2020-01-21 PPS School Board Regular Meeting

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District Portland Public Schools
Date 2020-01-21
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Event 1: Regular Meeting of the Board of Education January 21, 2020

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good evening good evening everyone first I'd like to apologize for the late start to our meeting we had two executive sessions that ran over but my apologies the board meeting of the Board of Education for January 21st 2020 is called to order for tonight's meeting any item that will be voted on has been posted as required by state law this meeting is being televised live on channel 28 and will be replayed throughout the next two weeks please check the district website for replay times this meeting is also being streamed live on our PPS TV services website welcome tonight we'll be voting on a resolution to recognize February as Black History Month director to pass will be introducing this proclamation on behalf of the board thank you director to pass this proclamation encourages our school communities to recognize this important month with appropriate curriculum lessons and activities superintendent would you like to share how we'll be so we'll be supporting schools and educators this month yes so I'm introduced excuse me one second director to pass I think the superintendent wants to ask dr. Valentino to share some thoughts about activities in our schools this week before we do our Proclamation okay good evening directors thank you for taking up this proposed proclamation which aims to to celebrate and affirm many of our students during this Black History Month and I think it's important that we support our school communities and our educators in that effort so I want to invite our chief academic officer dr. Luis Valentino up to share some of the ways that we want to make sure and make those instructional resources and guidance available to our teachers dr. Valentino what our chief academic officer would share with the board we can ask director to pass to read the proclamation and then perhaps dr. Valentino working with us by that point excuse me so I'm going to just read the proclamation and recognition of there's two proclamations actually coming ones for the black lives matter week of action I'll start with that one the black lives matter school week of action is a national movement of educators administrators and scholars that have come together to proclaim an annual an annual week of action affirmation and solidarity to be called black lives matter at school week of action the annual black lives matter at week at school week of action will take place during the month of February this year to coincide and augment Black History Month starting February 3rd and running through three seventh schools should be the places for the practice of racial equity for the building of understanding for the active engagement of all in creating pathways to freedom and justice for all people schools have the potential to make positive and tangible social change in the world while empowering students to be stewards of their communities their classrooms their campuses and each other Portland Public Schools is committed to academic excellence and personal success for all students central to this commitment is racial equity and social justice to prepare every student to navigate and compete in a culturally rich society our nature our nation's future well-being relies on a high-quality public education system that confronts systemic bias institutionalized racism and leads the effort in ensuring that african-american black students and families thrive on the campuses that serve them the social movement has raised awareness about in justices that exist at the intersections of race class gender including mass incarceration school to Prison Pipeline poverty unaffordable housing and a income inequality and poor access to health care this district has considerable opportunity through its decision-making power to improve the educational experience for all student specifically african-american or black students there's tremendous opportunity to teach all students about social justice lead for racial equity integrate culturally responsive practices in curriculum and support students to become leaders in making their own schools a safer and more inclusive learning environment the black lives matter at school week of action is intended to highlight uplift and affirm the rich history and contributions of the black community to cultivate african-american black students a sense of pride self worth and self love the purpose of the week will need a spark an ongoing movement of critical reflection and honest conversations in the school
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communities for people of all ages to engage with issues of social justice school board policy number two point 10.0 10 - P states that rather than perpetuating disparities Portland Public Schools must address and overcome this inequity and institutional racism providing all students with the support and opportunity to succeed black lives matter at school week of action may offer a variety of educational opportunities such as workshops panel discussions cultural events instructional activities and expressions of unity the Oregon Education Association and the National Education Association have both voted to support the black lives matter at school week of action so be it resolved the board will now vote on resolution number 6040 resolution to recognize black lives matter at school week of action do I have a motion director berm Edwards moves and director Bailey seconds the motion to adopt resolutions 6 0 4 0 miss Bradshaw is there any public comment on resolution 6 0 4 0 yes give Alicia Blackford and Nicole Watson welcome thank you for being here good evening I'll go first so my name is Nicole Watson and I am a fourth and sometimes fifth grade teacher at Rosa Parks Elementary however this year I'm on full-time work release to move forward our racial equity work within p80 tonight I am here to speak about the importance of resolutions like black lives matter at schools week of action I remember being a fifth grade teacher at Jason Lee when it was a k-8 school I remember my administrator who's here tonight Isaac Cardona fully supporting a bright idea that I and a fellow teacher had about celebrating BLM and Black History Month we were nervous but we knew that with collective action we could do all things together and we did it we had an assembly we painted the walls with inspiring quotes which I think I got in trouble for we posted artwork on every and every teacher engaged in our lesson by teaching about a black leader or movement and it was powerful this was my first lesson in understanding support buy-in and collective power and that's exactly what we're doing here tonight tonight our board of directors in our district are saying that we support we are all in and we are part of your collective power that is brave enough to teach the hard stuff we're brave enough to engage in critical dialogue we're brave enough to speak up even when we're afraid we're brave enough to do it together because we not only believe that black lives matter but we specifically believe in the mattering on the campuses that serve as an incubator for their genius what's powerful about this experience is working together with director to pass on the development of this resolution I want to thank you for your leadership and your guidance and I want to shout out and commend every educator who has braved the space alone and every educator who sits on the black lives matter Committee at Portland Association of teachers you don't have to give up your Wednesday evenings but you do you don't have to design lessons that are to be responsive but you do you don't have to attend events that deepen your practice but you do and you have and tonight is about the work that you've put in behind the scenes building a path where one did not exist before this is the definition of revolutionary this resolution is more than just words on paper it is an acknowledgement of our black students families and communities and it is a statement that their experience on our campuses and in our cities matter one of my favorite quotes is from activist Lila Watson and says that if you have come here to help me you are wasting your time but if you have come because your liberation is bound up with mine then let us work together and it sure feels good to work together on Monday we are having a Monday February 3rd we are inviting every educator to wear a black lives matter shirt and take a selfie because that's important using the BLM hashtag on Wednesday February 5th we are engaged in a hoodies up at Roosevelt High School event led by our one of our teachers male on MNA on Thursday February 6th at we were having a student panel that is in support of building and supporting BSU's and student affinity groups and on Friday February 7th we are showing a short film called another day at da Vinci middle school in celebration of students who are black on predominantly white campuses for more information you can visit our website PDX teachers or just to find out where we are on what we're doing we're excited to work together thank you I want to also thank PA T and you specifically Nicole for you know bringing this to my attention to collaborating I mean this is it's been
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good comment but the t-shirts are awesome really nice I can see them from here without glasses but they're very nice I'm happy to wear one if I could get one to wear but anyway thank you for it's been great collaborating with you and way p80 hello I'm Alicia Blackford and I'm here to ask you to recognize the black lives matter at school week of action I teach English language development development at Madison where our staff does not reflect the racial diversity of our student population the district my colleagues and I have to work actively every day to give our black and brown student and by extension all students the education they deserve the most basic piece of that education is an education they see themselves humanized in our staff did affinity group interviews with Madison students of color and they overwhelmingly over and over said what they needed from their teachers was to be seen and respected in the classroom and to see themselves in the curriculum every student regardless of race needs to see the struggles victories creativity and humanity of black folks school board policy states that quote rather than perpetuating disparities Portland Public Schools must address and overcome this inequity an institutional racism providing all students with the support and opportunity to succeed that statement is where it's at address and overcome this inequity and institutional racism y'all said that thank you that is the work that is the work that so many of us are trying to figure out how to do in isolation and that is why this resolution matters at Madison BLM at school week of actions started three years ago as a small group of teachers trying to put together resources and convince our colleagues to use them I made a one-off Spanish lesson and an activity for biology class not exactly my wheelhouse now thanks to the work at the national level and the leadership of black educators like Nicole I'm able to work with colleagues from across the district and within the community to gather resources plan events and support my fellow teachers and truly integrating the black experience into our curriculum this resolution will help us as educators move this work from individual to collective action it will allow those who want to engage their classrooms in this difficult work feel safe to do so and show those that haven't begun this work that it is imperative it asks each and every educator in this district to look at our roles as contributors to racial inequities and the school to Prison Pipeline and to take personal and collective action so many students graduate from high school only knowing simplified versions of MLK Rosa Parks and Malcolm X and that is a disservice and an eraser this resolution calls on all educators to teach black history black lives and the black experience not just for a week or a month but all year by passing and disseminating this resolution you will be fostering this crucial work not just at Madison but at every school PPS thank you thank you Miss Bradshaw do we have any other public testimony on this item no thank you yeah so we have the motion on the table superintendent will vote on this and then if you'd like to invite dr. Valentino to share some of the activities that would be great is there any further board discussion on this item I just wanted to call out I know last year P 80 I want to recognize that they asked us to do this and we weren't quite able to get it over the finish line so I really want to thank PA teef for persisting and coming back because I think we have a really powerful set of resolutions tonight that we're going to vote on so thank you for not giving up when it didn't work last year and working within our process working with our process and with us to allow this to happen because I think I'm having separate resolutions this one really makes it real in our classrooms and in our schools so thanks to the leadership and everybody for coming tonight because I think that sends this powerful message to be supporting both of the resolutions we have before us here here thank you to our partners at PA T and director de Paz for leading the board effort on this as well the board will now vote on resolution six zero four zero which resolves that Portland Public School District welcomes the participation of educators staff and students in community-based activities and events related to the black lives matter at school week of action to be held the first week of February beginning with February 3rd through 7th proto-punk school district invites educators across all grade levels and content areas to use resources that are inclusive of all of our diverse learners to enrich instruction throughout the entire year not just one week or one month all in favor please indicate by saying yes yes all opposed please indicate by saying no are there any abstentions resolution six zero four zero in recognition of the black lives
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matter week of action is approved by a vote of seven to zero with student representative lateral voting yes all right thank you very much so before we move on to our Black History Month Proclamation do you like - yes sure I also want to appreciate our educators for for taking leadership on behalf of other educators to ensure that they have the instructional resources the guidance support and planning appropriate activities the celebrate black excellence in our school system hopefully complementing that effort our our own teaching and learning departments effort so if I could invite our chief academic officer dr. Luis Valentino to talk a little bit also about some of the additional ways we want to make sure that folks have resources available to them and also more importantly to start to inventory the various activities that that will happen throughout the course of the month dr. Valentino thank you good evening board chair const m superintendent get rid o board members on the the resolution that you've just learned is very powerful and it really speaks to the vision the emerging vision that that we all share for PBS in support of each one of our students one of the things that we want to highlight from the office of teaching and learning is that when we talk about how do we support students of color particular African American and Native American students is that we don't do it month by month or day by day but that we think about this across the entire year and so what you have voted on today really speaks to the commitment to that and how we can partner in that moving forward and so the words that we're also shared by the by the public speakers this evening really surfaces how our communities are taking action to address that as well and so that gives us the opportunity to partner with them as well is in moving forward an agenda that really looks at how do we address the needs of all of our students in PPS with a very special and particular lens towards equity access and inclusiveness and more importantly a racial justice agenda leading that and so in support of that in the office of teaching learning for us it's been about curating the resources that would that will help teachers and principals at school sites to begin that dialogue at their own school but also begin to build voice in themselves and then the students they serve so that these conversations and become all of our conversations and so the resources that we are curating that we will share with you subsequently and then in an update will be made available via our regional superintendent newsletter on the 24th and soon after those resources that are being curated will be part of the teacher communique that will be going out so that they have it ready in preparation for February in the planning for for the Institute for their for their instruction and so what I wanted to just quickly share with you just an example of the material that that is being curated and so once we complete bones we complete that we will make it available to you as well so that you know what we have been been working on an important piece of this is a lot of the resources that have been created from here have become part of our guaranteed and viable curriculum unit and lesson plan to make sure that they get embedded and that they become part of the teaching and learning that goes on on a daily basis in the system this will be followed by professional development that also begins to align those resources to the practices that provide create a more inclusive environment and addresses the issues of of equity in in classrooms and across schools so that's where we are with that and to what I would like to do though is within the week to update you with a completed list one thing the we're also working closely with the office of school performance and they actually have sent out a survey so that we can all find out what schools are doing individually that survey will then also be compiled and what it'll be put together along with our data to be shared with you about the work that we're going to be doing in support of our schools okay that's great thank you very much and superintendent perhaps in your superintendent's report in February
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you can share with us some anecdotes about these activities just a quick question are we doing anything with the 16:19 project the New York Times so we we began that process and then what we didn't want to do was to keep it in isolation but to begin to integrate it so a charge given to some of the members of the team was to please listen to the entire podcast and then see how it becomes part of the work that we are trying to do so it will it won't be called out as a 60 19 project but the elements described in there will become part of the curriculum that we're going to be developing okay and so I will make sure to sort of highlight that so that you can see where that exists and what we're trying to do Thank You dr. Valentino director de Paz give a comment director Bailey we also were when you say across across the board in terms of inject injecting equity into our work does that include the math curriculum yes and and in fact and in the science curriculum and in fact highlight so yes of the math but also to the science and in fact dr. Davis was here can speak to the fact that attention how has been given by school districts across the country who want to use our science curriculum because it was centered around equity so it builds out from equity as a concept and embeds the science around him so we were becoming much more mindful and thoughtful about how we do that so that it is sustainable thank you director de Paz would you like to bring forward our next Proclamation Black History Month so we all know that February is Black History Month but we might not all know that Black History Month began in 1915 about a half a century after the 13th amendment abolished slavery in the United States it was the creation of noted historian Carter Woodson and other prominent African Americans a precursor of the civil rights movement Black History Month is an annual celebration of achievements by black Americans a time for recognizing the central role of members of the African Diaspora in US history the contributions of the African members of the African Diaspora throughout history have made memorable and important impacts in the u.s. as artists scientists educators entrepreneurs influential thinkers faith leaders athletes and political and government leaders and reflect the greatness of the United States Black History felt reflects a determined spirit of perseverance and cultural pride and its people struggle to equitably share and the opportunities of a nation founded upon slavery as an economic driver squaring with the values of freedom and justice for all members of the African Diaspora have participated in every effort to secure protect in advance cause of freedom and civil rights and continue to resist white supremacy the local community has enriched the diversity of perspective and experience in our district and the Board of Education desires to recognize and honor the achievements and contributions of members of the African Diaspora our history curricula must reflect the lived experiences of people of different racial religious and ethnic groups and black Americans and all students need an opportunity to understand the common humanity underlying all people to develop pride in their own cultural identity and heritage and to respect and accept the identity and heritage of others the board will now vote on resolution number six zero three nine proclamation and recognition in February as Black History Month do I have a motion director Broome Edwards moves and director more seconds the motion to adopt resolution six zero three nine Miss Bradshaw is there any public comment on resolution six zero three nine No is there any board discussion on this resolution all right the board will now vote on resolution six zero three nine which resolves at the board of education at Portland Public Schools hereby recognizes the month of February 2020 as Black History Month and encourages all educators to commemorate this occasion with appropriate ceremonies instructional activities and programs all in favor please indicate by saying yes yes all opposed please indicate by saying no any abstentions resolution six zero three nine in honor of Black History Month is approved by a vote of seven to zero with student representative lateral voting yes all right great we look forward to hearing about what's going on in all of our classrooms
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thanks everybody at this time the board will vote on our business agenda board members are there any items you would like to pull for discussion if so we'll set aside these items for discussion and vote at the end of the meeting [Music] is the calendar I'm looking at I think an old index is the calendar and the business agenda are we voting on it separately in the business agenda so I don't want to pull it but I just have a comment to make that's it right yeah so I I just wanted to thank the superintendent and the staff that worked on the calendar I think it once again we're really in a rhythm of a student-focused calendar and I think takes into consideration lots of issues that over the years parents had raised and staff and students so I think we're in are locked in on our third year so I just wanted thank you for creating a calendar that has more uninterrupted weeks of school that starts earlier and provides greater flexibility in case we have bad weather thank you directors will find the accompanying memo that outlines the criteria tells a little bit of a balancing act and there's certainly differences of opinion but I do want to appreciate on the staff side Daniel Cogan for coordinating a lot of our outreach with stakeholders as well as p80 leadership for working with us to make sure we balance the needs of our students with a calendar that makes sense for the academic school year and we'll be working on the next iteration of our calendar for our employees next but thank you always anxiously awaited by our families we do have one item 6:03 4 which will be pulled from the business agenda this was a resolution regarding a complaint that we heard prior to this meeting that we will not be voting on tonight so miss Bradshaw are there any other changes to the business agenda no I just wanted to note that resolution six zero three seven with the calendar was posted this afternoon under the website it's okay to them great do I have a motion and a second to adopt the business agenda director to pass moves and director Scott seconds the adoption of the business agenda miss Bradshaw is there any public comment in their board discussion yeah I'm confused six oh three three and six oh three four so six oh three four has been pulled which was the complaint that was slated to be voted on in the business agenda which we have put off and then the other was scheduled to have been voted on in executive session because it pertained to personal records and so it was not on the business agenda okay answer your question I guess I'm looking at the zero three four neither are on the business agenda wait well six zero three four was but it has been pulled the read everyone should have a revised business agenda make sure you're looking at the second revised business agenda and six zero three three deals with activity right and it is part of the business agenda six zero three four is not and six zero three fourth has been pulled are we all view are we all straight on that okay is there I need board discussion on the business agenda now I just had one other comment there's a like Scribner correction on one of the first of all shout out to the board staff for getting through the backlog of board meeting minutes but there is one of the and I'll just submit it to the boards there's a date that refers to the long-range facilities plan being approved in 2018 and actually it's 2012 the board will now vote on resolutions six zero three one through six zero three eight with the exception
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of six zero three four which has been pulled all in favor please indicate by saying yes yes all opposed please indicate by saying no any abstentions the business agenda is approved by a vote of seven to zero with student representative lateral voting yes all right thank you before we begin the public comment period I would like to review our guidelines for public comment the board thanks the community for taking the time to attend this meeting and provide your comments to us we value public input as it informs our work and we look forward to hearing your thoughts reflections and concerns our responsibility as a board is to actively listen without distraction from electronic devices one quick reminder any oversized signs need to be in the back way and signs in the audience should not be held in a way that obstruct others view of the meeting board members and 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'd like to provide to the board or superintendent we ask that you please give them to board 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 last name for the record during the first two minutes of your testimony a green light will appear when you have one minute remaining a yellow light will go on and when your time is up the red light will go on and a buzzer will sound we respectfully ask that you conclude your comments at that time we appreciate your input and thank you for your cooperation miss Bradshaw do we have anyone signed up this evening for student or public comment we have the students signed up Eliot not great welcome my name is Eliot Knapp and OPP hello I'm a junior at Franklin High School here to talk to you about the climate justice in the importance of student engagement I would like to start by thanking the board and the superintendent for all the effort you've made regarding climate justice this past year such as hiring Nicole as the climate justice coordinator and allowing students to participate in the climate and the September 20th climate strike the strike showed that there's a large body of students who are engaged and ready to fight for their future yet even with this large demonstration of student voice I hardly ever see many students getting a significant say in the decisions at bps climate change must be fought with outreach and organization such as the creation of student groups with input in decision making last May the board told students that there were that they would invest in a quarterly student-led justice a climate justice advocacy group eight months later this group is still non existent even if the group did exist I would worry that no students would know about it because there was a similar group currently the PPS climate justice committee that is open to students yet I have been the only student voice at the last few meetings on the I have talked with students and teachers at my school who are all oblivious to the fact that this group exists when creating this group we need more effective promotion in order to effectively engage a diverse range of students the youth voice is a huge part of the climate justice movement so making climate justice decisions without student input is frankly irresponsible the youth voice is especially needed for the new high school climate justice elective being developed having students be a major part of the curriculum development would not only be an incredible learning opportunity for the youth but also ensure that the course is engaging and effective to its audience the students the course is a great new opportunity to create something powerful that gets kids engaged in global problem-solving if we're going to build a course from scratch let's do it right with budget planning for next year only a few months away I urge you to invest money and effort towards the new climate justice curriculum and guarantee that is beneficial to both the students and the curriculum I mean and the community I've seen so many climate justice lessons that have been scrapped together and have done nothing to motivate students let's make this one different it is also crucial that we finally develop a PBS youth climate justice advocacy group full of idea verse range of students from different schools this group could help plan big events like the youth climate justice summit which has been asked for repeatedly this project needs a ton of outreach any student who has any interest in climate justice should be aware that it exists I am hopeful the 2020 will be a year of action and cooperation between the board and students the only way to work against climate change is together thank you give Mike Rosen for public comment I
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am Mike Rosen ro Sen where you been chair con Sam directors and superintendent Guerrero I'm here tonight to testify on behalf of the climate justice committee we are a group of teachers students and community members that work on the issues related to climate justice and education with PBS and other community-based organizations tonight I'd like to discuss the district's resource conservation policy it was first adopted in 1992 and then updated in 2002 and is now almost twenty years old the policy required that the district develop and follow resource conservation plan to my knowledge a plan was never developed nonetheless the policy is so outdated the opportunity presents itself to provide an update that has a climate justice focus board resolution 50 to 72 which passed unanimously in May 2016 States quote Portland Public Schools recognize that our schools must play a leadership role in modeling for students climate and environmentally friendly practices when it comes to building design energy use including use of solar panels land-use waste disposal and composting and recycling end quote given this we believe that the resource conservation policy should be renamed the climate crisis response policy and completely overhauled and rebuilt through a climate crisis justice lens and to facilitate this a draft will be presented to the board policy committee at their February 19th meeting the draft will reflect input from district staff and students in short PPS has to dramatically reduce its carbon footprint and adhere to the targets laid out in the Intergovernmental Panel on Climate change's October 2018 special report of 1.5 degrees Celsius this will require that PPS reduce human caused operational emissions of co2 by 45% from 2010 levels by 2030 and to reach Net Zero by 2050 all aspects of PPS operations must be counted for including but not limited to transportation building use kermin food handling and new construction thank you for this opportunity to testify thank you thank you thank you both for your comments please feel free to connect with board manager Roseann Powell if you have something specifically you want to followup with the board of the board office all right superintendent Guerrero would you like to provide your report yes indeed I think we're trying a little different AV setup tonight so we have the big screen behind you but the monitor in front of you good evening when I started this thank everybody we're coming off that long weekend and a day of celebration and community building as we proclaim and recognize February is Black History Month at PPS I wanted to call folks attention to some of the many events and activities where we had the opportunity to honor dr. Martin Luther King jr. yesterday this includes the celebration at the Highland Christian centers 35th annual MLK Day event where a number of our schools performed including student groups from sidon fabien Beaumont and Jefferson High in addition seven current and former PBS educators and administrators also received Lifetime Achievement Awards congratulations in addition PPS was also a proud sponsor of the scanner foundation's 34th annual MLK breakfast event Thank You directors many of you for being present in addition there was a myriad of volunteer work that happened at numerous PPS schools like dr. Martin Luther King jr. and Boise area elementary schools in addition day of service activities included the packing of 700 backpack lunches at Scott elementary to benefits students at Scott Woodlawn rig'lar and MLK jr. students and families we also had high schools involved including Benson Tech where they celebrated MLK Day with student panels and guest speakers PBS employees participated in numerous other celebrations and activities across the city you see here also an example of portraits of dr. King created by our kindergarteners at grout elementary all of us are honored humbled to honor the life and memory of dr. King and not just during this one special day our responsibility continues to be to ensure equitable opportunities and outcomes for
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our african-american students and all of our students of color that is our work every single day in particular during upcoming Black History Month where our pledge is to ensure we're implementing a more robust effort to tell the stories of our black students educators administrators and trailblazers so just a little bit of preview of some of the stories in vignettes we're gonna try to capture over the next few weeks you heard earlier our CIO share with the board and broader community some of the ways that we'll be doing our part to support educators with integrating activities and lessons celebrating Black History Month in a continuing to build resource page as well as capturing a calendar of scheduled events and activities so that our directors can continue to get out into our community so as superintendent I don't have the authority to pass any proclamations but we're still in January and that makes it school board recognition month in Oregon and across the country so a recognition month is really the least we as school district leaders can do to say thank you for your tireless hard work and dedication of our school boards you'll note the portrait there from our summer camp experience dedicated to governance and leadership for those that aren't aware our board directors are unpaid volunteers who give hours and hours of their time to PPS their advocacy governance leadership and community engagement are vital to our success as a district and we appreciate their ambassadorship so I would like to thank our directors particularly for your lead role most recently in initiating our visioning work with the community and freely now clear performance goals for for this administration you bring an expertise that's historical organizational professional parent all these are invaluable your commitment to and passion for public education and to our community is deeply deeply appreciated by me and I know my leadership team and everyone here in the district so thank you and speaking of leadership I'm very pleased to now introduce our new chief of schools dr. Sean Byrd here at PBS as he makes his way down Sean is a passionate educator he has more than 20 years of experience as a teacher administrator and executive leader in urban school districts his hire completes deputy superintendent choirs leadership team in the office of school performance which dr. Byrd will now oversee dr. Byrd will lead and guide our regional superintendents in our area senior directors whose task is to support our principals and school communities each and every day he will lead the development of professional learning and leadership strategies that will continue to promote collaboration and coherence across all teams he will also help to manage the organization of academic and leadership structures and processes for the district so most recently dr. Byrd comes to us from the School District of Philadelphia where he has served as their chief school's officer since 2017 during his tenure a hundred and sixty-four schools increased their scores on the district school performance framework or scorecard and 27 schools moved into the top tiers of that ranking after starting his education career as a secondary English teacher in Houston Texas he served as a principal in the middle and high school levels he then moved on into district leadership with the Los Angeles Unified School District where he served as a lead instructional director supervising principals and was also served a tenure as chief academic officer of the Pasadena Unified School District in California he has also served as an ADD professor at the University of Houston University of st. Thomas and California State University Dominguez Hills we're extremely excited to have Sean join our leadership team at PBS and as this tradition here we'd like to give him a minute to say a few words good evening board members supernet Guerrero thank you so much say is my first day here I've had a very warm welcome and it's a long day but I'm glad to be here as superintendent Gross said you come from the School District of Philadelphia I'm very happy to be back on the west coast and particularly I'm very happy to be in Portland because I was drawn to this district really because of the work that you all are doing or how we are doing and racial equity and social justice and has really been something that I have been following the trajectory of the work here so that's really what attracted me to the district so I look forward to spending the next couple of months getting to know our schools and our principals so that can better serve them and support them of course getting to know our regional superintendents an
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area school director is a team that I'll leave so thank you again for the warm welcome and thank you for your confidence and me to do the work I look forward to a prosperous and long career here Thank You superintendent do you have a pin it just occurred to me that we didn't locate one before the end of the meeting roseann there we go chair do you want to do the honors dr. Burt this just shows the pipeline goes two ways with Philadelphia since we just lost our police chief two of the city welcomed this way and lastly just to bring us full circle an important reminder from an educator and author that I admire doctors are out of ham and this is our charge I really believe we're on a trajectory to show some substantive progress as a school system I know that we will continue to keep central the developing of our relationships with our students particularly our students of color and those who historically haven't been effectively served we have to understand who they really are we need to ensure that our priorities our approach and our resources are really targeted and prioritized to best serve them so it is through this full commitment by all of us that I think we're gonna reduce and I think ultimately narrow and eliminate these disparities and these historical and Justices experienced by unfortunately so many of our students so we have much work to do but I look forward to continuing on that challenge alongside all of you thank you that concludes my report thank you so much student representative lateral would you like to come up with a report on the fly' regarding the many many activities of the district student council I I wrote one it's really short though because I it's really short announcing that we hired a student engagement officer she's awesome really excited that we have someone that's dedicated to all that I do and also what students do and focusing on getting into all those communities today at district student council dr. Brown came in dr. Russell Brown and explained to us the process of the board goals and explained a lot of the concerns that we had around the post-secondary readiness readiness goal which was really useful and explained the differences between the state standards and the school district standards and then also Nicole came in and presented basically what we're gonna see in a little bit so I'm gonna I'm gonna save the comments and the questions that we all had for that later and then also we're still working on the student summit plan it's kind of complicated and the Lincoln Health Center plan which I'm also gonna save my comments for until later just to bring all the student perspective to that that's it and we all wish you well with your finals and we fully expect you to just slip away whenever you need to good luck with everything finals aren't that bad for me this year I'm really happy but we do have State Constitution competition this Saturday if anyone's not doing anything on Saturday come see your PPS schools at state constitution team and competition do you know which of our PPS schools will be at the state it's Franklin Lincoln grant and Cleveland I believe fantastic yeah all right great super exciting all right superintendent would you like to introduce our next item which is the calendar year 2020 through 2023 agreement between Service Employees International Union and Portland Public Schools you through a soft when you said calendar I thought we were doing two do-over well these are these are one of those moments that are always a pleasure to bring forth to to the board I'd like to invite the Sharon Rees our chief schools officer and her accomplice Dan Rowan what did I say I'm still on the last agenda item chief of Human Resources is a long day sunrise flight because we have a contract ratification we're hoping for this evening so I'll let our miss Reese talk to us about
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highlights of our work in this area thank you good evening when you think about food and shelter that features pretty prominently and Maslow's hierarchy of needs so our Service Employees International Union Union represents 509 highly valued nutritional services and custodial employees in our district and these are critical services that they provide we literally could not serve students without this group of employees so I'm particularly pleased to bring this tentative agreement with our SEIU partners forward to you this evening I believe that this agreement is further tangible proof that when we demonstrate respect collaboration build a relational trust we can best serve the needs of our students through providing working conditions that attract and support and retain great employees that has been the approach of our superintendent our leadership team the HR team and certainly my approach since stepping into the chief of HR role while I wasn't at the table myself during this negotiation in the reports that I received from our bargaining team reinforced that collaborative approach again and I want to thank the bargaining teams for their work I also want to introduce you to someone who was actually at the table sitting to my right your left is Dan Rowan dan is a co-founder of CDR labor law I get that right excellent he has represented Portland Public Schools throughout this negotiation process he was the specific choice of our former senior director Carol Hawkins and he's provided critical support to our employee and labor relations team and function for years not the least of which is supporting the very large lift of the last five collective bargaining agreements that we've put in front of you in the last six to seven months there's a lot of work so Dan is here to provide some highlights of the contract before you and we'll take questions does he have them to say thank you to the board in the community for allowing me this opportunity to be here with you today echo a lot of Sharon's comments that this agreement was a mutual effort that a lot of a lot of hard work went in by both bargaining teams I think it reflects our common interests and how to get those common interests into sustainable and viable contract language the negotiations the tenor at the table was professional and productive the dialogue across the table was excellent as far as being respectful but also talking nuts and bolts about the things that we needed to change in the contract to meet the common interests I think that's attributable to the strong relationships between district leadership at the table and the employees on the union's bargaining team I see I use bargaining team I thought it was remarkable that the union employees at the table most of them had over 20 years of experience so a lot of institutional knowledge it was very helpful in problem-solving together I think a lot of credit also goes to senior director of nutrition services Whitney eller SiC and senior manager facilities Frank leave it for the relationships that they've built in their time with the districts there's obviously a lot of trust that went into the give-and-take at the bargaining table so again I'd like to just emphasize the positive nature of the negotiations one of the main issues we focused on was how to retain valuable staff and attract quality candidates and applicants to open positions and that was one of the primary factors driving the agreement on wages which I think addresses those concerns by providing robust wage increases through all three years of the contract we also addressed some legal compliance issues and the other major component was insurance there were some necessary changes to the existing language and the contractor on insurance and you know providing health care benefits is obviously a very high priority for the district we were able to meet the interests of the district in a fiscally responsible and sustainable benefits that were also of the quality and the nature that the employees have come to expect so again very successful there we believe and on behalf of the district's bargaining team we believe this is a fair contract and it has our full endorsement and support board will now vote on resolution number six zero four one 2023 agreement between SEIU and school district one j/mol Noma County Oregon do I have a motion director Broome Edwards moves and director to pass seconds the motion to adopt resolution six zero four one
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miss Bradshaw is there any public comment on this no is there any board discussion on this resolution I would just add again through all of our conversations during these negotiations and and the direction that the board has provided it's been so gratifying to see the really collaborative approach and to arrive at this satisfactory solution to all I think it continues this incredibly positive trend of really much improved labor relations in this district that really makes a difference for the in the everyday lives our employees who are serving our students so thank you for doing the yeoman's work of working through all the details that are so important to our employees and it's a privilege to be able to to bring this forward any other discussion all right the board will now vote on resolution six 0 for 1 all in favor please indicate by saying yes yes all opposed please indicate by saying no any abstentions resolution 6 0 4 1 is approved by a vote of 7 to 0 with student representative lateral voting yes all right thank you so much thank you to all our friends and SEIU thank you for everything you do for our kids every day we are excited tonight to hear an update on resolution 5 to 72 which called for the integration of climate change and climate justice into the curriculum of all our schools the resolution was a result of students coming forward with real urgency to make climate justice the framing of environmental crisis as a human rights issue a staple of every student's education superintendent would you like to introduce this item yes we're excited to provide the board with an update on resolution 52 72 with us here this evening dr. Sarah Davis our senior director of steam education and the Nicole Berg who's our programs manager for climate change and climate justice so they have some important information to share with you but there has been a good deal of progress and we'll be the first to recognize theirs they're still continued work to do and you heard from from some folks this evening already so take it away Shere Khan stam Directors in superintendant Guerrero thank you for having us here this evening we are also joined here in the room with Nicole and I are dr. Tanya McKee senior director of humanities and with us in spirit our David Martinez our social studies and ethnic studies program associate and Susan Hovick who is our science programs administrator and she back east helping her mom with knee surgery but in the room with us very excitingly our youth and community representatives from many different groups who care deeply about the racial equity and social justice implications of climate change which specifically is climate justice the plan for curriculum integration we will be showing you this evening was a true collaborative effort inclusive of student and community voice supported by Jonathan Garcia our chief engagement officer Shanice Clarke director of community engagement Camille Ida dev bow from strategic partnerships and Danny Ledesma senior advisor to the superintendent on racial equity and social justice additionally Erin presberg senior director manager for energy and sustainability and Monica Fletcher sustainability programs manager in facilities and assets management department have also been involved in this process as we consider how through district curriculum we can actually highlight our sustainability work and advance our sustainability work and so we would really like to thank all of these people for partnering with us in this really important work so knowledge empathy and activism these are key attributes from the Graduate Portland portrait for students in Portland Public Schools knowledge empathy and activism these attributes are core and critical to the work on climate change and climate justice our students need the knowledge not only to understand the problem now and how to minimize our impact but also the foundational knowledge to advance this work through college and career our students demonstrate empathy seeing not only how climate change is impacting them but also how it is impacting other communities most specifically frontline communities and our students want activism to express their concern with what is happening in their world and to be part of stopping the damage and engineering solutions can you okay good evening when aside
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these the last time I spoke to you was on September 23rd which was my first day on the job dr. Byrd I feel you um a lot has happened since then I've been meeting with students teachers parents and community members to gain valuable insights that have informed the work of the climate change in climate justice program we're here tonight excited to share the work plan that has resulted from this engagement process we'd like to begin by honoring the work of so many dedicated and passionate people in our community who have helped bring climate change in climate justice programs to life in PPS in April of 2016 the educating for climate justice collaborative formed and successfully petitioned the school board to pass resolution 52 72 which called for immediate action toward creating comprehensive climate justice education in our school district founding members bill Bigelow Tim Swinehart Jan Zuckerman Moyo nomini Eric Albert a la barca Cheryl Orman Sheila golden Katherine Muller and former board director Mike Rosen have helped Shepherd the resolution through out changes in leadership and system shifts they led a variety of efforts for educators to organize and create climate justice units and classrooms around PBS and they've also facilitated youth leadership and collaborative spaces including the Portland Youth Climate Council and the PBS climate justice team in the office of teaching and learning the steam in the office of teaching and learnings dr. Sarah Davis led the team with dr. Susan Hovick Jen Scherzinger Jeff Stonecipher Kristen moon and dr. Jennifer Mayo to collaborate with educators and redesign all of high school and some elementary school science units to include climate science and within the humanities Department led by dr. Tanya McKee David Martinez has also begun coordinated efforts to support climate justice in social studies additionally Kate Yocum and Rebecca Levinson from ESL partnered with these teams to ensure that English learners are fully supported with language objectives and the scale Folds they may need to advance both their academic and linguistic development this is a very extensive collaborative effort and we appreciate this despite everyone's best efforts the students were not seeing the transformation in their curriculum that they expected and in May of 2019 they returned to the school board to demand a more immediately visible and comprehensive approach to the development of the curriculum in a bold and visionary move view the school board approved allocation for climate change and climate justice programs manager and thus began a new era of transformative curriculum in PBS so this call for transformation was echoed in super super intendent Gyarados visioning process through which the community has identified climate change as quote one of the most significant challenges facing our world in service to our graduate portrait the work of the climate change in climate justice programs manager aligns through two clear pathways with a tiny little tangent off to the side of one of them so first of all students as influential and informed global stewards requires educators as innovative global and pragmatic which requires system support for global stewards and ambassadors in addition to transformative curriculum and pedagogy as one lane the second lane is that students as transformative racial equity leaders require educators as racial equity and social justice centered which require racially racial equity aligned systems and structures so they're very clear through lines in terms of our relationship to the work and each of our responsibilities within this so to approach this work with intentionality and purpose we gathered as many insights as we could to be grounded in some key concepts so you'll have in front of you some working definitions of front-line communities and on the next slide will be climate justice these are simply meant at the moment to be operating definitions and through our curriculum development work in collaboration with community youth and the adults who serve them we will be relying on the wisdom of that community to really flesh out a shared understanding of both of these contexts one part I would like to highlight is this idea of the just transition framework and thinking about the concept of climate justice as shifting from an extractive economy to a really regenerative economy and I see this as connected to our practices in education as well and I'm considering what it might look like for us to shift from transactional practices in education toward more transformational practices in education the climate justice education and PPS can really offer that space to us through professional collaboration decolonized curriculum design community outreach and reflective practices that dissenter us as
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individuals and support us and moving forward to a common goal so in order to ensure that we were moving appropriately through our racial equity and social justice lens I did we did apply this to our work and I'll give you some there's a full report that if it has not been shared with you will be shared with you and we submitted a lot of different documents but this gives some salient points as you know the racial equity and social justice lens has five different guiding questions and here's some of the answers to those questions short answers to those questions and just as a note there are two stacks of the our esj lens on the back row so if folks are not familiar with it and want to look at it while we're going through this we didn't embed the questions into the slide deck and so we have some of those out and about if there are folks here who want to read along on that and so we wanted to make sure that because these programs intersect along multiple places in the our esj framework and because we want to create a system that will sustain progress through leadership changes and provide a transparent vehicle for accountability this is this is the work we've done first of all the the work of climate change in climate justice does strengthen our Universal core for all students and across science and social studies k12 it will create Universal opportunities for all students to engage in transformative curriculum pedagogy that supports them and becoming global stewards and ambass this work is the result of extensive community engagement and feedback with intentional efforts to partner with members of front-line communities and frontline serving community organizations students teachers school and district administrators parents community members public service officials and community organizers have all offered insights feedback and recommendations for collaboration in this process and beyond in integrating climate change in climate justice into the guaranteed and viable curriculum development process ensures that the units will be accessible to all students in PBS the proposed action begins to address barriers to equitable outcomes by strengthening core curriculum and offering shared professional learning experiences and relationship building among staff to collaborating continuous improvement data regarding actual implementation of the curriculum can be collected through classroom visits review of course guides student course requests and continuous collaborative professional learning spaces as so then the last piece is as we continue to assess the capacity and the needs in our system this plan will need to be a living and dynamic document that's able to respond to the issues that arise through continued engagement we are still assessing how to best empower youth in this process not only to inform the curriculum development but also as co-creators of the continuous improvement in our school community and beyond so one of our our esj goals is around student-led initiatives the proposed student climate justice advisory group is a key action to support that goal and we are currently considering the conditions that may be necessary for our students to really authentically and confidently enter into this type of advisory space our goal is to amplify and support youth led spaces without supplanting their current work specifically that of organizations that are led by youth of color an example of this can be found with the Asia's work around the youth pass and so we do have plans to collaborate with the office of continued collaborating with Office of Community Engagement and create some outreach and networking events that will happen over the course of February we are going to try to reach on all areas of the city and do some community building events with the youth in the in these spaces so that we can hear from them connect them with each other learn about their work in the community and bring them all together we are considering new ideas about what a charter might look like what expectations might look like for that Youth Advisory as well as the guidelines for how we will meaningfully reach out and bring students into the space so we want to get a little bit more feedback from from the youth about what this would look like for them the plan so curriculum development in Portland Public Schools as we've been creating our guaranteed and viable curriculum documents has been done through the rigorous curriculum design process and so what the slide up front is showing you are the three big areas of rigorous curriculum design and so as we look to do standards-based instruction the state gives us guidelines for each of our content areas as to what content what standards should be covered at which grade level and so our core design teams which are our PPS educators facilitated by some toeses and administrators they look at all of the
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standards for the entire school year and they really look at at the end of this school year what are the key elements what's the key knowledge that we want students to walk away with and those become our priority standards and then all of the other standards become our supporting standards because through most of our standards documents both state and national there are frequently more standards than you can cover in depth in a school year and so we work with our educator teams to really look at okay at the end of third grade math what are the core things that students need to have at the end of fourth grade language arts like what are the key things that three years from now we want them to remember and so again those become our priority standards those priority standards are then logically grouped into instructional bundles what things make sense going together in an instructional unit and once the standards are grouped in that way the team then goes you know based on our educational history based on what we know to cover the standards and to gain knowledge on these things it should take about this amount of time and so that is kind of the first phase of rigorous curriculum design at that phase it really takes teacher and educator knowledge and so any teacher in Portland Public Schools who wants to be a part of the full-year design teams had the opportunities to volunteer for both science and social studies to participate with the full design teams but we know that not everybody wants to deal with the curriculum covering the entire year that some folks are just really passionate about those units dealing specifically with climate change and climate justice and so thus then the second effort within rigorous curriculum design once we know the standards we're going to cover we've got them grouped and we know about how much time it's going to take then we really dig in and we say if this is what we say we want students to to be able to do what does that look like and so an assessment which can be a performance task it can be a paper it can be a traditional assessment but at the end of the day if our students really have a deep understanding of those standards that we think are critical what does that understanding look like and then what are the enduring understandings and what are the essential questions that go with that this is a second opportunity for members of our broader community to join into the curriculum design process so you know I don't want to go to all eight of the meetings that have to do with the annual curriculum I don't I you know like I don't want to be out of my class that much you know I really but I'm really passionate about this unit and so what we will do is we'll do a half day of professional learning for anyone who wants to join at that point because the core design team is going to have some specific language that they're using and stuff like that and so we want we want people to really be able to feel welcome and that they know what's going on and that they can really authentically join this would be an opportunity for PBS educators who don't necessarily want to be on the court design team other toeses this is also a place where we can pull in students and our frontline community members to really help because the enduring understandings so an example would be one of the kindergarten science standards is to observe that there are patterns and weather and that is what we're going to that is the unit that we're going to embed the climate change and climate justice in well I could create an enduring understanding about patterns and weather that had nothing to do with climate change or climate justice and we felt that that would be a really disingenuous way of collaborating and partnering and so we want our community members who are deeply knowledgeable engaged in the climate change in climate justice to help us create those enduring understandings so that it's not just a kindergarten and we'll observe patterns and weather but that kindergartners can understand that humans impact patterns in weather and so so that is the the next place that people can enter and then the final phase is we have you know we flesh things out we know what proficiency looks like and now we're gonna build out the actual daily lessons and for the climate change in climate justice units we are in fact going to build them down to daily lesson plans not to reduce teacher agency but because not everyone is as knowledgeable about climate change and climate justice as as others and so we want these data the lessons down to daily lesson plans to be a type of embedded professional development to augment and support the additional professional development that we will give to community members and at this third place it's about you know kind of all of the guardrails are in place to ensure that we are doing these standards-based lessons that they are
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available to students across the district and so we'll look for even wider community engagement at this phase of the curriculum development and that's why it's been so huge to have Nicole here she hit the ground running she has met with so many people the the slide with all of the bubbles those are all different groups that that she's been able to meet with and so that will be kind of part of her task is that deep collaboration with social studies and science curriculum leads to be like okay the unit development for the climate change climate justice for fifth grade is coming up so you know so we're now six weeks out so Nicole is gonna then be doing that outreach and connecting with people you know she's done a lot of work with the students and and for the most part where the students have told us is if we want to come in it's probably gonna be it like phase three we're more interested in actually the lessons we don't want to dig into the standards as much and then what some of the students have told us is we're kind of more excited about the high school elective and you know we want to stay in the loop on the the k-8 stuff but you know and so but but she's really been engaging and we've been finding these ways that to find ways that when people want to participate that they can and so within our existing curriculum design process these are kind of the three locations where we can invite augmented design team members in to really help have a rich community student embedded lessons created and so just kind of as an idea for for things that have that have happened already so within science the units for first third and fourth grade are already created the science team actually got some grants and so we've been able to work with collaborators to create create those and they're an implementation in review and I do want to highlight and this is it's been a really exciting collaboration with the ESL team for for folks who were here two years ago you know I kind of was talking about that the faucets were 22 years old and so the science team kind of got together and we're like we get that there are other we get that there are other priorities but we can't live any longer without having elementary science aligned with NGSS and so and then we were having conversations with ESL and we kind of came up with the our own slogan which is everyone's a language learner in science and so we have embedded the the ESL ELP standards in with the science and so all of these units have been co-created and they covered the science standards and they cover the eld standards as well and so that that's been really exciting and then at our high school level as dr. Valentino alluded to the high school science redesigns started three years ago it's part of very large regional collaborative but the exciting news we got recently from the director of standards and instructional supports from Eau de that New Jersey Oklahoma and New Mexico and Illinois Department of Education curricular people have been reaching out because ours is the only high school sequence in the nation that builds across three years and was centered in equity and so we now have states from around the country reaching out to us and asking us to share what we've been doing in terms of our high school science and this was one of the really cool trios and Rachel who were on part of the original climate change climate justice committee I was like two months here at PBS and I was at some meeting with Tree oath and he was like well if we're redesigning high school science couldn't we embed some climate change climate justice and we were like yeah we can and so that that collaboration started early and that is part of this work that's also getting national recognition and so currently over 1/3 of the students in Oregon receive this curriculum so this work that we are doing and pioneering is already being shared across the state social studies is a little farther behind simply because the Oregon standards have not been approved yet we have fingers crossed and high hopes and expectations that it will be May of this year and we have early drafts of the standards so work has been moving forward but it will have to be mindful and reflective of if there are if there are some edits from what we have been working on so far and then in terms of youth leadership Nicole as she alluded we had really hoped to have that advisory panel up and running by now but what we discovered is there were so many different youth
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climate change climate justice groups across our different high schools that we were actually going to be taking like co-opting the work that they had already started and we didn't want to do that we wanted to be super respectful and so we want to find a way to have a student advisory panel that amplifies and enhances their work and doesn't take away the agency that they've worked so hard to create and so we were a little bit behind on where we thought we would be but intentionally because we stopped ourselves because we didn't want to step on work that that students were doing and so this is just kind of an overview of the current climate change units that are happening in science and then the climate justice units are also going to be developed when with the social study standards we're also looking to see if we can find overlap with the new SB 13 and there is deep integration with the released ethnic studies but the ethnic studies standards tell me if I get this right Tonya ethnic studies is now being embedded across social studies and that's one of the reasons that the standards are delayed yeah I didn't make it up and then additional work that the social studies team is doing is also the the new Senate bill related to genocide and Holocaust education and so in terms of social sciences climate justice units these are some places that the core design team is already seeing resonance and overlap where climate change and climate justice units could be built in so other opportunities for youth and community engagement have come up in many conversations with youth and so we want to think very intentionally as well that in addition to the youth summits we know there are multiple community events in planning processes right now and we want to figure out how to support that and amplify it they there is like job shadowing that we could build into this curriculum we could do coaching we can do peer mentoring collaborative school improvement projects Lymon the list is this is just a small list of some of the more resounding asks that the students have have wanted to see in the curriculum so we will be making sure that we're partnering with all of these different people in the community to make these reality for our youth through the curriculum development process and then moving forward we will have by June we're gonna get this advisory created we'll be meeting there are the units will begin development science will begin the spring we have some days tucked aside the elective can begin development this summer and the k-12 social studies work will happen in the fall so that by the end of this next school year in anticipation of 2022 we should have everything done and implemented into classrooms that's a lot I would like to encourage you guys to have some students come back and talk to us about what they're doing in the classroom and what this really looks like any board questions or board discussion you were holding your questions Julia that was quite an exercise historical context just it seems like it would be worth adding the climate justice committee to the timeline since there have been a critical player in the work then I'm gonna go to the slide that is titled just not the comment the student slide I love the students being co-creators to my questions the the slide that's the climate change of climate justice implementation plan it's after the super complicated chart which I think you did a great job explaining so to better support students and all schools in all classrooms what is it in terms of materials I know there was this there's been a textbooks review but in order to integrate all this into sort of daily classroom activities what what sorts of kits supplemental materials are needed so that it's not a we'd like to do that or we now we have the curriculum but we don't have X
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what's the X that's needed so we can think about that as we so our historic science kits there have never been enough of them for every teacher in the district to be teaching science at the same time so say we wanted every third grade teacher the sixth grade into the school year to teach a specific science lesson we don't have enough kits that we could then provide them and so our science kits are actually on a library checkout system there are three kits per grade level and science is woven in with social studies and health kind of in a rotating basis across the school day and so for the the curricular materials that we're writing ourselves we are following somewhat that that same model because there's a number of system and infrastructure asks that would have to come into place for for us to do that and so if if we wanted to see a situation where potentially the social studies unit would immediately flow into the science unit across all of our schools we would need to get to a point where all of our teachers could be that we had enough science kits for all of the teachers at a particular grade level and so that would that would be something to kind of aspire to moving towards the future so just to clarify the three kids per grade level that's across the district sorry so so across the third I'm just gonna stick with their grade across the third grade school year there would be three different science units that that would be covered for each of those units we have about sixty kits but we have about a hundred and fifty teachers at each grade level and so the way we deal with that now is that as teachers or educators are putting their schedules together some of them might choose to do it in the fourth week and some might choose to do it in the tenth week and some might choose to do the third kit first because because they're kind of stand-alone they don't they don't build and we and that's and and that design also forces it that our science units at the elementary level in many ways can't build because we don't know what order people are are going to be getting them it's still exciting that teachers are requesting the kits and they're doing science and we've gotten really good reception for the newly-created activities and and so but but if we did want to get to that place where we kind of knew at a specific time that people were going to be doing stuff then we would need to expand that social studies is also looking because the standards have so radically changed social studies we'll also be looking at needing curricular materials to support the guaranteed and viable curriculum some of those will be curated for source documents but but also there will need to be some they're there as well and just to clear and this is my last question just to clarify I'm the textbook piece I understand there's been a review we don't have any climate denying materials in our textbooks correct I believe that is correct I know but what we also did not have was the human impact on climate being explicitly mentioned in our textbooks and so that has been one of the things that we've really been working to curate auxilary and supplemental cereals again sometimes from first source and newspaper articles and things like that and sometimes from identifying some standalone curricular materials that we can then augment our system with so those supplemental materials are those ones that we now have or that it's a budget ask or so it would be a little bit about so in terms of science we have actually really intentionally focused on open source materials and and we found some really excellent excellent things there are in fact a number of really interesting curricular options out there that are open source but that doesn't mean they're necessarily free because you also need to have professional development but we've been able to kind of curate from open source the things to augment what we were doing in science and so for those they are available I don't want to speak for Humanities related to advocating or or or putting to the side about you desk I'm gonna think she wants money just this is really exciting so thank you for for the great work looking forward to see how it progresses going forward and it's nice to be seen as a national leader in curriculum development this is a great
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place to to see it I mean when I when I first heard the phrase the world is on fire it's like well yeah great metaphor except not and we could put a screen of a flames going on and well is that Australia is that Brazil is that the Columbia Gorge is at California so that we're past time to take action director Moore just a quick question or a couple questions about the opportunities for youth community engagements are we looking at maybe trying to build this into the CPE strands - and trying to get some internships going and that Camille has been really amazing at organizing some cross-functional team meetings and we're beginning that exploration so while it's not necessarily in this body of work at the moment there are certainly opportunities for it and the youth they really want that so I'm hopeful that we can make that a reality not just not just building internship opportunities but really having a mind toward developing CTE strands in sustainable industries yes yeah um and this isn't a classical CTE strand but politics is a growth industry sir and and I think especially like NGOs around climate change and advocacy and city governments getting involved in climate change it will be great just I mean okay so I'm I'm a social studies politics person so it would be great to see that kind of thrown into the mix here - absolutely yes I've met with a few people in the mayor's office and Metro and some other government bodies that are very excited to partner with the students and I also think as kind of bringing together a couple of strands former director Rosen's look forward to seeing a draft policy to update our sustainability work I've talked to a number of community partners who are frothing at the mouth to jump in and partner with us around energy efficiency projects for example and I think that's a great place to engage students and both as a policy piece and as a CTE kind of a bit of that going on as well and I'll say of his money how about that well that's a really important aspect of our bond funded modernization projects that with every new school we build you know their 21st century lead LEED Platinum or LEED certified you know sustainable buildings and it's just sustainable construction practices and all that so that's a aspect of that work that we don't talk about a lot yeah all right thank you very much really in case citing thank you so much okay superintendent Guerrero would you like to introduce this next item authorizing a modification to the Lincoln high school master plan we're gonna have our chief operating officer Daniel talked a little bit about substance of this proposed modification and potentially some support from our chief of Student Support Services Brenda martynuk if there's further questions I also want to recognize we have our Lincoln High Principal Peyton Chapman here with us this evening and another one of our principals thank you miss Calvert for being here I think for moral support maybe Danielle good evening directors and superintendent in your packets tonight you have a staff port and a board resolution proposing to modify the Lincoln modernization project quick background PPS has adopted education specifications for comprehensive high schools and in that includes space for partner health clinics the Lincoln high school master plan was approved in August 2018 and that included space for a partner health clinic as well since that time the availability of health care providers in the area has changed Lincoln currently does not have a health clinic in the school now and staff no longer thinks that we would be able to procure a provider if we went out for an RFP so because of that situation we are proposing to change the Lincoln modernization project to remove the health clinic which is what the
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resolution states and staff when we originally looked at this and had thought about this for a while we proposed adding a construction CTE space because in the CTE plan that is what is proposed for Lincoln in the future however we want to acknowledge that there are other potential options and there so that's not specifically wrote and written into the resolution the removal of the clinic as was what's written in there so that is what we have right now and if there are any questions I'm happy for those introduce the item and continue to discussion the board will now consider resolution 6:04 to authorizing modification to Lincoln high school modernization master plan do I have a motion so moved director Bailey moves do I have a second director more second some motion to adopt resolution 6:04 to miss Bradshaw is there any public comment no is there any additional board discussion on this resolution hearing what Maxine has to say from a student perspective around accessing health and her feedback on this not like I mean I have feedback but also like we have student feedback because we talked about it for chunga time today at district student council one of our representatives obviously goes to Lincoln and he said that students at Lincoln didn't even know that this was being proposed just because their health center is like it's not currently a health center it's more of like a nurse station and mental health center and but also that students and staff like aren't really concerned about the health center right now because you know based on where Lincoln is and the population of that school they a lot of students are covered with insurance from a private health care provider and so what he said is that a lot of students right now are thinking that the CTE programming space would be better just because based on the space right now at Lincoln like they're already set to outgrow that modernization which I don't know if that's completely true that's just what I've been told so currently like some students are thinking that that CTE space would be better but and that there are other healthcare options in the area but also it doesn't consider for the future like it you know it seems unlikely that in the future the population of Lincoln will change but you know we never know and a lot of students at least it like my Health Center at Franklin used that for contraceptives as a safe way to you know get those and what the future of that will be it you know Lincoln and there also we have on the on this side of the river we have health centers at multiple schools but you know we don't have one on the west side currently and that we have Lincoln and Wilson over there so if we don't end up having one at Lincoln maybe thinking about having one at Wilson because you know then there would be something for the students on the west side okay that's all that's really helpful any further discussion I'm curious about with talked about other things that were in place like the nurse station mental health services counseling what are currently planned for Lincoln if this space is removed what other sorts of supports will students have it will have the other I guess gamut of other supports that are in there I might invite our senior project manager Erik girding who's in the audience he can come and speak to some more specifics that are what and the plays a little more familiar than I am but the Counseling Center is there and other wraparound services nurse my name is Eric girding I'm the senior project manager with the office of school modernization for the bond program regarding the the EDD specs and what the building would would still have if the health clinic was not part of the program there is the you know the the nurses suite which exists currently but would be is expanded a bit in the ED spec requirements as far as you know just a regular sort of daily health needs that students have and related to athletics injuries and things like that we still have that service with with the nurse and that program and then there is the Counseling Center which has mental health counselors psychologists and other wraparound service providers that can provide healthcare in the form of behavioral health support which has in in our sort of work with the
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stakeholders in the community as seen as that as the in the greatest need for students so that will still still be in the program thank you so just a follow-up um so what what services would not be available without a health clinic it'd be the the services that a you know a third party independent healthcare provider would bring similar to what we have at our other schools that healthcare providers we have it are their schools we have two Multan Alma County clinics and they they bring just sort of general care to those clinics but we're unable to have Mahnomen County move into new schools and they actually moved out of Grant as we know so it would just be that kind of initial sort of general primary care so are some sorry these are sort of general questions for the other health clinics that we have the students use them as primary care facilities I mean is that when they were getting primary care I think well defer to our chief of school supports Brendon we have a Miss Barto here to get some detail dramatically good evening so our health case our health care clinics our school-based health clinics provide a variety of services for some students that is their primary care okay and how much of that is dependent on a provider rep rather than a space because some primary care you know immunizations we probably don't really need a full-on health center to do that so I guess I'm there's a variety of of health services that are provided there from providing contraceptives to sore throat pain to immunizations to a cold so there's a variety of things that students go to or health clinics for for students who are on Oregon Health Plan a lot of them use that as their primary provider but the the health clinics will refer them on to a primary physician should they need ongoing medical attention or prescription medication like an antibiotic or something like that so so they do refer on but for many of our students well child checks our physicals for sports and then colds flus sore ankles things like that they will go to the health clinic for one of the issues that we're coming across and we're experienced in this was with Grant right now is we have opened up an RFP twice now and we have not had providers have sought out the RFP so we currently have a space at Grant that does not have a health clinic and we have been told that due to the reduced number of students on the Oregon Health Plan that it would be really hard for providers to come because it's just it doesn't even break even even through Oregon Health Plan so that's what we have been told with Lincoln as well is is a similar situation I think it's really important to frame it that way and I want to speak to the rest of all speak for myself this this is not a decision about whether we want a health clinic at Lincoln or whether we think a health clinic is needed this is a decision that we cannot find a provider that's on to fill grant and we're pretty sure we won't be able to find a provider to fill Lincoln so it really is more of an operational issue rather than a policy or ed specs it's like if we can't find a provider should we be building a space that will just remain empty correct we discussed this a little bit in the bond committee because I pushed a little bit on like are there not more creative ways are there other providers can we bring in some of them besides moment my health have no Malone County health clinics and the answer really is is no someone's got to make a profit to be in there if it's not gonna be well Noma County that's correct I do want to state though that Lincoln High School has a higher percentage of students who experience different levels of anxiety suicide ideation mental health concerns depression so there's a
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number of students it's it's a higher percentage there so using some of that space or some sort of configuration to increase mental health supports would definitely serve the community well that would be great to see if there are any opportunities for modification to the Counseling Center or the nurses suite or whatever to address those concerns chair consume I'd like to offer an amendment just along to the resolution along those lines and I'll say what the amendment is and then share am i thinking about it that to drop the last in the resolve to last drop the last five words of number one which has removed the planned health clinic and put in put in its place replace the health clinic with an alternative proposed flexible space for health services delivery second so let me just speak to the amendment so I've been a parent of a high school student who's been in a high school that's had a health clinic and one that has not and I really strongly believe that the district made the right decision when they set the ED specs and put that in the in the ED specs because there's not a neighborhood in this city where kids don't need some sort it may look different and there that who pays the bill may look different but I believe that no matter what neighborhood there's there's a need for it and I go back to this concept similar to the conversation we had the other day and I'm seeing the Jefferson principal Calvert out there when the question was why are we by building Jefferson for a certain size and the part of the answer was we're building hundred-year schools and it may be that we're at a moment in time in which the health care system looks one way or two Maxine's point that the student population looks one what shows up one way or that people are having their health care students are having the health care paid for in a particular way but that's just the moment of time and I think if we remove this ed speck and don't replace it with something again recognizing the current difficulty but don't replace it with something that provides an alternative there's some flexibility in the future that we will close off an option and I really see the value of students in their owns in their own school having the opportunity to receive those services so for example well I think Wilson should have a health clinic too or some sort of flexible space but I don't think we can depend on Lincoln students being able to drive kids have cars drive to a different school nor maybe necessarily feel comfortable to go to a different school to get those services I also look at the focus of the Student Success act and how this order the wraparound services have and are really being focused on as ways to help our students be successful in the classroom and the importance of that so I think by maintaining the flexibility and it may look different for Lincoln or may look different in you know 2025 then a dozen 2030 but that we keep that flexibility so the students gets support I think one thing that's interesting about the situation at Grant is that the specifications for the health centers are very different than classroom space or other flexible spaces that we have in our high schools so as I understand it the way that the health center is configured right now at Grant sitting empty is very difficult to repurpose for our students needs and they're hurting for classroom space with the over enrollment at Grant so it is it is an unused space as it would be at Lincoln High School given that there are no no providers coming forward so I think it's truth we always have to keep in mind that the landscape is changing and that at some point in the future you know we may have to reconsider where that whether there's a way to repurpose some space within our high schools if that becomes a dire need and our students are unable to find be served other places in the community but I had lengthy conversations with vennett AB Dov Talib who ran the health services for Multnomah County just to get a better understanding of the landscape and you
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know I guess it was three or four years ago they pulled out of all of our PPS middle schools or they were at George Harrison Park Cesar Chavez and Lane and then it was has really been a value-based budget decision by the county for which we should be very grateful and explicitly grateful that they have continued their operations in our high schools now because they do it at a significant and you will lost but they consider it an important part of their mission but we can't count on even that forever and she made it very clear that there was there was no possibility that the county would step forward for grant or for Lincoln and the the private landscape is even more certain that it just doesn't work for them but the flip side of that which is really reassuring is that it's relatively easy for all of our students now to access these services in the community that there are very few like she said virtually no under no citizens of our kids and our community under 18 who aren't covered by the Oregon Health Plan or some kind of private insurance now we have really really closed that gap and so that's the good part and and when we first started school-based health health clinics that wasn't the case so they were the only place where kids particularly uninsured kids could get health care which was hugely important and and now we have a different landscape so I think it's important to for us to partner with the county and with the private sector to make sure that our our nurses and our counseling centers are able to provide information to students and families about where they can can get services but I think it's it's pretty clear that even if it were our intention to offer this as a wraparound service for our students we're not the direct service providers and the direct service providers aren't there I have I have a couple specific questions on the amendment it's on the table right yes motion seconded I guess that the question I have is both both the director burr members but also to staff in terms of the the language of replacing it with with an alternate site for for healthcare activities do do we have a sense of what that might look like because what I'm what I'm concerned about is what I'm concerned about is this I want the health clinic and if we had a way to get it I would say absolutely no to this resolution but we don't have that the language as it currently says says remove the health clinic it doesn't say as you pointed out Dan it doesn't say replace it with anything we can sort of work through that process there's some proposals you know in the staff report about replacing with CTE space I'm worried if we do this we again are limiting the use of the space and how we build it and do we if we don't know what it looks like to fill it that I'm not sure I want to hear a little bit more about that yeah I guess one thing just as it might be hard to change a space that's built for it classrooms conversely it's hard to go the other way do we know that well I'm just saying what these people that when you build a health clinic you're building smaller spaces with exam rooms etc when you have an open space you can fill that much easier than you can't tear so so the thinking is beyond my and again I don't think we should get caught in the you know who the president the United States is could very much depend on the next president of the United States is good very much depend on what the health care system looks like and so - I think just remove the health clinic without leaving flexibility for some sorts of services whether it's contracting with Mema SD for some services but I don't actually think it's easy for students to access them somewhere else because if you don't if you don't either well I'm just saying if you don't have a car if you're leaving sigh time for my parent experience i know i i'm in total agree with you okay the question here isn't using web they can or can't access it it's can refill the space that we build and I don't want to build space as we can so can I offer a friendly amendment cuz I'm right with you and say instead of saying do this it explore this as as a priority I don't want as a board member I don't want to get into designating a space in a school to be X in in that sense when we don't know what exactly that's gonna look like and I think that's my concern about the CTE is that I that was just
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one of the proposed ideas in the proposal we received but I really think you know the idea of a hundred-year school we don't know what's going to happen and so how do we allow the flexibility for future boards when we have let's say universal health care and need students to have that access I was accused of being a dreamer I do want to say editorially we have the most screwed up wasteful healthcare system we could spend all night on that guys yeah I'll just just stop there Medicare for all equity cost savings that could be spent on addressing claim you know yeah so getting back to the amendment be getting back to the amendment can we take it as an advisory to explore that we have good people on the ground and the Lincoln community that can be part of that process and I think that's not a board I mean we again we have we we have indicated our support for whatever kind of health services we can get in our schools we know that's important we don't know what's what's even possible depending a lot on are there providers who can actually do that what does that cost all those kind of things that's why I tried to leave the resolutions somewhat broad so there the amendment the flexible space for health services delivery that it wasn't locked into a clinic capital H capital C but that you could have additional discussions I know that again I have student at Lincoln where there wasn't a health care clinic and I had a student at Cleveland and that where there was a health care clinic and I do think all students utilize the health clinic and that to say that today's student pot I mean it's hard enough to be a low-income student in Lincoln without having an additional you have to go somewhere else to get it or you get and I know this is all contingent about being able to get a provider but I I think we should ask Brenda and team what this is less a facilities decision and is there like an alternative model so I trust that the you know we can't for the traditional model get a health care clinic clinic but that there may be other models that were able to provide those same services so I mean I'm agreeing with the spirit of what you're saying but if we say this is what you need to use that space for and you guys do your best and it just doesn't happen then they have to come back for another Lourdes action and I and I don't want to I don't want to have us go through that I want to just say do you know that's the birds the board's first priority would be to use that space for some kind of health services but you guys you know do what you can best judgment related to this motion if I could ask mr. young could you say a little bit more about some of the enhanced space for health and wellness to be made available to to our students and certainly that could that could be augmented but I imagine this is a topic that the design Advisory Group also took up and what was the thinking from that group and given where this is would be proposed to be were there any other restrictions for use of that first floor yeah I'll jump in all the Eric gentleman if he's got some more details so the the project team and the Lincoln steering committee which is largely internal staff and a representation of leadership across the district including the principal and there's board membership on all the steering teams had an idea partially because of grant that the health clinic space might not be occupied so they've been looking for probably close to a year what are those other options might be there and weren't specifically looking for a different health provider space so I'll just say they're right there and so that's where the construction CTE option seemed to rise to the top from the project team and from the steering committee because that is part of the CTE plan for Lincoln in the future and it is in a very convenient space next to the makerspace across the myth eater and those kind of things so from that perspective with the the total open field that's what what rose to the top if we are looking for a more confined use of that space for health services we'll need to I think take a fresh look at what could best be done there and I don't I don't want to create a false sense of urgency but the project is in design isn't permitting we have broken ground so we will need to
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make decisions relatively quickly it's not yeah we're just about to receive our foundations instructional permit and then our overall a building permit will be submitted and probably next week two questions one is there a student on the dag for Lincoln and who is it and to where any students who would have you know like possibly low-income students at Lincoln who may have used the health center in the future for what you know the services that Brenda listed asked about this because that's where I see a lot of issues like we can have debate about this all we want but at the end of the day it's like you know this is going to be affecting the students and you know I only heard about it you know yesterday and I didn't really have time to ask anyone so just wondering those two questions your point is really well taken about there should have been more outreach to the Lincoln community about this there were at least four students on the dag from very diverse backgrounds I would say I think that the question is if we want to contemplate whether we want to be somehow in the direct services business for for health services that's a budget question we don't have a direct service provider to run a health clinic at Lincoln we don't foresee having one this is a very highly specific design for this particular space did you want to add anything dan what was the other part of your question that didn't get answered just why more student input wasn't taken into account before we brought this here to the board I think it was just included in the perhaps principal chatham wants to comment on this this was a subject of considerable conversation in the Lincoln design advisory group I just want to say one of the models is not a direct service model but M ESD provides services to lots of other districts we traditionally have had a different relationship with masd because we provide some of these services but lots of other districts contract with M ESD to provide services so I think there's a this is so what the point of the amendment is to look at some some different models do they do health clinics I'm not aware that they're running full health clinics I think certainly we access them for nursing and they would be interested in a conversation on you know what that looks like to be slightly enhanced but a principal Chapman can certainly speak to how the space might continue to InCommon eight partners like Western psychological and and others that that students might be accessing on the campus are principal Chapman so you know for the first few years obviously we want every school to have a health clinic that was the approach we took you know every school has students who need health clinic but it really became apparent with a grant process that there was not going to be a provider we reached out to alumni who are in the health care services we reached out to parents who were private providers we talked to people you know in a lot of different places and got the same response that the grant community was getting that there wasn't going to be a provider available for Lincoln we then did an extensive request to map all the other providers within a 1-mile zone so outside-in was mentioned the time zoom care also the good Sam and a variety of other providers in the area and then we brought our school nurse in also to get her perspective and we did need a larger space than she has now because right now she's right next to school police and athletics and it's not welcoming it's not confidential but the new space that's designed will have more room and room offices for partners like Western Psychological Services and I have been a champion for every school having a full-time school psychologist and more wraparound services we now have licensed clinical social worker and our new space will have a very welcoming Counseling Center with private areas a quiet room and then places for our offices for Western Psychological Services partners our nurse it's a much better much more beautiful I think the voters and taxpayers will be very happy with the new space because the truth is we can't
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we we just don't anticipate being able to get a provider but we do have talked at site counsel the dag and with all of our students and reviewed all of this successful school survey results and our students will say that mental health is a top priority that we really need to continue to seek out those partnerships we really do need a full-time school psychologist we really do need to take mental suicide prevention anxiety depression I will say the other thing the successful school surveys flushed out for us was that students feel like it's a very highly academic school and they don't understand why we have the least amount of CTE programs so we really do need more CTE programs the students are telling us they need to do things with their hands and hands on learning and that reduces stress and anxiety and the CTE Technical ed construction space would do that it's also on the first floor the city center rules require that that's an active streetscape we would not want to put a Student Wellness Center there there would be no privacy so the CTE space on the first floor was discussed by the dag by site counsel and takes into account the student feedback from the successful and parent feedback from this is Sexual successful school survey and from those conversations so at this point I think we are community we would really devastate it to lose that hands-on space and I am worried about the fact that we're in the permitting process now and any delays would be very costly and we don't want any more delays okay I'd like to call the question please on the amendment that is on the table director berm Edwards could you please read the amendment again that we strike the words to remove the planned health clinic and replace it with replace the health clinic with an alternative proposed flexible space for health service delivery okay all in favor of yes so I'm gonna oppose the amendment and I'm gonna say again for the record I want a health clinic in Lincoln and if we had a provider I would be pushing very hard for it I am NOT opposed at all to asking staff to explore continue you know alternative health care delivery systems if that's a possibility I think the language as proposed is still very restrictive and would lock us into providing health care services in this space so I'm much more comfortable leaving the flexibility and just and you've gotten a sense from me at least that I'd like to see more exploration but I it's also good to hear that we have been exploring at Grant those options and really so far haven't found anything so dr. Bailey you said you had friendly amendment was an amendment to this language or was it an alternative it was basically what Andrew said you've got us you've got a sense from the board to continue to exploring but no mandate okay all in favor of the amendment please indicate by saying yes yes yes all opposed please indicate by saying no no the amendment fails by a vote of five to two with student representative lateral voting I don't know that's okay you can abstain okay and your point is very well taken about the lack of engagement with Lincoln students on this issue okay the resolution before us reads the board directs the superintendent or his desert we've already moved the resolution itself so all in favor of the underlying resolution please indicate by saying yes yes yes no all opposed please indicate by saying no no the resolution passes by a vote of 6 to 1 any abstentions and student lateral voting you can do it whatever you want okay abstaining yes okay thank you and thank you for raising the issue through the DSC all right on to board and committee and conference reports director Moore would you like to provide an update from the policy committee do you have an update from the even if you wouldn't like to we are we are working on finalizing a revision to the meals policy meals and meals beverages and gifts policy that
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was mentioned in the Secretary of State audit and we spent we spent our last committee meeting essentially talking about that we got a very very brief update and the anticipated timeline for enrollment for the work around revising policies related to enrollment balancing and our next meeting is scheduled for February 10th that sounds right we do have on the books a meeting for January 27th but we have canceled that the what's happening right now around the enrollment related policies is a significant amount of engagement with various communities to kind of build on the the work that has been done in the past for many years in both Sackett and D brac processes and we're looking to since d brac ended what three years ago now we're looking to kind of make sure that we are up-to-date on community opinions about any any proposed changes don't they go director Moore your colleagues on the policy committee are confused about when the next meeting is it's the one on the 27th really cancelled because I did not know that oh it's not out yet it's know my magic phone told me I still had a meeting so okay thank you I'm going home now good night I don't have any tests so I'm good but thank you if you want to finish writing my AP English paper for me I would appreciate it what's it what's it about absolutely no it's about the book pachinko I mentioned Lee love she came to Franklin it was really good highly recommend the book but I'm writing my paper about that book because that's what I'm required to do did you hear yourselves on think out loud yes that was my parents were listening that's fitting my friend my friend flora her mom is the librarian at Grant and tweeted about it and made all her students listen to it so like hopefully other students listen to it too when she gave her address to the packed house at this niche she said it was the favorite part of her day by far talking about this Franklin students that makes my heart happy director Scott school modernization bond committee we had a meeting last week very good meeting I'll start at the end and work backwards to where we're going we got presentations on the Jefferson Wilson and Cleveland master planning processes and what those communities were really excited for and looking for in their schools which was great we opened the meeting with the discussion of the communications and engagement plan around the 2020 bond and the criteria and priorities discussion around the 2020 bond as well and one of the things that came out of that was that there was some board desire to have another discussion about the criteria that are being used to form the 2020 bond and so we are scheduled to meet on February 13th for an all board discussion so it was a committee meeting now it's an all board discussion on the 13th to talk about the criteria my plan is that we will send out the staff we'll send out to the entire board the existing criteria long long-range facilities plan and other criteria that have been used in 2012 and 2017 and I'm gonna ask board members to come to that February 13th meeting with specific concrete changes that they want to see in that criteria we don't really have time either at that meeting or just from a planning process to do a whole lot of brainstorming I think we're starting off with a really good base and I just want board members to come if you've got things that are missing or things that that you want to strike that with concrete changes and we'll have that discussion and make some decisions and then move on yes that will be here at 4:30 I believe but Roseann will clarify all those things for us director Lowry do you have an update from the Charter and alternative programs committee I do we had a lovely meeting with lots of our community-based organizations in attendance and several of our charter schools last week and we are beginning our big process as a charter committee
02h 15m 00s
of visiting our schools that aren't for renewals and contract extensions and we will begin our hearing process on that same night director Scott so I'm hoping that you efficiently manage our time so that we can get to our our Charter yes Turner hearing that night so it's a great opportunity to see what some of our charter schools are doing and we are working with our CBO's to talk about equity funding and how the Student Success act will influence them as well as following the statute when it comes to our charter schools so that's what we're doing on the Charter and alternatives program team I want to say for those of you interested in that whole cluster of issues that we subsume under enrollment balancing we will have at our February 4th board meeting we will have part of the meeting will be a work session on that topic so come one come all to an end to see where we are in that process director / med words do you have a report from the audit committee actually I thought I was gonna be giving a report from the multiple pathways to graduation so yeah we have an upcoming meeting the audit committee should I go ahead with the multiple pathways to graduation design Advisory Group so it had a meeting on January 9th and this is the building that encompasses the new structure that's gonna be on the Benson campus and the Pioneer High School of Portland evening and Portland Summer Scholars Portland virtual scholars Alliance high school reconnection centers dart Clinton school sort of those that's the collective plus the Portland International scholars and the group had toured they toured grant because that's where the building was just to get some inspiration of what a new modern facility might look like although there's this obviously going to be for a smaller student population they also had visited the wood burns to success high school and which is has a similar set of alternative programs in the meeting they went through the guiding principals site layouts what from a staff perspective what sort of adjacencies would be beneficial to the students they also talked about learning community adjacency so that was most of the evening one thing that's relevant for the board is that when we passed resolution 5828 which is the resolution to cite it there we did not specifically include I believe it's the teen parent administrative offices so currently they would be the only entity still left at Alliance at meek so we just need a small language change it was an oversight apparently but but it they need clarity because obviously they're getting to the design stage and whether they need that that they need to allocate that space which is clear they a well unless we're just gonna leave in buttoms at Alliance for meek so that some language will be coming to the board at some point to just clarify that all right anything else for the good of the order all right thank you everyone good evening um


Sources

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