansion but also from the the freeway just cutting right through Ivana and for for PBS already very close to our school yes and it's already cost us well over ten million dollars the the original freeway and even more important than that probably a lot of long-term health impacts to residents and students who are close to i-5 just I'm fine with with with saying indicated rather than privately communicated but I think the private communication wasn't referenced - it's one thing to have one or two quiet meetings before going forward and this dragged out in two three four five basically private meetings that of business that should be in the public view so that's that's a little bit behind that language director more in in response to director Scott's comments I can I propose a friendly amendment sure language in the second bullet point the Board of Education for Portland Public Schools will work in partnership with Albina vision Trust to urge ODOT to pursue an environmental impact statement in order to understand the and and we could quibble over the verb you could urge we could demand we can request understand so can you yeah and actually before can I just ask because I do think we cover that in in bullet number one because we we say that we opposed the effort to move forward without conducting a full yes I'm where I was going and just put it on the table I actually thought director Broome Edwards you know comments and context are helpful having us as a board as part of this conversation as part of our official minutes and on the record saying bullet number two is not PBS saying we're gonna take this responsibility on bullet number two is simply saying we are gonna work with community partners to fully understand the impact and and and and as director of Rome Edwards said work to you know to advocate to mitigate those impacts I'm comfortable having said that going forward the resolution as is that said okay I wedded are you to your Amendment to that point for example today speaker co tech came out in support of an environmental impact statement so I think that the table needs to be expanded and certainly you know I think at the very beginning a very true statement the Oregon Department of Transportation said you know they they weren't gonna be able to solve this themselves and I say that they are specialized specialists in building roads and I really do think ultimately this will be and hopefully a solution that we get a better outcome for our students and also a better plan for Albina that is supported legislatively and I mean I think they can be critical partners because part of the rationale for ODOT moving forward is that we have this mandate that says we need to do this project and I think today you know having to speaker the house say there there are other issues at play here that we need to work with care on it's well it's also worth noting that right now we're talking about i-5
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at some point sometime soon we're also gonna be talking about 205 and 82nd and 405 and and and Powell and I mean all of these all of these major arterials have schools very close to them so this is this is going to be the gift that keeps on giving and I think it's important that we kind of make it very clear that it's not just this particular interest this is this is the you know the the burning issue right now but this is a a much broader question that we have views on and we're going to stand by them and we're going to mobilize if necessary and while this resolution is fairly narrowly focused on the impacts on our students at Tubman within the context that our students keep reminding us of the world is on fire I have to question the wisdom of spending five hundred million dollars on some cosmetic freeway what amount to be cosmetic freeway improvements when we need to be completely rethinking our transportation system director the past I was just gonna say it's probably following on what director Moore said a great time for maybe the policy committee to work on a district-wide policy that addresses the health impacts of you know increased transportation you know within a certain distance of our schools thank you not to give work away but I think it would be you know live in the policy committee yes okay let's call the question the board will now vote on resolution six zero zero eight all in favor please indicate by saying yes yes yes yes all opposed please indicate by saying no are there any abstentions resolution six zero zero eight is approved by a vote of 7 to 0 with student representative lateral voting yes all right excuse me so we're gonna jump back up to our conversation about adoption of the superintendent's evaluation goals and I'm gonna ask director Scott to introduce and leave this discussion and thank you for your work and bringing this template to us yes happy to do so and and I know I just I just derailed that last one for about ten minutes and you know how much I love to stay on schedule and we were scheduled to get out 8:35 we're scheduled for 20 minutes on this and I am so confident in this board's ability to have a 20-minute conversation about this I think we're I think we're gonna make it so I'm gonna be brief and then we're gonna go through I am gonna be brief but we're gonna we're gonna we're here 20 minutes it's or its I am I am so confident just just just watch so um a little bit of context for cuny members are those those watching so what we're talking about here tonight is the superintendent's performance evaluation template is not the performance evaluation that will come at the end of the school year but as part of best practice board sets out a template usually at the beginning of the school year so this would usually be late summer laying out the goals that the board has for the district for the superintendent for the year this year we're adopting this later primarily because we spent a good chunk of that summer in fall working on the district's goals and so you've already seen those goals tonight in an earlier presentation the board has adopted those four goals and we wanted that process to happen before the superintendent valuation template was put together now that that process has happened and we had a significant amount of of meeting time and input on the goals we also had a board work session to talk specifically about how those goals relate to the superintendence performance template and then we asked the superintendent to put together a draft of those goals for the 1920 years so again we're already maybe almost 50% of the way through the year and what we have and what we're considering today is a little bit of a hybrid document so the evaluation template includes the four goals that are adopted by the board for the district overall and it also includes five leadership standards that are set out by the Oregon School Boards Association the Oregon School Boards Association Oh SBA actually has nine different leadership standards that they say the districts can use in order to rate their superintendent's performance superintendent guerrero has pulled five of those out and said these these would be the priorities for for him for this year those include visionary leadership communications and community relations curriculum planning and development resource management and labor
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relationships and what the template lays out are essentially those five leadership standards along with the goals and it has some criteria that we will use at the end of the year in terms of whether the superintendent has been you know effective accomplished developing etc and and whether we've achieved those those goals as a district so that's the overall context we sent this out last week which is a relatively short turnaround time but I think given a lot of the public input to this point we're still hoping to move forward pretty quickly and given where we are in this in the in the school year as well I had a chance to get some have some conversations with most of the board in terms of this and and and there were a couple of issues that came to the fore that I think there was there was generally a desire to have a discussion on tonight so I'm going to sort of tee those up a little bit and then open it up for other board members to put other issues on the table and then again hoping to adopt this as soon as the board feels comfortable moving forward with it one of the issues that came up from a number of different board members was ensuring that we have a really explicit focus on racial equity in this document it is incorporated in each one our district goals and and and I think very clearly so so I think and as we adopted that that was something we were really focused on so I think it's clear there but in the OSB a leadership standards it shows up but not as not as directly as concretely as I think as Portland Public Schools has often called it out and so I heard that from a number of people and it was something that I thought of as well in terms of ways that we can incorporate a shellac wa tea into the document and actually director to pass had a really good suggestion in terms of where we might be able to include racial equity and so maybe so my feedback I had two pieces of feedback one of them was on the racial equity director Scott said that there was kind of an implicit you know focus on racial equity in the performance goals but I wanted to see some more direct language in the leadership standards language such as in the visionary leadership position something to the effect of promotes and demonstrates cultural competence actively promotes welcoming inclusive environment and has some performance outcomes tied to those things if we want to address racial equity at the district we have to be very explicit with our language and this is this would be a good place to start a comment on the OSB a the conference just happened I wasn't able to attend the full conference but they are not leading on racial equity there I don't want to elevate them that organization is I mean they're not necessarily using best practices in their own organization and so while they helped you know contribute to the this this template I I don't want to follow their lead necessarily because they're not leading in this area so are you suggesting we could add something under the visionary leadership first standard which says the superintendent is educational leader who integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development articulation implementation and stewardship of a vision of learning that is shared and supported by all are you suggesting that we add I'm suggesting that we add under the sub bullets there's 1.5 to add or consider adding a 1.6 that says something to the effect and I'm happy to wordsmith this promotes and demonstrates cultural competence and or and or actively promotes a welcoming and inclusive environment and I'm suggesting that we add two sub bullets under visionary leadership director to pass can I I'm wondering if if there's something more all-encompassing if we're talking about a one point six which I think it makes sense here under this school something that says makes progress on Portland Public Schools racial equity strategy which and I'm wondering if making progress on the racial equity strategy is broad enough that's something that's already been adopted by the district how do we measure that may I pause this conversation for a moment to ask Danny ledesma to come forward because my my charades are skills are not quite good enough to understand what you're so urgently trying to be helpful with there and if I'm understanding for chairs asking staff to come and form the superintendent's evaluation and I think what she is going to say careful is we do have some racial inequities social justice competency areas and since I'm hearing that that's an interest of the
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boards and rewriting oh SBA's leadership standards that we do have some anchored documents that we can point to that we utilize in our work do you want to elaborate so as part of the work that we've been doing around our racial equity planning framework the chief human resources officer and our senior director of professional learning and development and I developed the professional development framework that lists out the competencies that we would like all PBS employees to aspire to and we have great language that you could you could anchor and be aligned in and our our superintendents leadership team our superintendent have all kind of like reviewed and sort of given the heads up and all of our professional development and racial equity and social justice is aligned towards these competencies so I just wanted to humbly this as a resource as you were thinking about the things and it's on our website under the plan and it's the professional development framework what would you recommend that we add that as a separate well I guess that's a conversation for us to have as a board is do we add that framework as a separate sixth goal or do we incorporate those pieces of the framework into the each of the other five that are from OSB a I am suggesting that you know we all know that work in racial equity do eight racial equity work that the leadership position is I mean it's very important and that these aspirational you know competencies should should live in that leadership oh I'll take a look at the document again and I appreciate that being able to borrow language from you know the work that's already been produced I think it's in it is embedded in the overall description under visionary leadership it's also included in communications and community relations but I think - as a sub bullet point to be able to incorporate some of our own language from our racial equity framework would be helpful yeah I my general comment is that I'd like to see language that's a little bit more explicit because that's that's best practices if we name it in the document then we can track it and and it looks like it's important to us and so a friendly amendment to the equity issues that director to pass is already raised I also think another point would be the sort of recruitment and retention of a diversified staff which I think every you know throughout the vision process whenever I go talk to students at our high schools that is one of their biggest issues of having a staff that's more reflective of the student body absolutely and and we're reflective of you know the communities that we serve I feel like yes hiring more teachers and administrators of color is something that we we we we do want to track and we do want to you know we do want to put our attention there so we do want to write it down and I just I want to jump in here because I think it's it's important as we have this conversation I still on yeah there's a danger that we're gonna start getting very deep into very specific things about TV you know hire more teachers of color and you know administrators of color rather than focusing on what are sort of the racial equity goals for the district and then evaluating the superintendent on all of those things at the end of the year and so that's why I want to try and keep the language at a high level be and avoid sort of this this way I just I think because again we could start listing ten of these things I want to see we already have those those goals and so and where are those though that we can direct a link to and that because in fairness to the superintendent he's gonna need to know what it what exactly it is so if we're pointing to the recently the draft racial equity plan that was rolled out last month if that's if that's what we want to keep at high level and link it to then we just need to be explicit but that's that's what we're just sitting can't - director brim Edwards I'm not understanding why 7.2 isn't sufficient for what you're asking which is identifies and applies appropriate policies criteria and processes for the recruitment selection induction compensation and separation of personnel and we could add you know for retention if I was I was gonna make exactly that point that we would could read rework the language on 7.2 and what what yeah well that brings me back to the point
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that I shared with everybody is that these are boilerplate OS BA and that the seven point one seven point two seven point three and so on don't necessarily show up and you know what makes accomplished versus effective and and and I so when we get around to doing evaluation I I would like to see alignment so I'm I'm I'm willing to go with this framework in general and have a subcommittee of us get more refined around the specific criteria so that we're clear in the superintendent's clear but are we back to you saying well actually we want to be at a higher level honestly from my perspective I will one I don't think we want to continue working on this well know through the rest of the year tonight tonight we'll talk about process in a second but but I really think from a performance evaluation standpoint you're right the one approach is to give the superintendent you know 50 different target goals some of which are district-wide some of which are focused but I don't think that's the most effective way when we're talking about these leadership standards I actually found this to be a good document because of its flexibility that that it was it was I thought it was clear in terms of who was looking for but but you know it allows for some room as each of us go through this at the end of the year which is what we'll be doing you know to to sort of look and say you know based on the superintendent self-evaluation you know do we really think it hit the mark or not and I worry the more specific we get I feel like the toe has been dipped in once these five are on the docket that were we're back into leaning in towards micromanagement and that's gonna be by having these five on there where you know it's a slippery slope and do you not support including the OSB a leadership goals with our student achievement goals you know I I think it gets us the potential is there and we have struggled with this this has been a weakness of this board these the evaluation processes have not been very good and I'm afraid that we're setting ourselves up for another we get to May and it's a Rorschach test where we're all looking at the same thing and somebody's seeing an elephant somebody's seeing a penguin or a hammer and and and I think what I would say and if you go back to the OSB criteria around this as well they're very clear that is on us as a seven member board to figure out and we figure that out when we're doing the evaluation and we figured out an executive session and it is very very important that we speak with one voice which means that there may be people who had a different viewpoint but when the evaluation itself comes out we're speaking with one voice and I think this gets back to Harvard Leadership Summit I mean all of those things about how we work effectively as a board it really has less to do I think with with the superintendent's performance that we're willing to come together and and and come to a consensus even if we're not all getting also I agree these evaluations have been almost more about us than about the superintendent and in in not a very so I'm gonna say so I I would the place where I am as I thought these were very good except for the part that director de pasto although that there is not the explicit equity language that is part of what we've as one of our benchmarks of how we operate as a district and it's just funny to me that the first one has principles of cultural compensate out in the initial statement but that's not reflected in any of the five bullet points below that and so it's sort of like it's not worked through the document in the same way I'm the same with as we talked about like cultural competency and communications curriculum it does I don't think it even mentions it in the curriculum about being culturally responsive curriculum and then we talked it is mentioned in resource management but I think retention is missing there and then the others labor relations not so much but I think I'm in a place where I'd be ready to pass this as our evaluation if we added a little bit more explicit equity language to those goals that that's where I sit tonight because I do think like performance management wise you know we're in if we you know the longer this drags on if it's January before we past this and then we're trying to
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evaluate in May that's really not us being able to really do our job of governing and monitoring the superintendent's performance also back to our commitment to get better at getting better I mean if we're really gonna be diligent we know that our this performance evaluation should be largely if not completely based on our adopted board goals and that's it and I think we we wanted to include some of these OSB a standards because we wanted to have a way to talk about those other management qualities and competencies that are important but the meat of the matter is alignment with our adopted work goals so to do that I would consider that the way this has been structured is that the standards are this have the same weight as our student performance goals and I would say that if as we said last year and then I think recommitted that we're going to make the pivot to student performance that we should double weight the student performance measurements the management standards and the leadership standards in that way you still have them as factors as part of the the evaluation but that we do have the preponderance of what the evaluation is based on is the performance metrics so I guess I want to just address briefly I'm I totally did not understand what you just said so the way it's set up right now is if you look at the page that has I mean just just in the format we've almost de-emphasize the student performance metrics because it's the second last page if you took the four goals and said those are double weighted in the overall evaluation versus because because otherwise you actually have more of the standards than you have student performance outcomes which means the majority of your evaluation is on the standards versus the so have those those four standards each be worth let's say eight points out of the four point rubric and have the five standards be four points is that what you're trying to say right if you if you so that was if we're going to be having the evaluation primarily anchored in student performance right so that'd be 32 points worth of student performance and 20 points of if we're going that way so another I I think having a final summary rating is kind of meaningless is what this kind of meaningless so that would that would be another wage it's not a summary rating but because then you wouldn't have an issue of you know what that means super Rell do you have thoughts in terms of whether we should wait the district goals versus the leadership goals I do have a lot of thoughts on it but understanding this is the board's prerogative to come to consensus around and the board rightfully spent a lot of time thinking about where we want to get to as a performance target for student outcomes which i think is the right conversation that's where we want to get to that's the target the leadership standards just as a reminder is the manner in which leadership is exhibited and so it's a standard it's it's how you go about it that work because I'm starting to hear directors dip into tactics or strategies the board can't dictate goals and the strategies that think should be employed and then hold the superintendent accountable for those right like that's inconsistent and so it is important to sort of distinguish OSB a does have nine leadership standards the board can decide to adopt all nine as it did last year are going to decide to adopt some number from zero to nine to create a more holistic performance instrument if it if it wants to do that if it's if it's just concerned with student outcome data I guess if you think of this superintendents performance evaluation as an organizational one which is how we think of it and we want to think about our teachers and our principals and just numbers and outcomes and how they go about their leadership is less important to you just understand that could have certain unintended consequences
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so having lived through two relatively painful evaluation processes already I think our collective experience the last two years was that the nine standards that OS ba lays outs are not crisp and clean they're pretty fuzzy so there's when we were writing up the revalue eight the last two evaluations what we found was that it was extraordinarily difficult to I mean there's one category effective management and another one resource management well what is the difference between those two and what we found was not much so so the in short I endorsed the idea of not using online and taking a subset but the other thing I would say is I think there is value in having standards because I think having lived in this district for a long time I think how things are done is supremely important it is what everyone talks about often to the detriment of actual outcomes so I think ignoring the the how and and which are conveyed by the standards I think is is not how am I going to put this I don't think it's gonna be well-received and I don't think it's going to be satisfying for anybody in addition to that if we focused only on the metrics the quantifiable metrics how is that different from NCLB that focused solely on test scores and we all know the insidious impact that had on public education we're in a people business I mean metrics are good numbers are good they have their place but so much of this is about relationships and and and teamwork and organizational culture and that cannot be necessarily conveyed in metrics so I would argue we really have to have some some ability as a board to opine in narrative form about the performance of the superintendent and by extension the organization so that was your endorsement of the leadership standards that we have here you're fine with the ones that we've chosen and the hybrid of having our metrics based on goals and what we have I I would agree and with directory Lowrey as well I'm curious superintendent Guerrero one of the ones that wasn't she wasn't chosen with and I look through them so I I agree their standards have value although I think the performance should be double weighted just based on what we I thought what I thought we had agreed to as a board in terms of focusing on student outcomes but I'm curious about why instructional leadership wasn't one of the standards that you chose say in place of resource management just given I think we hired us to bring down it to be the instructional leader of the district we have curriculum you have a curriculum which I thought was a great choice and community communications and and community development but I'm curious about the instructional leadership one because I think that is one of the most important roles that the superintendent plays sure that is true and I haven't and won't stop thinking about how to be an effective instructional leader and actually I have to think about all nine leadership standards all the time and actually I think about a whole other set of leadership standards that aren't necessarily OSB a about the way that I carry myself in my work which is a constant evolution and work in progress as any reflective leader hopefully is doing in this case you know you might see resource management in there and it is the way in which we're thinking about not just money and resources but also the human capital and what kind of human capital and what systems may not exist or do we need to build and how do we make progress on some goals that we
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actually share whether you call it out or not I have to focus on a diverse workforce and how we create it and that's a lot of our ongoing conversation right now but I think resource management was there because we have an opportunity right now in front of us that I think we need to be really strategic about so Student Success Act has a lot of expectations around it how we think about a three-year multi-year business plan to resource some high leverage strategies that's that's an important need to really be deliberate about resources so whether you choose to have it as a standard that you call out here or not we're going to do our best to put forward a thoughtful budget proposal so you know these are five that are you know we just felt were related to some current work but you could choose to go with to that you know you feel as a board better encompass a more sort of holistic view on leadership and you might choose to add in a little more detail that calls out some of the things that are values of ours that are values of mine regardless if they're in my performance evaluation or not the way that we try to do the work around here similarly with communications and community relationships that's in there because it's it's it's been a trend in the district to not get that done effectively all the time and so I wanted to continue to shed some spotlight on that we are going to continue to work on being more effective in our communications whether that's a leadership standard here or not so that's that's a little bit of an explanation about why these five I could say something about all nine yes if I were to be ranking the ones I would insert instructional leadership and maybe prioritize that over resource management because again going to your your skill set and what we really need in the top leader of the district and also prioritize that over resource management and perhaps labor relations just because fundamentally if we want to change your trajectory of student performance it's going to be through instruction and leadership at the very top so that would just be my my preference I think director Bailey's had his hands up I just so let me play devil's advocate I ran curriculum planning and development actually can I stop you for a second and the reason why we have two paths that we can go down as a board and I just in the interest of time and I think in the interest of efficiency well and and I flew in from Pittsburgh three hours ago so I'm gonna hit a wall pretty early tonight the the one path is to really discuss this in terms of going to depth and I think if we're going to do that tonight's not the night to do it I'm not trying to go into depth I don't finish it we're talking about swapping out some leadership standards and other things and and I think if we're gonna do that we need a work session and I think if we do that we need to work session we need to tell Rosanna before we leave tonight when that work session is and we need to set aside an hour don't I don't have to do it that's a path and if a majority of the board wants to do that I will show up at that work session and do it the other path is to say this is pretty close it's not perfect it never will be perfect there are some key things I think we all agree on racial equity I think we want to talk a little bit more about input from stakeholders there might be a couple other key things we can just basically get a sense from the board tonight make those changes and just vote on and the consent agenda two weeks from now but I actually kind of want to take a poll of the board because before cuz we could literally talk about this for another hour and if we're gonna do that it's it shouldn't be tonight okay can i well director Bailey go ahead so standard five is on here it's got six suggested bullet points underneath it I am not equipped to evaluates curriculum developments on any of those lines and I actually teach every once in a while I wouldn't know how to evaluate the work of the district in in any meaningful way except yeah we're doing the GBC that's a good thing I've said that for two years that's a good thing so let me be clear about process at the end of the school year the superintendent provides a self-evaluation that goes through these and says this is what the district achieved our role as a board is not to look at this and say what do we think it's to basically look at the superintendent self-evaluation and say did he hit the mark or did he not hit the mark so it is it is a much higher level review than than actually determining whether he will tell us
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based on results based on internal you know you know feedback etc whether whether he thinks he hit the mark or didn't hit the mark and that's the way these executive level well that's that's why the per student performance indicators because in theory if you have an effective curriculum you're gonna you're going to see improvements in student performance I mean that but I'm with dr. Bailey I want to answer your question so I my preference is you may not be pardon I mean I don't think you know where I am right okay well I thought you were that you we're gonna be judging on curriculum standard I'm ready to vote yes and get all of that I'm coming come back with the tweaks in the next meeting so I'm gonna answer your question because if we're not gonna have a discussion about the issues then I do want to have a work session because the reality is we got this last Tuesday and there's elements of it that I think deserve a board discussion because I think having the discussion the front end avoids misunderstandings at the back end and that we're clear we've had an opportunity to discuss it but we did spend many meetings talking about the performance goals but the the rest the the other things here we haven't had a board discussion about and I do think it's important for us to understand so I have a bunch of more questions to ask so I could if we're gonna we're gonna vote on it tonight I can go ahead and ask them or but I'm not ready to just adopt them because I think there's open-ended questions and in your view that's good the other alternative is that we could just adopt the student performance goals and either scrap the leadership standards from OSB a even though I'm not in favor of that or just hold that part to a later date so I for those of us who have been on the board so four out of seven of us this is at least the third time we're looking at these OS ba standards so even though we got this draft last Tuesday it's not like you've never seen these before this is a cut and paste from the OSB a template the only thing that is different is that a few of the standards have disappeared most of which I but I think are covered I mean there are a couple things I could quibble on but I'm trying not to quibble so I think I I think it's also important to note that superintendent Guerrero has been here for just over two years this will be his third evaluation the previous two evaluation instruments that we applied didn't appear until January and one of them wasn't even adopted until I think February in our defense I will say that this board unlike previous boards has actually done annual evaluations which was not done typically so you know upside downside it is my fervent hope that we can have an evaluation instrument for the superintendent before January I think that would be good ideally we should have had this months ago but but we didn't we have it now let's do this although it is inextricably linked to our board goals which we were waiting till the resolution right but we did that in October it's now December July I think you sort of waited on this question but my question is in the past have you all on mented the OSP ankles was that those nine goals from Mosby you haven't you've just taken them as they were we came by you combine them okay do you may not work okay I'm sorry I'm starting to get the shakes just I think that what we have is really great and I think as superintendent Guerrero said what I really appreciate about those five prioritize leadership
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standards is it's in alignment with the you know the all the work that is happening around you know we're going into negotiations with unions we're talking about how we invest the Student Success act money thinking about the GBC and talking about that continued like getting our vision out there and communicating with our community I mean these are the things that I've heard again and again let's talk about that retention and recruitment of diverse instructors like you mentioned director rim Edwards so I'm I'm actually very very pleased with this that it's both those performance goals which are the heart of our student outcomes and then these standards to say you know we like you said superintendent Guerrero how you do these things matters and people are looking not just at okay our reading scores up but how is PPS conducting itself what is the culture shift and I think this does a really good job of capturing all of that so I'm ready to say yes with the equity additions and the stakeholder investment I would propose that we we pass it as as is tonight and have an amended version on the consent agenda so that we just send a clear signal that we're doing lightning-round on it you know what I'm gonna get my questions answered because this is winning so out of respect for everybody was off for Thanksgiving and I think nobody expected the superintendent or others to work over Thanksgiving we which is the only time we've had it we got information today I don't think it's unreasonable for us to spend time working through a document in which we got last Tuesday and we tried not to so arrest was arrest was traveling dr. Brown and elevate was I'm sorry the superintendent was as we all were with our families so I don't think it's unreasonable to have a discussion about it I think so so actually director de Paz did you have I am not comfortable like just you know saying it's great as it is I'd like to have a couple more weeks to provide input I'm not confident that if it goes out the way it is that the way that I'd like to see the language put in would be adopted I just didn't favor of a couple more weeks this is what I'm in terms of process I think it's important I was I was traveling also I feel like I'd like more time yes I'd like to actually read through the red line well I'm gonna propose a process and based on feedback that I just heard I think there is general there's a majority that wants to move forward with a couple of changes around this but we want to make sure we get those changes right and I'm hearing from director to pass and others that you know taking a couple weeks to make sure we get those right and voting on the consent agenda next time makes sense what I would like to do is just go through these changes and sort of quickly get a sense of whether there's majority support or not that will let us know in terms of what we need to focus on over the next two weeks so what I have heard so far is that there is majority support for strengthening the racial equity language and we've heard a little bit from staff and so we will do that I think I heard majority support for putting more emphasis on the district goals so in terms of an overall rating figuring out a way that there's more emphasis on the district goals and the leadership standards I think even though I would say that that's actually called out in the preamble of the document it states very clearly that it's that it is oriented to the leadership goals and that it includes the other performance standards well actually I agree the way it's phrased currently is it's focused on the performance standard it's supplemented by the goals so I would suggest flipping it or you could do what director Bailey said is like is there value in having an overall score or do you just not wait them but you don't have no girls no and then and and we can we can we can wordsmith thatthat side of the meeting and then one of these we haven't talked about yet but I think it came up and in terms of conversations is getting input from stakeholders I want to make sure we don't get caught up in in 360 degree evaluation language because that has a whole sort of consultants do that et cetera I for me what's important is that we have a mechanism as part of the super nun and self evaluation for gathering input from stakeholders and in my mind that's senior leadership and and school principals I don't think it's appropriate for the board to gather that information I think it's appropriate for the superintendent as he does his self-evaluation to gather that I think you would do that anyway but I think if the board sets that expectation and says very clearly that we want to make sure that's part of that process that's something I would support we haven't talked about that yet so when we put that on the table and get some quick feedback and I guess what I'm saying in lightening around I'm not trying to
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limit this conversation but I also think we can move forward through these issues more quickly then you know making sure that superintendent includes that in his self-evaluation so I had suggested language that came actually from based on because the OSB a evaluation workbook has actually they suggest 360 feedback it's not a 360 evaluation and they're very clear that the board is responsible for determining the valuation it just provides information to the board but I think there should be agreement between the board and superintendent on who provides feedback I do think for the integrity of the process it should come directly to the to the board so yet I disagree I think it's I don't think it's a pre have a mechanism for gathering that information it's certainly allowed for and I'll just I circulated to the rest of the board how Beaverton does it they have a basic template that the stakeholders fill out it's essentially a rating system on they use the standards and there's the one open-ended question where the board sends that out yes like individual board member I don't know the mechanic said I don't know the mechanics how they do it but I I shared with you yeah yeah it didn't have details about that right we can get details so that that I have not seen that at all because it came at what 4:30 this afternoon and I don't know about the rest of you but I was at my job so I haven't seen it I have seen the OS be a template and you seem not to be terribly thrilled with the OS be a template but all of a sudden you're I don't have any issue with the standards I just would have picked maybe different standards so I it is not best practice nationally for the school board to do a to commissioned a 360 evaluation of the super and that's not that's not what was being suggested and what's being suggested is completely aligned with what's in the OSB a standard as I say I've read it right it's so it's in the OSP a standards and lots of other districts do it and the reason you got it today but you were objecting to the standards so it wasn't me they need to be cherry-picking from the OSP a handbook what how you want the superintendent evaluation to go and it is it is not national best practice for a school board to Commission a 360 even feedback or evaluation of the superintendent director more are you are you comfortable asking the superintendent to gather stakeholder input as part of his situation dr. Lowery yeah yes stakeholder input as part of the superintendent evaluation I'm seeing some general nods those were the issues that I had director remembers I know you had a mock up version are there any issues you want to raise as part of this process I do so I want to go to the the performance standards and what's new from what when we from when we adopted them is now at the bottom of each standard it has a indicator that's either that describes how you would rate ineffective developing effective and accomplished and the way that it's so I would suggest that we change the definition of effective and accomplished because in effect on most of these goals you could have the district make no gains and you actually would be effective in a petition if you had varied 1% gain you'd be accomplished and that just seems like a low standard so there's our that's consistent with the goals that the Board adopted I'm talking about the rating and I think the issue here is that this is since this is the first year these goals were set after the rollout of the budget that there has been some some some maneuvering of things that you know if this was a 10% if it was moving from the baseline of 44 to the baseline of 54 that effective within 1% would make sense but because
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it's such a small goal so I'm not comfortable changing that because I think we're in this development year and I feel like we have to be realistic about when those goals were rolled out and that we really are trend has been negative so to even say we're moving positively is or staying still is actually a positive versus the the losses we've made so I would not be in favor of changing those because of that yeah and I would agree I think we're it's we adopted these goals and we we talked about those interim measures and and particularly after that one year what we expected and I think this is reflective of that yeah and I think we all voted on that we didn't what we didn't vote on is how like how we would rate that in terms of performance what we we discussed was I just have a hard time voting for something that has effective potentially just being a standstill but that's exactly what we said the first year would be when we had that conversation I mean honestly it feels a little bit like like you're backing away from the goals that we've done I'm not backing away from the goals at all it's just I wouldn't rate it as effective if we stand still because I'm pretty sure for the last three years we have been focusing on third-grade reading I mean it's not it's not like it's like these haven't been okay I witnessed I wouldn't support that do we have other sense around the table okay next issue the can you walk through the discussion of the third grade map and there I don't know dr. Brown wants that we got a three page memo today that what that says let me try and some sound about me telling you right that the the measurements that we will have in terms of performance are not actually going to be the actual data of all of our third let's take third-grade reading of all of our third grade readers because not all third-grade students have the map but that based on statistical analysis the the results will be representative of the of the student body their work sessions I'm just I think you just stated it just stated it perfectly so I think what we should do in the language is just make clear that it's a representative sample so you're asking us to change the goals know that what the numbers are this is like a footnote that it is a representative not a the actual number are you talking about the entire universe of third-graders versus that subset yes I would be fine with another sorry so director prim Edwards asked this question earlier we kind of gathered quickly and shared a memo in response to to the board today and it is true we're still scaling out these interim performance assessments for for students however the end size we have is almost 50% and so it is it's it's a very not only is it a strong to have a strong correlation to the summative outcomes we would expect but we know that the half of the students almost that are taking it they tend to be some of our most underserved students and some of our CSI schools because they're taking advantage of moving more quickly with map implementation which we applaud and support school leaders and faculties there so I think that's what we're trying to reiterate that even as more schools come aboard more grade levels of providing the map because they find it useful to their instructional conversations that nonetheless well what we've what we've posted thus far should be a reasonably predictable representation of how we might think other students would do how did I do dr. Brown okay so what I'm suggesting is that we somehow footnote in the that that's a representative Apple let me just give you an example why I think it's important for an external community
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is when you have these goals and you say this is what we did and the student school says well we don't use map and it's like and you're saying actually we you know personally but the district's is saying hey this is what the numbers were when in reality we're using representative sample so I think if we explain it so like it so that it makes sense to school staff I would say I think it's fine in terms of how we communicate in the future on these these goals it may become important I wouldn't support changing it in here in terms of evaluation template I don't think it's an important detail since we've got information from staff I wouldn't support changing on the evaluation but I do think as we go forward with the goals it is an important piece to add to the communication around the goals to the public I think staff committed to not just disaggregating but I think the board would see that the end size is shifting year over year it would naturally anyways because the cohort is a different one but we recognize that as we institutionalize this there's gonna be greater numbers of students taking it so another question and we may have gotten this literally right before the meeting but I was at the student district council meeting so on performance goal for to be there was a a memo that was sent that had new data in it but we got at the last minute so I'm not sure I think in response to your question in the last couple days the superintendent sent an email saying that they did add some of the baseline data on goals one two three but that baseline data on go for would take more time to develop which I think we've been told previously at our work session so I have a question about so is that correct so what got added was two one two and three because I don't have yours right so that so the baseline data on the aspect related performance indicators are using last year's and our spring assessment data if you wanted to consider that baseline or in some cases dr. Bronner and I had this conversation earlier you're seeing the map mid year from last year so you have some context and point of reference to what would be the interim mid-year measure this year I'm sorry I'm just I'm trying to look at all these documents is it this document with the holes punched in the talk that we got at five o'clock copier holes you're looking at we did send okay in our in our last email but it's in goals one to dr. Brown do you want to clarify what data we have access to and trying to make sure I have the right no need for spectators so director brim Edwards a document was produced earlier and provided to the board they gave the the board goals the interim measures and the baseline data for all of those it was a single page document printed on 11 by 17 that information was transferred into the performance evaluation for goals one two and three I think what was missing for goals 1 2 & 3 was the baseline information they had been created again as part of that original one-page document with respect to go for as you all will recall goal 4 is based on the proportion of graduates who meet one or more of these post-secondary readiness criteria so for an interim progress measure it gets a little tricky because first we must estimate those students who are on track to graduate which actually the system has been doing that and doing that quite well for a while and it's actually work that I've done in a couple other settings since really how you leverage to create change in the grad rate and you back that up not you start a 12th grade and then you sort of back that way all the way back into ninth and sometimes in the middle school to understand how to get kids on track to graduate so once you've identified that pool of students who you think are on track to graduate then you have to look to see what proportion of those students are meeting one or more of these criteria for post-secondary readiness by mid mid-year in their 12th grade year and there are multiple pathways to do that this is not something that the system has done before in terms of tracking there is
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substantial logic involved in and creating that report and it has to be vetted and it's it's not something that they can be done quickly I have a team that's working on it currently and we have committed to provide that data as part of the meteor process so shortly after the end of the first semester we should have a sense of you know what proportion of our students again disaggregated because we've committed to disaggregating this data and I think you guys have received disaggregated data from us repeatedly at this point I commit that by the end shortly after the end of the first semester we should have a sense of what proportion of our students are meeting one or more of those criteria and then we will backward map that over time all the way down into the middle school again to try to leverage getting more and more students on track for that much like criteria like that have been developed to track and move students to graduation we'll move that downward and use that to leverage changes for our students moving forward thank you so I understand the memo that we had from September 30th that has data those are that's the backwards looking and you're saying you're gonna be looking at the sink but the seniors so the baseline data let's just take the AP with C or above which is 4.1 the baseline data would be that we'd be looking as like seniors in the fall or the baseline data if we had that data it would have been the mid-year scores from last year or the mid-year patience' scores the mid-year performance of students who were on track to meet the AP criteria for post-secondary readiness that is they had either enrolled by that flight and passed three or more AP classes with the seer above or they had enrolled in two or more AP courses and work and passed them with this year above and we're currently enrolled in AP course and were anticipated to get this year above it's a forward-looking metric much like if you go back to the eighth grade metrics we're using map to predict whether or not a student is going to be proficient at the end of the year so the baseline for the AP could be any student in currently in high school at current I would suggest that should be based on 12th grade and those students in 12th grade who are on track to meet the AP criteria that is the logic that's currently in it so of those students who are on track to graduate which of those students who are on track to graduate are also on track to be able to meet an AP criteria extend that same logic to IB dual credit CT and so that would be the fall look and so the the desired end point would be for the AP at the end of the at the end of the year how many of those on track to graduate enrolled in AP had actually end up with three AP courses so you're better the the desired end point is the proportion of students who meet the post-secondary criteria one way or another and because we do not have separate goals for AP IB etc you have it you don't have compound goals you have singulars okay so I just want because I think what you just said is an important things there really we we're not gonna have anything vote below here is that right I'm sorry under if if what you said we don't gonna have compound goals we just have the top goal so what you're saying is the four underneath the 4.1 4.2 since we're we're not having compound goals we're not going to have goals related to that I just want to understand I'm not arguing I'm just trying to understand I understand but the goal the goal for this you have for district adopt the goals you have four goals that the board has voted upon on goal for I understand but I'm saying that yes I'm talking about the prior progress might measures I just want do um I my question is is like are we is this ever gonna be filled in or with dr. Brown saying as the board has four goals we're providing you with some progress measures which it's hard to provide when we're in progress they're forward those goals are I think are intended to be leading indicators so that you know midway through the year are you on track to meet that overall and because there are multiple pathways to get there we're providing the multiple ways information on the multiple ways that students could get to that end is leading data but in the end
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the final goal is based on the purport it's what it all rolls what are the roles up to so well I'm sorry I'm just trying to understand this and also I don't want to move forward we have more stuff on the agenda tonight so did you have any other issues because this is there something we can take offline in terms of understanding these gaps yes because I think it's an important point because we actually don't it's not that we don't care but it's the top line number reschedule remembers did you have anything else so I guess I'm just gonna note a as long as things are going offline that sort of best practice is always to pull from last year's evaluation anything that we had is development opportunity so if there's anything in there that fits underneath the leadership in any of the standards that I think we should pull that forward I think that was the lens one of the primary lenses that the superintendent used in choosing criteria specific about that and it's my only comment about I thought this was the the standard while there their indicators and we're not to read each indicator I thought the labor relations one was relatively the it just the indicators very fully developed and I want to flag that so those are the OSB a rubric right so I think that they say they're indicators and just putting everything on the table I think they aren't reflective of what we they're not very I think they're one-dimensional versus looking at whether the district stays within its financial goals and also aligns with our vision not just that we have this important trusted the bargaining table so that's why you also have a standard on resource management far that's where that comes in their resource manager okay I have three things that we're going to be working on and and and we'll bring this back for a vote next time making an explicit racial equity including an explicit racial equity language in the evaluation looking to the scoring to put more emphasis on the district goals and evaluate and and having the superintendent gather stakeholder input as part of the self-evaluation process with that I'm gonna turn over to check on Sam we will we'll bring this back in a draft form and hopefully vote on a consent Oh super inches for clarity if the board you'd like any support from staff in this task that it has just so I know upfront because we've been doing our best to be responsive in real time so if the board needs anything to to finish this instrument please advise and if I could also leave my dear board members with with something to think about as you land this performance evaluation to give some thought about and in hindsight how it might hope to support its superintendent being successful in each of these areas that you decide to evaluate me on thank you yes and that's a great point something else that came up from a number of board members that I also agree with is is we need to figure out a way to gather stakeholder feedback about board performance this is something that o SBA also asks boards to do and I think it would be a really good exercise for us to go through particularly hearing from senior staff in terms of our performance supporting you and the district's goals so we don't have anything formal and we're not going to talk about it tonight I'm just putting it on the table as something to maybe come back to I attended a really great class at OSP a that was about board evaluations and I actually took extensive notes and have a document to share with all the board members that I'll be forwarding on as soon as I can figure out how to format it properly so I'll ask my teenage daughter great but that should be coming out but they have some really great tools that they're rolling out at OSP a that I think will help us do that work and I think like you said director Scott it's crucial so may I ask on this resolution are you is someone making a motion to postpone this to a definite date certain okay table to introduce this so we're just you know cos introduced okay thank you all right thank you doctor thank you director Scott moving
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on to the resolution authorizing the community budget review committee charter next we will consider this resolution authorizing the community budget review committee charter also known as the CBR C CBR C was established for the purpose of budget review and recommendations and also monitors and advises the board on the allocation and expenditure of our local option levy funds the committee members are appointed by the board to serve in an advisory capacity with members serving a three-year term and a student member appointed to a one-year term the board will now consider resolution six zero zero nine authorizing the community budget review committee charter do I have a motion so moved second director to pass moves and director Scott seconds the motion to adopt resolution six zero zero nine miss Bradshaw is there any public comment on resolution six zero zero nine no is there any additional board discussion on this resolution yeah I think there are I mean I I think it's a I think it's a good document overall there are a couple of things that I was talking to director Lowry earlier I think there are a couple of places where we might want to tweak it a bit I think they're relatively minor but but I so I don't know whether they would require us postponing this until the next time when they pertain to or how minor are they well this was hours ago so as she's looking one thing I'm gonna say is we would need to amend it to say one or two students because we currently have two students that are going to be appointed we also director Moore and I were tight about how the students become appointed and so as Maxine shared with us at the student mixer the student leadership is going to be the ones selecting those students so that should also be in the Charter of how the student it's common to the group we also director more and I also talked about how members of CBR si can be dismissed by the board for not attending and while we served on CBR C we actually had several times where members didn't attend a meeting in over a year and so we needed to remove that person so that we could then have the board appoint another you know we asked had to ask the board to remove that person to another person could be appointed yeah do you feel able to craft a quick an amendment right now I've seen those three items right now they seem fairly straightforward you know another issue is particularly for students but for all all CBR C members is orientation that's since community members tend to come with some background in budget while students probably not some pretty structured orientation I think would be important to support student members especially and do you feel like that needs to be addressed specifically in the Charter or I think we could ask director Lowry as our board representative to make sure that that happens in a responsible manner I will be working with Cynthia Lee to make sure that we have an orientation for all members because as a member of CBR C I found it very helpful to have that brief up-to-date orientation as I came aboard I'm so I think all new members should have that opportunity especially our students but including the adults as well and I spoke to representative lateral before she needed to go home and do her homework and she was just really glad for the opportunity to have the student members and to have to this year and already to very willing participants so that was her only feedback that too to relay on this so while your word smithing I'll just make a comment I just one want to thank the staff and for helping create I think a really clear and transparent process for the in timeline for the community so that people will know this year we had more than we had a lot of applicants which is I think a great a great sign and so I appreciate that we now have a clear really clear process that we can point to that community members who want to serve have know what the process is and what's expected to them and that we also have incorporated also the ethics just
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guidelines within this so I think this is a great moralization of it would be on the structure I move that we amend that to read one or on the last sentence one or two student members will be appointed to a one-year term through a process determined by the DSC I am moving director Lowry put the chocolate downing dr. Matt Lauer removes the amendment as described regarding the appointment of one or two student representatives to the CBR C as determined their election determined by processes from the district student council moved by director Lowry seconded by director Bailey all in favor say yes yes yes any opposed any abstentions that amendment passes 7 to 0 giving us time to now consider this next amendment okay this next amendment goes at the end of the first paragraph after the numbered section is that clear to you miss Kane yeah it starts the CVR C receives direction from the board that paragraph it's so it'll be adding two additional sentences to the end of that paragraph members are expected to attend committee meetings persistent lack of participation may result in the termination of a members board appointment the committee is also the committee is also developing bylaws so I think the bylaws can be much more specific it just I think it gives the chairs I think one of the issues we face when we're on the CVR C was that the chairs didn't have the teeth to enforce sometimes the attendance things so this just makes it very explicitly clear the board's expectation we didn't really have the authority because it's a board appointment so the the committee itself can't but this this will provide the the chair and the committee with the authority to establish its own rules around attendance okay do I have a motion to amend the resolution as was just described regarding the removal I did say I did say I move I'm sorry director Lowry moves director Bailey seconds all in favor please indicate by saying yes yes yes any opposed any abstentions the amendment is passed by a vote of 7 to 0 we are any further discussion we have moved the underlying amendment so excuse me miss Bradshaw is there any public comment No all right the board will now vote on resolution six zero zero nine regarding the CRC Charter all in favor please indicate by yes yes yes all opposed please indicate by saying no are there any abstentions resolution six zero zero nine is approved by a vote of seven to zero with student representative lateral absent but having done her part by recruiting student members yes do we have board and committee conference reports director Scott depart given that you are on East Coast time and your work starts on West Coast time tomorrow you may feel free to do so thank you yeah we are having another bond subcommittee meeting tomorrow 4:30 most of you were at the last one so you think you have too much of an update but the we did get an update from the the bond accountability committee and we got an update on the bond audit and just sort of talked through some minor issues there the issue of teen parent and health clinics did come up and one of things we we kicked back to where leadership is the determination whether that issue should stay in the bond committee or needs to come back for a full work session two to two to the board as a whole so I think we're just waiting in terms of next steps on that and then the main topic of conversation really is bond planning and timing and that's what we're gonna be talking about again tomorrow the staff has fleshed out a more detailed 2020 timeline in terms of what that would entail if we move forward
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with a 2020 bond so we'll have some conversations about that the policy committee met on November 25th we did it was a busy meeting it was a long meeting we established priorities for the rest of the year in terms of policies that were going to tackle for a revision and the the work at hand right now is work completing work on the search and seizure policy especially incorporating the feedback that we've gotten from students and staff are working on developing proposed language to to revise the policy as it currently stands and the Student Conduct policy is I think nearing completion and we had a second round of feedback from school communities and parents and students so that is I think that policy is nearing completion and we we applied the racial equity lens to the policy and I think there there are some changes that are being I'm looking too rosy in here I think staff are working on some some revisions that will come back at the next meeting and then we started discussion of the three policies that are related to student assignment so the policies are the student assignment policy educational options and enrollment and transfer and we are we're looking to to analyze those policies in terms of how they promote or not the racial educational equity policy principles and how how we can develop policies that will be will provide appropriate guidance for the determination of feeder pattern for Kellogg middle school when it opens in 2021 and then beyond that the boundary work that is where there's a lot of technical analysis going on right now so and our next meeting is soon it's every three weeks so count back from November 25th December 16 December 16 thank you I would say that I hadn't used the racial equity social justice lens yet and I thought it was really helpful to do that process at the policy committee and then what I found myself was beginning to internalize it and think about what are some of the assumptions I'm making so I think the it felt a little clunky as we started but the more we use those tools I think the more we'll really embody looking at the world in that way and the Charter and alternative programs committee met we are doing the work of reviewing charters and then also having deeper talks with our community-based organizations like the mount Scott Learning Center that had some of their Board of Directors speaking tonight and we'll be talking at our next meeting January 13th about some of the Charter plan and then also the student Investment act and how those we include the equity lens with our charter schools and with our CBO's so it was a really productive meeting we we've got a lot of people in the room that hadn't necessarily touched one another before about how both charter schools and CDOs can infuse the district and also be in better relationship so I think there's a productive start to sort of this new iteration of how that committee is functioning well we'll also be doing site visits yes we'll also be doing site visits so and we'll be letting other board members know if you want to come along do you want to report out from your attendance that the talented and gifted Advisory Committee meeting yes so a couple of things that the district now does tag assessments twice during the year they're adding map and s back as kind of further keys looking for that the there's professional development going on for the tag coordinators at each school that includes a
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identification particularly for historically underserved populations and I think it's yeah once a month all the the tag coordinators get together to for PD correct me if I'm wrong on any of this because these notes were taken a couple of weeks ago but am i okay so far so one of one of the top one one question is where are they going to be in the budget next year in terms of what's the next step for our services to talent and gifted students question raised about are there ways to for example in a k5 to structure the timing of delivery of different subject matters that would allow more walk to so that students could could move up a grade during that time period or to in general support more differentiation and finally they floated a couple of imploded an interesting idea for our si si TSI title one schools which is to look at not necessarily tag differentiated detect identified kids but the upper quarter in terms of test scores and I talked to dr. Brown about doing some data analysis to see does that upper end grow at the same rate at a CSI schools as it would would at a relatively high income school probably not is the initial thought and so would it make sense to have some not call them tag doses but differentiation upper end doses to help our si si TSI schools achieve our growth metrics if those upper and higher scoring students don't get the differentiation they need in the Corinthian where we are currently and of course a lot of our attention is gonna be on the kids who are one two grade levels behind but since our growth target looks at all students we have an incentive to make sure that all students are hitting that growth target so that's an idea that's out there I talked to dr. Brown he's he thought it would be pretty simple to do it data analysis like that and something to throw in the mix as we look in a budget season and finally I think it would be good for the committee leaders to come before the board at least once a year to talk about what's going on you know they've they've come up with lands every year for years about how to expand tag services and the money's never been there so they're wondering okay what's what's the next step you know we took a step this year what's the next step all right thank you very much we have no other committee reports I don't think [Music] we'll be getting presentations from both the consolidated on the catheter and also the financial audit and also the bond performance audit all right thank you very much okay the next meeting of the board will be held December 17 2019 thank you everyone for your attendance

Sources

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

2019-12-03 PPS School Board Regular Meeting

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Event 1: Regular Meeting of the Board of Education - December 3, 2019

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