2020-02-04 PPS School Board Regular Meeting, Work Session

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District Portland Public Schools
Date 2020-02-04
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Meeting Type regular, work
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Event 1: Regular Meeting of the Board of Education February 4, 2020

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this board meeting of the Board of Education for February 4th 2020 I thought that might get your attention is called to order for tonight's meeting any item that will be voted on this evening has been posted as required by state law this meeting is being televised live on channel 28 and will be replayed throughout the next two weeks please check the district website for replay times this meeting is also being streamed live on our PPS TV services websites welcome good evening after at tonight's meeting the board will hear from M ESD superintendent Sam Breyer welcome superintendent briar the services they provide and support of our students as well as celebrate the birthday of Rosa Parks and then we'll move into a work session upstairs on enrollment balancing at this time I would also just like to acknowledge that this we at our last meeting we recognize Black History Month and that this is a week of action for black lives matter so we have all sorts of activities going on in all of our schools this week including hoodies up where they'll be honoring Trayvon Martin's life tomorrow at Roosevelt and honoring all of our young people whose lives are lost to gun violence and there have been a lot of conversations in all of our classrooms this week I'd like to just take the personal privilege of relaying a conversation that I had with one of our students this morning who apologized to me when I went to shake his hand that he couldn't lift his arm he had been shot a few weeks ago as a bystander in his neighborhood later in our conversation it came out that as a kid he had been caught in gang crossfire and had been shot then he's one of our students he's a senior a beautiful brilliant capable hopeful student who has been shot twice in his young life this is our community these are our kids thank you for the hoodies update of and all of the other blacklivesmatter activities that are taking place across our district we honor all of you thank you this time the board will vote on the business agenda board members are there any items you would like to pull for discussion we will set aside we'll set these aside for discussion and vote at the end of the meeting our business agenda has been revised to rescind 6:04 6 which is the complaint that we just considered and voted on in executive session upstairs any items to be removed for discussion miss Bradshaw are there any changes to the business agenda I have one I want to make a comment on you want to vote first and then director Bailey moves in director to pass seconds the adoption of the business agenda miss Bradshaw is there any public comment on the business agenda no is there any board discussion on the business agenda yes I just for the record that sorry that one of the contracts on resolution number six zero four four and I want to note for the formal minutes that in four minutes that the board did receive a staff memo on the efficacy and the cost-effectiveness of the current model of which our leadership management at the office of the General Counsel occurs legal costs were part of the Secretary of State's audits that they asked us to provide a greater level of oversight and I just want to note that we have a memo the speaking to that specific contract and as the other legal contracts are coming through a similar level of scrutiny is happening by staff thank you the board will now vote on resolutions 6 0 4 4 through 6 0 4 8 exempting 6 0 4 6 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 7 to 0 with student representative lateral voting yes all right 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
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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 for a and signs in the audience should not be held in any way that obstruct others viewing of the meeting board members in the superintendent will not respond to comments or questions during public comment but our board office will follow up on board related issues raised during public testimony guidelines for public input emphasize respect and consideration of others we request that complaints about individual employees be directed to the superintendent's office as a personnel matter if you have additional items or materials you would like to provide the board or superintendent we ask that you give them to board manager Miss Rose Ann 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 her student or public comment yes we have public comment we have Maxine Dexter welcome there's only one person okay all right so Maxine Dexter de XTR good evening I'm a PPS parent my son is at West Sylvan and will be a Lincoln freshman next year I'm a physician at Kaiser Permanente and the following opinions are my own I was deeply disappointed to hear of this board's recent decision to remove the school clinic from the new Lincoln plan my understanding is a lack of interest in staffing these clinics by area healthcare providers were a large contribution to your decision so I'm here to speak up currently there's not a single PPS student clinic west of the Willamette and Grant High School has a clinic but no services this is true even though PPS is own education specifications for a comprehensive high school states that each school should have a clinic some of the services currently delivered in PPS school clinics are critical and include routine and sports physicals immunizations mental health services and routine lab tests without a clinic students in our schools cannot access even basic birth control from a school nurse and approximately one-third of all high school students nationally are sexually active in 2017 Oregon rates first in the nation for the number of homeless you you that over 22,000 and that increased in just one year alone in 2016 fourteen point nine percent of Lincoln students reported suicidal ideation while forty eight students actually reported attempting suicide in an age where toxic stress and adverse childhood events are clearly understood to impact the health of our children it is incomprehensible to me that we would consider using bond money to intentionally build a school that will last a hundred years or a hundred years without the proper facilities to address this growing health crisis I want my son and all students to have agency to address their health needs in an age-appropriate confidential and familiar setting if the plan does not include a health center now there will never be one we cannot anticipate what the needs will be two or more generations from now students will always deserve care I hear that some wealthier students don't need access to school-based care as a privileged family with insurance I agree we have options and yet I'd like to share with you the reality appointments are hard to get or expensive a majority of parents are working an efficient public transportation is not reliable getting in for medical or mental care is hard statistics clearly show children are not getting the care they need as the cost and scarcity of care is continues to increase the school clinic establishes equitable and community specific care for all students and should be a priority developing a system where students have the power to address their care needs at school will benefit everyone and from a system standpoint could be an innovative model across the state finally is it possible that we did not fully explore innovative staffing options for the school clinics having helped lead one of the organization's I can think of many innovative ways to provide care to our students imagine rotating providers telemedicine support robust mental health and wellness care student-led clinic boards deciding what care they need an integrated health care tracks so that students can have access to training while working in the clinic it is on the district your board to advocate for the health of each of our children and I hope you'll reverse your decision and and do just that thank you thank you for your comments please feel free to connect with there we go thank you for submitting your testimony check on Sam yes I know it's generally our practice not to ask questions which I won't and not to necessarily engage although I do that I find that somewhat frustrating sometimes I I do just want to I just wanted to say because I think it's important to make it on the record as we did when we made the vote that I don't think anyone up here disagrees with the things you said I know I don't
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I I desperately want to see a health clinic at Lincoln and the issue before us was not whether we wanted a health clinic it was whether we could actually have one and I think what I would ask is particularly the medical provider I would really welcome any innovative ideas you have my understanding is that the staff did quite a bit with grant to see if they could find a provider to fill that space was thought it was not able to so I just I just want to be really clear it's not a decision about whether we want it or not it's about whether we can and if there are innovative ways and doctors want to come together and figure out ways to bring a health clinic like I'm all ears for that so thank you for your testimony thank you I do think it's I'm having some regrets the hundred-year concept right right now I mean we're in a hopefully short term period but there may be other remedies besides going local going forward I'll just leave it at that and we can talk more later okay I'd also like to say that these clinics if they're dispersed geographically it would be excellent emergency preparedness at the community level so to have facilities medical facilities first-aid you know basic facilities in neighborhoods would be beneficial when we have the big earthquake I'm gonna jump in because I first of all I want to really thank you for coming to testify because I think there are other solutions that and ways in which we can do it other districts are providing care and I think I welcome your engagement and other health care professionals that we've heard from over the last week since we had a last board meeting of ways in which they foresee we could address the the the bury the barriers that maybe exist but they're not over chemical so thank you okay I'll try them into which is echo director Scott which is that if there are providers out in the community who have some innovative options and solutions they want to bring forward to the district please do so and do so quickly as the design process is underway but I also wanted to say that it's not an either/or proposition with Lincoln High School we have school nurse there which is service that will hear about later through M ESD and also robust and in fact really innovative mental health services that are provided by the district and overseen by our nationally recognized school psychologist at Lincoln so definitely in need of more mental health services and supports there as well as everywhere else in our district but it's not an either/or proposition okay superintendent guerreiro would you like to provide your report yes Charcot damn thank you good evening directors and to our listening and present audience this evening I thought I'd want to make sure to highlight some recent and current news especially in that it relates to resources and investments and and because we're thinking deeply about how we make decisions about where to invest new funds particularly in the coming school year there is some emerging thinking as well as some early indications of how current strategic investments are showing some promise now and how other organizations are choosing to invest in our district our work our educators which ultimately impact we hope on our students outcomes so we're in final stages of developing our student investment account application one of the key inputs in this work is what we've heard and learned from the broader community and our stakeholders you heard in an earlier presentation the effort to gather input from our educators our students our community opportunities out in the community to weigh in and we're crosswalking our planning efforts given that input you see here some of those themes that that emerged and they won't sound as a surprise we've we've had a number of lengthy conversations about these but things like making sure that a level of social emotional supports exists for our students that we keep a racial equity lens that our curriculum is culturally sustaining or responsive that we find ways to not just enhance partnerships with community providers but increase the coordination and that we also think about what what an optimal student to adult ratio might look like for for students and educators and so guided by a lot of this input and feedback and and consistent with the parameters and intent of the student investment account
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poor of the Student Success act we are seeing a number of key themes emerged in that thinking and just wanted to take a moment to sort of provide this a little bit of an update for for the community in the same way that we've been able to do that with individual board members what you will see is a grouping of strategies emerge that do speak to increased academic supports and making sure those targeted interventions are in place in particular for those students that have been historically underserved which is in fact a goal of the SI a for sure we want to be attentive to the Express need and experience in our schools to have the capacity to address the social emotional mental and behavioral health needs and we also know that we can't be successful doing this work in isolation and so how do we find innovative ways to continue engaging valued community partners especially in ways that are more culturally responsive than perhaps we've we've done in the past a few other things includes what might we do to continue making incremental improvements towards realizing more optimal student-teacher ratios we made a commitment to continue working toward some more ideal goals for class size I think in the package that will emerge which we will go over more formally in our application at the end of the month is to continue demonstrating progress not just at a grade level or two but in at grade levels where we've continued to see that our classrooms are most impacted I know that it's important to us we've had numerous conversations on as well as that we continue to find ways to expand elective access and access to visual and performing arts education especially in school communities that have not had the benefit of complete pathways and the arts disciplines and so something that I'll preview is that we'll continue to make an incremental improvement there and in Portland Public Schools we recognize that there's been a long-standing curriculum debt so how do we continue to refresh and newly adopt quality instructional materials that our educators and our students have access to and the kind of professional development or training that is beneficial to to our to our educators and and we think if we continue making you know those concerted coherent efforts that it'll it'll make a difference and because I don't think we've had a regular meeting of the board since the state of Oregon released its graduation rate data I didn't want to gloss over those stats so for the broader communities benefit just wanted to take a moment to point out that some of our efforts are continuing to contribute to continued improvement and our ultimate outcomes for students by way of improved graduation rates so I think if folks caught the media they will have heard that PBS is overall graduation rate averages out of 80 and a half percent which is slightly above the the state average with many of our student groups continuing to to narrow that gap I think what's impressive is sort of the trend and what that narrowing of the gap rate looks like particularly for Latino students over the last three years that have had a 7.1 point increase african-american students that have posted a nearly five-point increase but all of our students have continued to show improvement and so we're certainly looking to continue accelerating the work and and the experienced outcomes and narrowing that gap and certainly staying above average this is just a line graph that continues to track the the both the statewide trend and the Green Line there and the red PBS trajectory represented in the red so I do want to thank once again because I do think these continued improved outcomes are testament to the collective effort of our students educators and community partners will continue to be increasingly intentional about our commitment to better support every one of our students particularly those that have not historically experienced those equitable outcomes we want to see and I know that we have been taking a number of questions sort of from folks wondering you know what are we continuing to attribute these positive results so I'd be remiss not to mention we like to think that part of it is giving our high school students more
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special attention the adoption of a student success team model made possible to be more robust as a result of full funding and measure 98 I think that investment has continued to allow a greater counseling support to our students the increased CTE courses which we know is proving to be an engaging an engaging way for students to remain on track that these are a couple of the drivers and of course these improved outcomes over time or not just testament to the work in our high schools but to all our educators and support staff along our students journey to graduation so we're encouraged by the continued positive results and we're going to continue to to double down on those efforts since we're talking about investments I wanted to call intention attention to investments that business and philanthropy are also making to the work here in the Portland Public Schools last week joined by some of our directors we were at Bridger school where we shared the exciting announcement the Portland General Electric it was making a three-year quarter million dollar investment to the fund for Portland Public Schools we're excited about this this donations going to allow us to accelerate the creation of a first-of-its-kind comprehensive k12 curriculum that explores the causes and consequences of climate change as well as potential solutions so this represents the first major investment in the fund for PBS this is the first of many we we anticipate but we want to express our gratitude to Beach she PGE for supporting innovation in PBS and for paving the way for for other funders pges investment supports an effort that is a result of direct response to too much student advocacy and an ongoing commitment from this PPS board and district leadership so climate sciences of foundational importance to all of us and we're eager to accelerate this work so not to be outdone four of our schools are Chavez vivillon Harrison Park and Marysville were announced recently as the newest participants in the Verizon innovative learning initiative through this program all students and staff at these four schools will have comprehensive one-to-one device access and Verizon supported internet access at home and at school to talk a bit more about this program which we're excited about and through a competitive process were invited to participate in this partnership what this experience might look like at schools I want to welcome Kevin crotchet our director of learning technologies here at PBS and some of you know is a longtime PBS educator and school administrator welcome mr. crotchet thanks so much for giving me this moment Thank You superintendent I also wanted to note that our CTO Don wolf really wanted to be here as well but is away at a conference but really to thank both our superintendent and our CTO for working together bringing me a lot of folks together to write revise and apply for the digital promise I'll call it Bill's for short grant as superintendent was just saying the Vil's grant will come to four schools I think it's important to note last time I sat here we were talking about tech smart which is a k5 initiative and the Vil's program is a six eight initiative you'll note that all four of these schools are k-8 schools the complementary continuum that we actually talked about the last time I saw you was creating that foundation and that continuum that creates these digital learning opportunities and in wrenches technology enhanced and instruction as a foundation for all of our schools and we see this continued in this opportunity the Vil's grant brings not only the connected devices one-to-one but these devices are take-home devices the school's applied due to impart criteria meeting social economic and underrepresented populations but also digital readiness of the school itself very robust process included digital representatives coming to the schools and interviewing principals teachers and students and we're really quite quite thrilled to see these four schools be there I wanted to point out in this pictures picture is a great representation of some of the work I think a lot of times I know that I've sat in front of you three times and used some terms that I know what I'm envisioning digital learning and Technology enhanced instruction but if I can just take one minute to kind of use that image as something to extend our thinking I think a lot of times we have this image of technology enhanced instruction from our experiences of that
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computer lab one student in front of one screen experiencing something very individualized and that's just simply not what digital learning and technology enhanced instruction is today indeed in this picture we see three people once teacher obviously involved in some very direct Co use with that student potentially engaging in some conversations collaboration about what's exactly happening the other student while having hate headphones on right is also doing some collaboration and some Co use with us kids and with the teacher and this student and very often you'll see that we use one device and two student models that's very specifically intended to create that collaboration and communication that we know pulls on that cognitive load that creates the learning environment so anyway I just want to share that as I was looking at that image as well with that I failed to mention that this program also comes with an incredibly robust professional learning and professional development each school will receive a full-time innovative instructional coach that's for the two years of the program those coaches will work directly with my team with Otis as well as with OTL and tech smart as well so combining those efforts that digital promise group will work with us both in webinars as well as in seminars that they take our coaches to which they call coaching camps one happens coming up here in April and then again in August and in October pretty intense again looking at really technology enhanced instruction some okay Thank You director watch it and thank you to Verizon for welcoming PPS into the family of digital promise districts around the country I think you heard a little bit about how significant that award is our opiez to have a very positive implementation and hopefully merit the expansion into into more schools so Thank You director crotchet for your support and leadership and this area so we talked a little bit about climate justice we talked a little bit about technology and some investments and we're a wonderfully diverse district so I got to leave you with a gratuitous shot of the Arts here we have singers from Cleveland Franklin Grant Lincoln Madison Roosevelt and Wilson High Schools as well as Beaumont Beverly Cleary DaVinci Jackson Laurel or slant Robert gray Rose Way Heights and West sylvan middle schools because there's a lot of singing going on out there what you see here in this picture is sort of the grand finale of our recent all city choir event so kudos to to all our choir students out there and that concludes my remarks thank you thank you very much director Moore would you like to introduce our next item which is in honor of Rosa Parks birthday today today February 4th is Rosa Parks birthday she's an iconic figure of the civil rights era who chose the tactic of refusing to give up her seat on the bus On January 22nd the trimet Board chose to acknowledge and celebrate her act of resistance to highlight the rights of all people by passing a resolution in her honor Portland Public Schools along with several local organizations endorsed the resolution and beginning in 2021 next year a transit equity day rosa parks birthday will be a fair free transit holiday on TriMet all right continuing with our ongoing policy work we have a first reading of district funds for purchase of gifts meals and refreshments vice-chair more could you please introduce this item that's coming out of your board policy committee this policy is codifying some changes that have occurred already in terms of district practices and it is responsive to the Secretary of State audit from last year that specifically called out the absence of a clear policy regarding district funds the use of district funds for meals refreshments and gifts and it's it's a relative it's say thankfully a relatively short policy and it is posted on the website and I'm sorry I'm
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impinging on your it's now posted on the website the public comment period is 21 days with the last comment February last day to comment being February 25th the board will hold a second reading of the policies at the March 3rd meeting all right Thank You director Moore everyone can find that online superintendent good read or would you like to introduce this next item regarding the Multnomah education service district annual services yes I'd love to bring up our dear colleague here in Multnomah mes de superintendent Sam briar familiar to many of us he's here in his annual tradition to tell us about the local service plan welcome mr. Brian thank you very much superintendent goro chair constan board of directors it's pleasure to be here I am Sam briar superintendent monomi ESD I've asked been asked to speak Oh briefly about the services that ESD provides in general and specifically to Portland Public I'm very proud of the work that masd does to support districts and students in Multnomah County and I also recognize there's and that's nothing more thrilling than a presentation on scare government agency so I will keep my remarks brief and instead what I'll do is provide a quick overview of ESD s a quick summary of the services we provide and then answer any questions that the board may have on that and I will do that in ten minutes or less I have also spared you a PowerPoint but everything I cover is in two infographics that we've sent out in advance so starting from the beginning ESD s have existed in Oregon form in some form or another for more than a hundred years they're an evolution of the old county school system we do exist in Oregon statute and have a specified mission to assist school districts in the Department of Education in achieving organs educational goals by providing equitable high-quality cost-effective and locally responsive educational services at a regional level the important part of that is the regional and the locally responsive as a result there are 19 ESDS in Oregon and they all operate a little or sometimes a lot different so what I'll speak to is specific only to monomi est quickly are how we are funded ESDS are funded in the state school fund they receive a percentage of state school fund 4.5 percent to be exact then that amount is apportioned to the 19 ESDS according to student enrollment by weighted ADM for Mon nom est we are the second largest Northwest Regional is just a little bit larger but we receive sixteen percent of that amount we then apportion that out to our component districts the eight districts in Multnomah County and for Portland public your share of that is just over 21 million dollars annually we then work through an annual process required by statute to determine what services we offer and that needs to be in cooperation with our component school districts that process is constant and ongoing if you were to pick a starting point it would be spring probably where we accept requests for new services that we would be potentially providing more than a year out and we use that time to co.design the services with the districts and make sure we can do some accurate modeling and costing because we do offer all of our services on a true cost basis and so we try and get those costs as accurate as possible up front so there's not any surprise and reconciliation on the end then throughout the year we work closely with district directors around switch something okay yeah that's it for where I'm at right now so then we work year-round to do to take feedback and adjust the local service plan and then we create a narrative of all of the services we offer which is what's before you tonight that narrative the local service plan is required to be adopted on an annual basis it's important to note that adopting that simply allows us to provide the service it does not obligate any district to purchase those services we do offer our services and monomi ST on a full menu basis which means that districts can provide whatever services works for them and if they do not spend all of their allocation with us can actually take the dollars out in transit dollars that's a really important feature that's a fairly unique to Mon Ami SD it's important to me because I believe that it's our responsibility to provide the highest quality most cost-effective services to students and if will Nomi ESD can provide those fantastic if we can you should be able to select them somewhere else and it keeps us in the position of needing to be responsive and constantly improving our services so it's a great benefit both to my agency but also to
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the community as well just as a note Portland public takes 40 percent of your allocation in those transit dollars and spend 60% of your allocation with MST that that I just described covers about two thirds of our work the other third is regional contract and support services or contracts with other districts and that comprises another third so what does all of this mean for Portland public Portland public spins your services in this way or spend your allocation in this way with us about 12% of it goes to our instructional Services Department 13% on special education services 30% to school health 5% to technology administration and then again about 40% is transit money that you take out some specific examples of each of those are provided on the instructional services side the two largest purchase areas are more than 170 students were served at Helens View High School last year that is an alternative high school that supports students who have perhaps been an incarceration aren't enrolled in school or are not attending school the largest is probably what Mull nom est is most well known for which is outdoor school so in last year we provided outdoor school to more than 3,400 Portland public sixth graders almost 1,300 fourth graders and then I do remember last time I presented this board you inquired about and encouraged me to capture the numbers of high school students so you'll see that included as well and so almost 900 high school students participate as student leaders our school school health is an area that's come up in a number of ways Portland Public does does have what is considered the flagship model at least for the state of Oregon around school health and we're pleased to provide the school nurses and the school health assistance at Servier schools we also support health screening immunization and coordination with Molo McCown t health on the special education side two of your larger purchase areas are social emotional and behavior support programs at our creeks we served 44 students in last school year at the creeks and those are really designed to support and scale-up students so that they are able to return and be successful at their home school our goal is to do that as quickly as possible and then we do provide a functional living skills program in our Wheatley school where a number of school districts come together and we create a rich and supportive environment for students experience disabilities that have significant sensory and communication supports needs finally it's not specifically up there but do just want to mention technology since it just came up we are partners in the Cascade technology alliance which takes regional efficiency from a single ESD level to multiple ESD s and supports more than 50 districts we are actually working very closely with Portland public right now particularly on the backend technology services and doing more with your network and other support services to provide those as effectively and economically efficiently as possible finally just want to mention in addition to the services we provide directly to you one reason I came to MSD was to because as a component School District Superintendent I saw a need for greater collaboration and coordination across districts and across the county thrilled to report that school districts are asking us to do more of that it's an honor and a pleasure to work with super noon and Guerrera who is a strong partner and also a leader in those conversations and one example we all are of course terrified of our coming workforce needs and recognizing the need to diversify our workforce and so over the past year we have been convening district partners and high education partners specifically around grow your own pathways and we expect to launch several new pathways across the county in the coming year we're also looking closely as our component districts complete their s IA plans and what we'll do is identify opportunities to support regionally across all of those plans as well so in short it's a pleasure to be superintendent Multnomah SD and thrilled and honored to support Portland Public and it would be happy to answer any questions the board may have thank you so much we'll get the motion on the table and then see if there are questions and discussion the board will now consider resolution number six zero four nine annual Multnomah Education Service district resolution process do I have a motion so moved director Bailey moves and director more seconds to motion to adopt resolution six zero four nine Miss Bradshaw is there any public comment on resolution 6:04 nine no is there any additional board discussion on this resolution
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i catholic conference reached out to me asking about why PBS had turned down going through PBS to get outdoor school services couldn't they just go to the m ESD why would they go through us not knowing the specific conversation I can't provide a specific answer to that question but we would be happy to talk with anyone that's interested in those because they're just cool you're a provider that's maybe somebody else's thank you I've been working with some of your staff so we have we did actually meet with them here in our office and went to the ESD who was willing to consider that because they offer but they received both the revenue and offered the surface and then when the ESC tried to work with Oregon State University the Extension Service the way the statute is currently written it isn't allowable to be used on private schools so it would be at this point the private schools would need to work with OSU to see if there was going to be a change or change the statute right okay they just need to be told that versus I mean that the impression is that PBS is that has been shared with them I do know the context we have worked on that on both working with a number of private schools and advocating on the US side but we're stuck in between resolutions but it's not a PPI yes it is not an ApS issues you're absolutely correct make sure that this case then you provide Oregon Trail Services for fourth graders correct that doesn't look like it's a district-wide is that just an individual school can is contracting with we would work with your district on which schools would like to attend I don't know the process for determining that internally we had that last year effects director for him Edward certainly we could look into the specifics and what the process is for selecting and who's gone historically here over a year it just looks like from the chart that not everybody like it's a Selective Service I'd interests that but that's open to any fourth grade class and they just but in the service the district requests it right correct okay and then we would work with the district to provide that in whatever capacity we could okay and then my last question is the Oregon Health Authority this could go back to the public comment earlier tonight the Oregon Health Authority has put together this comparison chart of organ school health services and it has I think a great diagram that is for that but for some pretty easy to understand that shows like school nurses and then school-based health clinics and it's a Venn diagram so here's what school nurses provide here's what clinics provide and then here's the sort of overlapping services and based on my conversations with a number of providers and high school leadership model they are looking at the elementary and middle schools have different needs then somewhat for high schools and the school-based clinics sometimes looks like provide more comprehensive services so I'm curious whether masd ever looked at so you have sort of a excellent model around school nursing services whether you've looked at you know how to get this other side of the Venn diagram that's school-based health clinics yeah so traditionally so we can like we could buy that from mes D versus trying to get an individual provider to offer it yeah and this is a conversation that has arisen recently in a number of ways so traditionally in Multnomah County most of those services have rested with the school-based health center we would be more than willing to engage in some conversations and design about what we could possibly provide and work with is there there's not any sort of law that says for example I mean one of the issues that's been raised like the school nurses can't provide contraceptives or Fanny family-planning but that school-based health clinics can is there some reason like why that's not part of the suite or or is it like that's pretty much what's under discussion there has so I don't know of any reason that it's specifically not part of the suite either there was a conversation at some point and the services evolved this way or it has been largely ceded to school bid based health centers looked in this today based on a question I received this morning
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there's nothing structurally that would stop us from having that conversation we'd have to examine and perhaps adjust district policy for the district's we're providing it and look internally at mes D policy around what our school dirt nurses do with contraception and sexual health for example but there's no structural or legal impediment to those sessions and this is more than willing to engage in this this is something that we continue to investigate director more um sort of following up do you have or any of your nurses physician's assistants there not right now we just have nurses so one thing we would need to explore is potential staffing models or changes that would allow us to do some things that currently now school district school nurses do not do okay that's a great question there questions um one thing I just wanted to note in your presentation you talked about when you were talking about the transit dollars services that we don't opt into but I think it's worth noting especially for new members that the primary reason we opt out of services is from mes D is because we have the economy of scale to provide them ourselves not because we're rejecting their provision in any way just that we're different than some that that's an a really important service that you provide for smaller school districts that to be able to come together so I appreciate that notice in clarification we just note it's not unusual in most regions the largest school district in the region and engages in a lower level of service and there are other districts in well Nome accounting that do take transit dollars as well yeah I think it's worth noting that so for example just the school nurse model it's like you have a core competency you have some economies of scale that I think it's a really would be a really interesting conversation about how to evolve that because I'm sure PBS is not the only school district not only in M est but in other ESDS that could utilize a different structured model and building off sort of your the ESDS core competencies seems like it would make a lot of sense versus like creating our own errands our own system where there could be synergies or learnings and collaboration across districts within the ESD yeah thank you always excited to engage in those conversations and we'll know with the Student Success act and increased focused on school health a number of districts outside the region are looking to MSD and how we can potentially support that or sharing around the models that work with our districts and it is interesting that you are in the middle of shifting trends because as we are losing school-based health clinics in our district other districts in East Multnomah County are gaining them when they didn't have them before correct cherrick constant since we have superintendent Brier here in front of us maybe a little bit outside of the the local plan here but since we have you could you just speak for a minute to the ESDS role in helping to provide technical support on planning and implementation of Student Success act which is consuming everybody right now activities as well as the ESDS role in the education EAC portion the educator advancement council as well I think there's a lot of sort of questions or misperception so be helpful if you could clear that up absolutely my pleasure I will start with the Student Success act so in that ESDS are provided a certain amount of money 24 million total it is separate from the student investment account it's in the bucket of statewide services of the Student Success act to provide technical support and implementation across the region for the M USD that amounts to a little over I believe it roughly 3.7 million over the biennium to provide that support on the front end in this first year we've worked with a number of districts around convening and connecting their Student Success leads for the planning purposes we've also worked closely with community-based and culturally specific organizations around supporting engagement for some districts in our region because we have a number of large very capable districts the planning support and technical assistance has been lighter but that is what I was referencing earlier when I mentioned that in the coming year as ese plans develop one thing that we are able to do is look across that and figure out what we can do to support implementation of those plans and provide support at either the technical assistance or the structural and implementation level the dollars are specifically unfortunately not allowed for direct service to students but perhaps we can identify things that there are structures we can build regionally that would provide an efficiency and allow you to spend more
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money on direct service to students within the Student Success act that is actually a little bit related to the local service plan in that that plan on how the ESD dollars is spent will be developed in a similar way in collaboration with component districts and then the boards will need to adopt that plan as well for this current year it will come to you likely in June of the year but in future years that will be inter woven with the local service plan on the EAC and specifically the regional educator network that's one of those contracts we hold where the use and the allocation of resources is defined by a body outside of Menominee SD so we in partnership with Clackamas ESD hold the support contract that convenes a regional educator network but what that network does and how those resources are distributed how and when those resources are distributed are determined by the educator advancement Council at the state level and so we are doing everything we can to support that and my consistent advocacy has been to get that to districts as quickly and effectively as possible but that is a separate allocation structure and a separate decision-making body did that answer what you hope to it answer superinten Greta it's been my understanding thus far thank you for sharing it out loud yeah any further questions or discussion from the board just applying a little more a memo kind of going a little more in depth about the EAC would be helpful I think and I think I'm not alone that whole middle section of this Student Success act is still quite some of its very definite that some of it is still to come in terms of how its defined yeah okay all right Thank You superintendent briar the board will now vote on resolution six zero four nine all in favor please indicate by saying yes yes yes all opposed please indicate by saying no are there any abstentions resolution six zero four nine is approved by a vote of 7 to 0 with student representative lateral voting yes I saw you actually I was distracted Maxine because I realized that we forgot your report ok you sure yes ok sorry with student representative lateral voting thank you sir ok you had your DSC meeting but no no report ok superintendent Greer the next item is the construction Career Pathways regional framework would you like to tell us what that's all about I'll be happy to introduce who is going to tell us all about it our very own Courtney Wessling here will be joined by a guest who will tell you a little bit about a growing emphasis and with metro to think about how construction pathways might play into an objective to help diversify workforce so thanks for joining us this evening do you want to introduce our guest thanks for putting in this on the agenda for discussion and hopefully adoption with me tonight as rahi Reddy who's the director of equity different sorry diversity equity and inclusion at Metro and has been working tirelessly on this project so she's gonna give you kind of the 101 version of what all this means what c2p2 means it's a pretty good acronym I really likes and then I'll give you a little bit of a PPS angle just noting that I'm not our contracting expert Emily is not available tonight family commitment but I have some answers and then if there are other questions that I can't answer I'll get her to give me those answers and we'll provide them back to you so right take it away good evening chair and directors thank you so much for inviting us to present on the construction careers pathways framework of course I always have to say I'm a proud PPS parent my daughter attends Bridger and go Wildcats just so happy to be here and to really talk about construction careers in connection with our future and the opportunities were providing for that future workforce that are really bright in our schools today so thank you so we wanted to first start out by saying that Portland Public Schools has been a fantastic partner with us on this development of our construction careers framework and we're really excited to be able to come full
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circle back to PBS and continue this conversation here so so the construction careers pathways project really aims to capture the opportunity publicly funded projects create to advance racial equity by creating career pathways into good construction careers for people of color and women the work this work really supports our equity goal and equity goals that many of our agencies have adopted or are adopting and for Metro the reason the diversity equity inclusion director is here talking to you for us the strategic plan to advance racial equity diversity and inclusion which was our council adopted plan had a very specific ask action item for us which was for Metro to work on convening our regional partners to figure out ways that we could work together to diversify the construction sector especially on our publicly funded projects and so the framework really provides some key opportunities for us so number one is to increase career opportunities for people of color and women to meet the regional demand we have for our construction all the construction that's happening and will continue to happen at least for the next decade around the public sector it calls it creates strategies for us to have regional coordination so we could leverage our collective efforts establish consistent recruitment training and retention policies and and practices and really to think about through that collective action how do we have some high road standards in our construction sector and really have an impact on that so metro and the city of Portland originally co-funded a construction workforce market study that we partnered with Work Systems Inc to produce which was published in 2018 and in that study was really kind of like the foundation and the baseline of what we needed to do in the region to meet the demand for the construction workforce and the the report was also groundbreaking because it included qualitative analysis so interviews with workers and apprenticeship directors and many stakeholders in the system to talk about what were those key items that we had to pay attention to to create the retention that we need in the sector for people of color and women and so from that workforce study we convened a public owner workgroup of which PBS staff were participants in and that launched in July of 2018 and so if you look on the timeline here you know phase 1 was really the building the foundation with our market study we in Phase two and through that through 2018 and 2019 we put together from all of the 16 agencies that came together we were able to produce a comprehensive framework and as we're right now in this phase of agencies adopting that construction careers framework and moving into phase four and just today we had our first strategic planning session with our regional partners those who have adopted the framework to plan out what we're gonna do working together over the next 18 months so we're ambitious we try to move fast because we know the demand is high and we know that the need is so great for people of color and women so I want to just turn your attention to a little bit on the market study which we thought was just monumental so the finding really first created the need and created the crisis that we know we're all experiencing on our projects which is a part of the market study was to look across the region and identify green-lighted projects that we're gonna be in development we identified 81 and that was well before the metro housing bond and other bond initiatives and in those 81 projects we estimated for there would be a need for 14,000 construction workers in that time in the next decade so in order for us to address the shortage we need a comprehensive strategy to diversify the workforce so I know for many agencies when we talk about diversifying and construction we talk about contracting and and diversifying our contractors and we know that that is a good strategy to ensure that women and minority-owned firms can successfully bid on our projects and be able to to to participate in the work that we have but we also know that selecting a contractor work of color does not necessarily mean the workforce is diverse and that at the end of the day everyone is drawing from the same
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pool of workforce and so our project is really looking at that workforce pathways and what's happening in in that sector what we also learned oh I'm gonna do another click there's the problem statement and so now one of the other things we learned in this market study is what is happening to this workforce for every five construction workers that we have nearing retirement so we have about a 17% retirement rate right now only three new workers under the age of 24 are entering the workforce the overall completion rate of apprenticeships so getting through your year 1 and year 2 of your union union or non-union apprenticeship the overall completion rate is 46% this is a tough industry and we know that but when you look at women and people of color that retention rate goes down our completion rate goes down to 38 percent and 36 percent meanwhile people of color and women face significant additional barriers to accessing careers in construction and remaining in the sector and some of the reasons that workers have identified as reasons that they leave in addition to the work being really difficult and the hours being long there's also a culture of harassment there's also an insular culture in the sector and really how you find work is based on who you know so these conditions are a major contributing factor to the rising cost of our projects because we're not able to retain the workers in the industry so we need a comprehensive strategy that makes sure all workers are able to enter the industry and build a successful career so before we jump into the strategy I wanted to just provide a quick primer on what a pathway in construction looks like so we know that it you don't go into construction and just automatically know how to do a trade you have to learn it over time and learning it over time means both learning the skill and also being mentored in the skill so the first step for any worker and PPS grad or anyone who wants to get into the industry is to first make the connection to a pre-apprenticeship program and so that is the front line for anybody that wants to get into this sector and for many pre-apprenticeship programs they're able to provide lots of job readiness skills they provide services like child care and transportation assistance in addition to some base level training and exposure to the trades the next step after going through a 10-week pre-apprenticeship program is to apply to an apprenticeship program for a particular trade and we know that once folks really complete their pre-apprenticeship program that they have an opportunity to select a trade of their choice and then apply to get into an apprenticeship and in that process there's a lot of barriers that happen for people as they navigate into apprenticeship programs once they're in the apprenticeship programs some apprenticeship programs could last three years some like if you want to be an electrician lasts five years and this is really where they learn their trade this is where workers are getting both in the classroom training and training on-the-job so being placed on jobs is critical because that's where you get the real experience to further your apprenticeship and the last piece of this journey after four years is to get a certificate of completion and move out of an apprenticeship program into a journey level credentialed career and that's where we know is the jumping off point for workers so completing and being a journey level trades person then allows you to be move up in a ladder of a construction firm be a superintendent a foreman and potentially start your own start your own firm so for us we wanted to make sure that we Center the construction careers framework really on the experience of these workers navigating through this system so 16 agencies as I mentioned before came together in July of 2018 to put together a framework and we really were lucky in that we had the experience of all of those agencies at various levels to do who have been doing some of this work including PPS bringing your experiences on on many of your projects we were able to look at best practices and practices from across the country and in that we were able to distill down
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a core framework that we think would tie our region together with some of those best practices for for being successful so the first key component is is creating a demand and what we discussed looking at across agencies and the goals that people have set is setting goals that establish some real clarity on what we are asking our contractors to do and the goals that we set looking which was really goals that were both grounded in reality of what we've been able to do but also give us the push to do better and the goals we set were 20% hours for apprentices 14% for women 25% for people of color on our projects and to have each jurisdiction establish their thresholds of when these goals would kick in on what types of projects and again you know it really depends on the scale of the projects that you're developing and we also included a seven-year ramp up period so especially when you think about the women goals I know we're gonna Courtney is going to share some of where you have been on projects but we know it's gonna take consistent effort over time to get up to that 14 percent and we want to push ourselves we know that also if you create the demand we have to make sure the supply is ready to meet the demand of all these agencies that are setting these goals and so for us investing in the workforce pathways and with our workforce partners is critical additionally we also know that in addition to investing in the workforce supply so working with our partners to scale up their ability to recruit workers into this industry provide provide the wraparound services that they need to be successful we also have to impact the culture on our job sites one of the biggest reasons people leave the sector is because of toxic work environment bullying and harassment and we have to create mechanisms that both intervene on the work sites with intervention bystander intervention training anti harassment training but also create the accountability mechanisms for our contractors and finally we need to have accountability across the agency one of the greatest benefits of making sure that we can be transparent about how we're doing on our projects and how our contractors are doing is it creates pressure public pressure elected leaders pressure on our contractors to do better on their projects to continue to strive to get to get to the goals that we want and lastly we know that just in the time we've met together there is so much learning that happens when we collaborate regionally when we share experiences across our agencies of working with different contractors learning where we're finding gaps in different trades and so one of the four the fourth key piece of this adopting this framework is joining the regional collaboration and making sure that PBS can participate with other agencies like Metro and the city of Portland and Multnomah County to coordinate to coordinate our investments to coordinate our ability to intervene in smart ways in the sector and so I'm sorry I know I'm taking a long time so rush through one of the things that we wanted to deliver to agencies as we come here to present is to show the level of support that we have built across the region and across these stakeholders that are in this industry and you'll see in this slide these are all industry partners community partners contractors Union and labor partners who have signed pledges of support for this framework they support the four elements that we have laid out here today and are committing to work with us ongoing in addition to that we have formally had adoptions of the framework by Metro prosper Portland Multnomah County and the Portland and we are actively in discussions with jurisdictions including TriMet Clackamas County and Washington County and PCC and so this is really just an example of the level of on-the-ground support that we're trying to build because we know that we cannot do this alone we can't do this as an individual agency and we can't do this as just one stakeholder that really it takes all of us pulling together to advance these opportunities so I'll hand it over to Courtney thank you actually before you leave that slide I just have question of PBS do we require sort of our bond contractors that have a above a
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certain threshold of business that they take the pledge or is it discretion I noticed that we have some of our major contractors but not all so I'm just wondering whether that's something that we're contemplating or that we've had discussions about I'll get to the next where the thresholds are and then I can answer that question and it's probably a longer conversation so there's a little matrix that shows the framework category so the the seven rolling is four and a 4/7 categories within the CTP to framework and then it'll show sort of where c2p2 is and then where we are so the first one is setting diverse goals and in diversity goals so CTP 2 says 20% of total hours worked in each principle trade needs to be spiced eight registered apprentices 14% of total work hours perform by women and women identified persons and then 25% total work hours performed by people of color we updated our administrative directive in October you probably remember it because it wasn't very long ago that and we were already at the 20% labor hours in each apprentice level trade that's pretty standard I think so we updated the aspirational goals on 25% for people of color and 14 percent total female hours to to align with the c2p2 frame work on this project thresholds we have in our work equity administrative directive our thresholds apply to anything over 200,000 and subcontractors over a hundred thousand for the track and review progress we've been in we've worked in collaboration with the city of Portland since 2014 on how we monitor and track our progress and how we report compliance on this so we've got they've got the system we work with them to get the information and they keep track of that information they have a much larger they have the resources to do it so we pay them to do it for us see okay the fourth category within the framework is the workforce agreement this is also pretty commonly known as a project labor agreement we do not do that right well so CTP to boil the boilerplate workforce agreements that establish workforce standards that's that's what these are they tend to be on very large projects I think the courthouse did a PLA I don't know all the projects that did a PLA but they tend to be these very these sort of mammoth projects we do not have that currently I think they're talking to Emily there's opportunity for future exploration I think you know these are really tough to develop and so it's just a I think it's a capacity issue but she could probably provide more detail on why that would be why we haven't done it yet and then on the anti-harassment policy that's another place where we have not done that but but there's opportunity for future exploration I think with this one part of this goes to do we make it more difficult to get bids when we already know that it's difficult I don't necessarily think that's the answer or the reason that we shouldn't do it but I think that's something that's worth contemplating as we look at this at this particular category can I just try to understand what you just said sorry you're saying because we are we for some but not for our big projects that are probably very that there's a nice margin for contractors but that we might not add something like an anti-harassment requirement or training because would lead to I'm just trying to absorb what that yeah locations are is like I mean it seems like we should be setting high standard and I would agree with you I don't think that we're saying according you know my conversation with Emily that we wouldn't want to contemplate this we just haven't yet I think in part because we would need staff to do it I mean it would be we work with a lot of contractors so there were it would be a job to do the work to get the those agreements in place and those policies in place but but that yes we do want to have high standards for our contractors and we have a lot of projects that we're working on so it's um it's not something what we're doing currently that doesn't mean that we can't do it in the future is we have a lot of contracts for big dollars that's it we don't have any problem I mean so small I think it's the smaller ones but mm-hmm I agree with you okay the regional fund for workforce supplies so on this one this is an interesting one because we're in a little bit of a unique spot so the recommendation for agencies is to adopt a funding model to support recruitment training retention as well as wraparound
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support services and there's been a a conversation about a 1% 1% set-aside fund well how we've looked at this so far is well we're supplying the workforce by investing in construction pathways in our schools so maybe we don't need to do the 1% don't not donation but you know fund the 1% bucket so right now 7 of our comprehensive high schools have construction programs that are supported through the general fund the federal Perkins grants and measure 98 with I think the discussions around the new Lincoln as well exactly exactly you're so much more articulate than I am at this late hour but yes yeah exactly and then for regional collaboration we've been participating as one of the 16 members of the public owner work workgroup and have committed to continue to do that and to need to be at these tables with our colleagues to map all of this out this is still really new where we would be only the fifth adoptee so there's more work to do and we would commit to continuing to have those conversations and work with Metro to keep moving forward and and set high standards for ourselves and our colleagues in the community so that is oh sorry I forgot about this very data heavy slide which I know is actually really a very helpful slide so this this outlines kind of where we are and it's it's a little bit hard to see I'm sorry that the titles are a little bit blurry but if you see the bottom line at the end there's the 24% apprentice apprentice percentage so that's over the 20 20 percent that was alluded to earlier we have a lot of work to do on the female number we we knew that and our colleagues are there too it's it's very difficult so it's a we have I think everybody wants to see more women in the trades and we need to continue supporting organization organizations like organ trades women and you know there's a strong effort in the community to work on this but we need to continue pushing forward to get to that now so that 14 is high so on that point as I was reviewing the 2018 report it talks about some of these barriers to some extent it talks about job site culture for example and I think tonight you focused on sort of the pathway there but did the study sort of sort of begin to list out what some of those barriers look like I mean it could be changing rooms it could be equipment that's not suitable for and and so how are how are some of those being thought about as well because if it's actually not an inclusive worksite then then why would you that's becomes a barrier at this job site culture go on - there were numerous ways that those barriers exists on the worksite so we all know you know I've heard the stories around bullying and harassment and culture the problem with that is it creates an overall unsafe workplace and in addition to that addition barriers to that kind of exclusion exclusionary behavior is a big part of learning your trade is to learn it on the job and what workers have found is not only the the hostile culture but not having the workers to mentor them to train them and to help them continue to learn their craft because that's really what they're there to do and so in the workforce study they talk about different ways that we can provide with resources some additional support like case management being much more coordinated with the contractor on how they're gonna manage the worksite and on the anti-harassment training what we've learned from Multnomah County who's done the Green Dot training on-site is that it is a participatory training and what that means is on the worksite everybody gets trained up all across the spectrum and workers also are taught how to not only you know address something that's emerging or has happened but to also be preventative to be an ally to be able to be a participant in reducing the bullying and the harassing harassment and hazing and I think these are all promising opportunities to intervene right at the very place where we're sending these diverse workers and at the same time we know we have to increase the number of these workers that are on a site so you don't have very few people always and just having you know kind of broader a broader community that's not supportive in addition to that what
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we've also learned through not only the market study but in the last year of working with our partners is that many of the union trades themselves are in an inner core parading anti harassment by anti bias training in the Union halls so really trying to create new spaces that isn't just on the work site for workers to be able to address this and we think that having enough resources where we're collectively investing in an effective training and what that system could look like that every agency could employ with contractors and creating incentives for contractors to pay attention to reports of harassment to address things quickly and be supportive of the workers we have a ways to go but I think we can't if we just do it on each of our own projects what happens is you build a model and then it goes away once your projects done but we'd love to have a model that can last all across our projects and this is just trying to understand the chart a little bit the OSM bond 2012 and 2017 is that those hours are those of our contractors yeah so they're not PBS that's my understanding okay and then maybe I'm just it the way it's presented but it's confusing to me that you'd have all single digits from fam but you get to 20% and then a lot of these other ones are double digits but when you get to the percentage it's barely 20% are you looking across the row I I am I'm just wondering how the math works because if you have you know so the second row and maybe this is so that's total percent of hours that are done by apprentices regardless of yeah okay yes thank you effect clarification then I look at these are our district employees that ours are so much lower on most of categories than the outside contractors and like what lessons can we yeah when can we learn from them that on our own like the bps employees who are doing this type of work like where are they getting their their pipeline that we could yeah also I'll have to go back to the contracting team and dig a little bit deeper into that I don't know the answer but it's a really good question to figure out how we can be how that compares did you have a question it was actually more of a comment it's a little a little tangential but I think interesting I was listening to NPR a few weeks ago and they had a very interesting report about construction companies bringing in trainers to do trauma-informed practices because what they have found is that there is a really high suicide rate among construction workers and they started to look into it and found out that a lot of the male construction workers and and female as well a former military and that had traumatic experiences so they started to do trauma-informed practices and that you know the foreman on the site would lead the workers in discussions and what they found is that they've had huge improvements in in attendance in retention of workers the quality of work has improved the the number of workplace accidents has decreased and they're rooted and the employees the construction workers a rapport much more satisfaction at their job so and I think some of the unions are beginning to look at this as a practice that they can incorporate I offer that as an anecdote I think should we get this motion on the table and then see if we have more board discussion I think you guys are done with your presentation right yes okay the board will now consider resolution number six zero five zero Portland Public Schools adoption of construction Kim Career Pathways c2p2 regional framework do I have a motion so
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director Scott moves do I have a second director to pass second some motion to adopt resolution six zero five zero miss Bradshaw is there any public comment on resolution six zero five zero no is there any additional board discussion or two our board discussion dr. Scott so so this is this is a fun day for me it's an opportunity to wear two different hats at the same time in a really sort of exciting way so this is something that when I got to Metro a year and a half ago in June of 2018 just a month before you launched the public sector work group and you know one of the things that I've been part of a lot of intergovernmental workgroups over the years most of which result in some nice language and agreements but not a lot of actual concrete you know activities and that's right and when I got to Metro and sort of heard more about this this project and how exciting it was and then sort of watched as rahi and her team you know was able to actually bring this plane in for a landing and and get to a point where not only did you get a regional framework agreed to by all these governments but now you actually have governments taking steps to adopt it so it's it's a really positive step forward they've outlined the issues in construction there's such an opportunity here with this demand and the ability to move quickly and when I say that I mean it's been a two to three-year process but for government to get to where we are that's that's actually moving and moving pretty fast and I really it's it's it's exciting to now be on the school board and have a chance to support this and I'll move it forward as well so I just wanted to thank rocky for I want to note Sabrina Owens Wilson in the back of the room who also has helped bring bring this thing in and and and get it adopted so thanks for that work I do in in response to a couple of comments from other directors things like the the project labor agreement in the Hanna harassment the fact that PPS isn't doing it yet this framework actually gives us opportunities to do that and having that regional club or those project labor agreements are really challenging when I was at the city of Portland they were just I mean a huge hurdle to cross but the more governments that do it the easier it's gonna get the more we have a boiler plate the easier it's gonna get same thing with anti harassment training when that becomes expected in government contracts we're not gonna have the same issues in terms of bidders and so forth that we have so anyway it's a super exciting program I think it's got great potential and really excited to support it tonight I have a comment too so I'm a founding member of Oregon Trade Women's Network and I got a 12 or 14 year career in construction management so I know the importance of family wage jobs for women and people of color when I worked at Metro I compiled the report for the utilization of minority women emerging small businesses and at that time in 2012 and 2013 we had 87 percent of the utilization dollars were emerging small businesses and four percent of the metros utilization were minority-owned businesses so this is an opportunity for a you know stimulate the economy and we know what happens when women have living wage jobs with benefits you know translates to stable neighborhoods and housing and schools my I have a comment about the anti harassment when I went Oregon trades women founded there weren't bathrooms for women on site and I know that's changed and I know that we need to do stuff put measures in place to address the anti to address the harassment that happens I'm curious about the use of Community Benefit agreements and where the where that lands with the intergovernmental agreement and also what are we doing to support some of the other constructing hope for instance or even trades women's you know career day and other external support such as the bonding is issue and and and banking that makes it difficult for people to get into the trades and start their own businesses great thanks hi Roy how are you good good I know just for context just saying hi yeah before I ask questions what is I don't know a lot about it but what is the development that has been done on like how this will affect students because all the questions I have are like about student voice and how that was kind of incorporated into the feedback that I assume went into creating c2p2 and yeah so how do you want me to go around and answer I do it makes me more comfortable
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to talk that's a good thing so on the community benefits agreement I think our approach does community benefits has a broader scope in terms of the agreement that we built on here so when I think of community benefits I think in addition to the construction jobs we're looking at other ways that we are impacting community and broadening out like amenities and things like that I will say that this framework was very much informed by our community partners our labor partners and folks who would make that coalition of a community around benefits so we're really excited to continue to evolve this framework director Scott mentioned a project labor agreements right now we are working with several of our agencies are engaged in some discussions with the building trades and the carpenters of some boilerplate templates for implementing this construction careers because we are lifelong partners they are on the supply side we are on the demand side and we need to have a path forward where we're not reinventing the wheel on how they can deliver on equity so I think it's an evolving conversation I was really excited today when we had our launch of our Regional Planning discussion we had members of the community community-based groups like sei we had folks from the pre-apprenticeship programs we had Building Trades individual union leaders in addition to the public owners who were at the table to plan together what are the top priorities for our regional collaboration next 18 months it's provided us a lot of clarity about what we need to get done I know things take a long time but we're also like urgently trying to catch up so I always have that urgency and so I think it's an evolving conversation and we're really hoping to make sure that what we're investing in continues to grow the supply of workers and protects them on the on the job in addition to that I would say connected to your question is you know what are we doing about students a leader from se I was in our meeting today and said I have a hundred and fifty PBS grads ready to go who I want to expose the construction careers but I want to do it in partnership with you all and make sure we have the wraparound support so we really feel like not everyone's gonna go to college this is a lifelong sustaining career and we have to create the landing place for our grads so if they want to continue in these careers or the parents of PBS students want to engage in these careers so they could support their families that we built an infrastructure to help them be successful and maxeen a I believe that we already have student representatives on this our CTE Advisory Committee and so that would be really a great connection to make here cuz you're you're here speaking to us mostly because we're on the demand side and of course we're also on the supply side so the more that we can connect with your network and and use your network to support our CTE programming like you know we love to see all those logos and all the lists of local employers who are in these conversations because those are the partners that we need to support those those programs so that's I think a great place for you to make that connection for great sure constant so that was partly the point I also wanted to make also when I heard our student rep when the study calls for recruitment of diverse workers it points out that the barrier is that there aren't current strong outreach efforts with k-12 and asked for that stronger collaboration and alignment so it's nice to see some of those who do partner well with us but what we're often finding and not just in PBS that you that we aren't providing our high school students in construction pathways those job shadowing and apprenticeship opportunities and so how do we strengthen that as a direct opportunity to to attractive our students getting those kinds of experiences I know it's something that's part of our current conversation now is making sure there's an array of those opportunities I was going to mention our time so director really and I got to go to the metal training facility what they were doing I'm over 40 so I don't see their logo here those are the sheet metal folks part of this yeah we work with all that all the union trades and you know we've asked for support letters and individual unions have sent them in and some haven't our policies we work with the organized group of the building trades
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unions and the Carpenters unions and their reps and we're encouraging building trades leaders to bring individual trade leaders from the individual trades like sheet metal and iron workers to participate in all of these processes and we're excited that several of them I don't know if sheet metal will be included will be participating in a joint equity training when we work together on our potential labor agreement so I think there's we just like really creating lots of opportunities even for the unions that may not always get a lot of attention like the electrician's to get to get on board they have a really amazing program was not hood Community College to do this apprenticeship and they have a pre-apprenticeship with the Reynolds School District at Reynolds High School where students can kind of begin and are they were very interested in talking about how to improve equity and that was one of the questions we asked and there was a gentleman there from he wasn't one of the Hood River people he was from the sorry Clark County Clackamas ESD and had some really great ideas about how they could do that and they seemed really hungry for that ability to increase the diversity of their apprentices so I'd encourage if there's it seems like they're ready and hungry for that if there's a place to make a connection yeah Bailey yeah having that kind of pre-apprenticeship linked directly with high schools would really improve the pipeline because the the the information flow about the current status of apprenticeship programs how many people are accepting how you need to get in has been has been for a long time middle school Oregon trade woman's have found that the middle school for girls in particular is a really great entry point to so their career Derry is focused on showing middle school students like how cool it is to boss boys around and use tools and it's it's really a fun day to participate in thing for me to follow with because I wasn't say in 1973 PBS did something revolutionary which was they opened up all their shop classes to girls before that it was only open to boys and so shopping middles in it wasn't middle school they were K eights but they had robust middle grades programs so in boys shop girls went to home at the boy shop you did sheet metal welding I earn work I mean these plastic molding things I mean it was an amazing switch and I think that for me personally when I went to that class it opened up the possibility for me to see like hey I can make I'm a I'm a builder and a creator and I can I mean I still have the stuff that I made the toolbox and you know construction prod you know bunch of carpentry projects but I think I'm actually waiting till high school is too late because I think in some ways there's sort of gender reinforcing stereotypes about what our careers for girls by time you get to it's sort of like sports if you're thinking somebody's going to pick up something and think of themself in a different way there's so much societal and cultural stereotypes that people already feel by that age and I think if we think of middle grades redesign that that is the possibility even these pipelines into the high school I you know I think every girl can see herself as a creator and a builder but it needs to happen early and it needs to be before all these reinforcing stereotypes get in so I hope we consider that as part of like the the pipeline not just high schools I also just want to thank Metro for the leadership I don't think we this project would've all come together so thank you to the the Metro team and we're pulling PBS in I don't think I got an answer to my question on the I got a partial answer I think on the weather our major contractors would be required to take the pledge so I saw that we have we've determined whether they will or not okay so you did make that happen the thresholds are pretty low 100 to 200 which is great to have that equity and contracting but I just say I just think we have you know hundreds of million dollars of projects out with some of our major contracts there's not on this and I'm kind of wondering like why we have a two standards for our contractors yeah and I'll have to ask I also noticed that some of our big name names weren't on the list and I'm just not sure why why that is and I know that it's some of them have come in through other jurisdictions who have pulled them in so that's probably something that we need to work through
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we yeah we have actively gone out to all we convened and at least two focus groups with all of the major GC s including Skanska Mortensen others and the pledges we got back were the pledges we got back so I definitely think there's opportunities for jurisdictions especially those that are working with those contractors to encourage a pledge sign on like this the ones we did get we were able to get through agencies who had relationships with those contractors including us getting Mortensen I mean it's not cheap to do this because I think it takes extra work to create a pipeline and to train and support and to sort of bus through the issues and the barriers that exist so in some ways the contractors that agree to agree to take the pledge might be like creating a cost differential around that so it seems like we should have a point of view about whether this is a requirement or you get extra points if you bid on something that it's not putting them at a cost disadvantage and something that we actually want them there's two things you're talking about two different two different input related and important things one is you know who's committing to working with the jurisdictions and the and the CTP to partnership and program to you know increase their standards and work on these issues and then there's the PPS policies and what we put in our in our contracts with our contractors what we require of them and I think what you're getting at is why aren't we putting anti-harassment policies or you know thresholds or I'm having a hard time being articulate but why building that into what we're having our folks sign right now we don't have that standardized so I think it's a really good question and one that I think we need to contemplate is that helpful yeah correct me if I'm if I'm wrong I mean one of the issues here is legally what we're allowed to do and and so it is worth noting I mean these goals these goals are aspirational we can include them as aspirational goals but we actually can't necessarily require and so there's a there's a fine line we need to walk in terms of you know that continuing you to this outreach continuing this pressure on and and frankly the more common this becomes I think the more these companies are going to see this as you know as but one of things that legally and no jurisdiction can sort of say you you have to hit these these goals so it becomes a little bit of a fine line in terms of encouraging folks to do it just add that it's important whether they're aspirational or more you know create like concrete goals that what we're asking agencies to do when you adopt this is to weave this framework into the way you do business with your contractors and so that's why we ask agencies to create thresholds to define when pieces of this framework get implemented in your contracts and the anti-harassment piece for example there isn't a standard curriculum out there and so part of the work is to commit to saying that you know on key projects that you would do you would you would encourage contractors to provide that training and in addition to that our regional collaboration we're actually working together across agencies to figure out what is a great like package that we can deploy on all of our work sites that contractors could use so they're not just making it up on as they go but actually is vetted and it's effective and consistent so we want to make it easier for everyone to be successful here we're not trying to create new you know oodles and at the same time we also have to push our contractors to do better than there doing and so it's a it's a it's a gentle dance and we encourage agencies to adopt the framework so you have a guidelines of what you're gonna be incorporating into your agreements with your contractors and a commitments in working with our partners and a third leg in that school is we need to give your workforce a head start here MPPs yeah our own students the board will now vote on resolution 6:05 s did did we have did I hear did someone have a further question or comment I know the board will now vote on resolution 6 0 5 0 all in favor please indicate by saying yes yes yes all opposed please indicate by saying no are there any abstentions resolution 6 0 5 0 is approved by a vote
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of 7 to 0 with student representative lateral voting yes yes all right thank you so much and thank you for all the work we're excited to be a part of it tonight let's move into updates from our committees director Lowry can you provide an update on the Charter and alternative programs committee yes we have been very busy in the Charter and alternative programs committee it's that time of year when we're renewing charters and voting on extensions so director Bailey and I got to visit the whole school the Portland village school and Kairos PDX in the last week and I know teri kasam had been to those sites already and we'll be visiting Arthur Academy next week those are the four charter schools that are in the renewal and extension process and we'll be having a public hearing on the renewals for the Portland village school and Carlos PDX on the 13th of February at 6:30 p.m. right back here in this our favorite spot together and then the Charter and alternatives program committee will be gathering on the 20th at 5 p.m. to have some discussion conversation we'll be presenting our recommendations to the board on March 3rd for a vote so be looking for that information in your packets coming soon so last time around with the Charter approvals there were a number of charters that got renewals but there was a lot of questions about the diversity of their student bodies and not necessarily about reflecting the student body of the larger district and I'm just wondering it we had asked people to come back with numbers and whether that sort of series of questions are being asked in the renewal process in addition like whether like the type of outreach is happening in other languages and things just because we were primarily having charter schools that had pretty non diverse student bodies so I'm curious if that's something that's been part of the we've been visiting about their demographics and their intentions Portland village school has chosen to do a weighted lottery so they the state of Oregon has changed the allowances for lottery and so there is waiting and they have chosen four key areas including I'm gonna get this wrong race and ethnicity special I think there were seven potential areas and so they have chosen to do a weighted one Kairos says as well opal has chosen not to at this point because they feel like the language around the statute is is cloudy so we're going to be talking to them more about that but Portland village school has seen a change in their demographics since they began the weighted lottery and we have not had the chance to ask Arthur Academy that yet because we have not been there but that has been one of our foremost questions and I know that Portland village school has done a lot of work to do their recruitment in lots of different languages but that did come up in Arthur Academy's initial presentation that they have really grown their number of Latino students Latin X students so the Fuzzy's statute was something that they that in the past some of those schools had raised it seems like we should maybe as part of a longer-term strategy get to try and remove the fuzziness because it really doesn't make I know Kairos has a weighted lottery doesn't make a difference and I'm sure yeah I think it's not the statute it's the correct me if I'm wrong it's the feeling that the state is saying you can use these weights but if somebody Sue's you it's on you not us so no legal cover and if you're a small nonprofit with a small margin and you get sued by somebody around some kind of discrimination your options are limited so we we're in an extension with opal that's the one school that's not doing weighted we will be doing a renewal with them next year so so we'll be asking the opal that question I think more intensely next year when they're up for renewal because they're the only one of the schools that we're talking to that's not doing it so I think we can talk with our general counsel and more deeply explore that with them as we kind of say this is something we we want our charter schools to reflect the population of our whole school community great because I was just noting because they're not actually nonprofits they're charter schools is that right I would say it would be maybe better to let them know sooner rather than later so they have a
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longer runway in order to meet or at least let them know this is coming they all know that it's a priority comes up in the renewal process every year it's just and we actually have we're getting a bit for our field but we actually have one of our charter schools that had a considerable amount of pro bono legal work done for them on what they couldn't could do in terms of recruiting and more diverse student population and I was just thinking the other day we should ask them to share what they can from that work for to some of our other charters ok director brim Edwards you have a report from the multiple pathways design advisory committee I do on January 29th multiple pathways to graduation project team met and there was a follow-up from meeting several weeks before in which there had been sort of different layouts shared and really talking deeply with staff about because I think one of the complexities is different than regular designed advisory group is it's not just one school it's a host of programs and how do they how do they work together around the shared space and then also have their own individual student needs met so we're getting to a much more refined the group is getting to a much more fine refined recommendation and having space that best supports students in but they're really I mean although they may be all considered alternative programs they're all they all have very different needs and so that works underway and sort of I think some really great partnership from the Alliance at meek and the Lions at Benson programs and how they become Alliance versus two separate programs in addition and I think I flagged this last meeting there was two issues that were raised one relating to the fact that our resolution didn't the original resolution didn't include some language around the team parent program and then there was also concerned about whether the gymnasium was adequate for the school because I wasn't really located in here and you know tribute to the the facilitators and the firm that's doing the design work they came with some examples of what actually the design and the space of the gym some real-life examples of what that actually looked like so people could visualize what it looked like then it's a real gym and so calling it an axillary gym was actually a misnomer it's really kind of a medium-size gym is what what it is so it's a beautiful court well I think there was a lot of initially they said like you're getting an auxilary gym was like less than but they're getting full you know size basketball court you know wood floors and also space for people whether you're having an all-school assembly or with families that the comma date that so really a you know I think shout out to the study for bringing some laying some fears that that wasn't going to be part of the design in there and then there's and I can share this with director Scott the language that needs to be added to the resolution there's just two two pieces that need to be added in order to reflect what it is if they're actually building and also to acknowledge that this team parent administrative staff offices need to be accommodated there so I'll pass that off to you for consider director more I know the intergovernmental task force did not meet but the legislative session is is underway so you want to give a brief report about what we're paying attention to you there yeah very brief because the session will be very brief it's thirty five days in total and we're already went four days in so I just want to just want to it mentioned a couple of things the the big thing this session will likely be carbon and climate discussions that were tabled at the long session last year and PPS doesn't have any specific agenda on this but we're going to be paying close
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attention yes I think I think many of us in PPS have an agenda and that will be made known I think to the legislature so there are three bills that are going to be specifically looked at that we're gonna be paying attention to two of them are technical fixes to legislation that happened in the last session first is Senate bill 1520 it's a technical fix to the school nutrition pots of the Student Success act SB 1520 2 is a technical fix to Senate bill 155 that was passed last year and it's going to clarify the definition of sexual conduct and specifically changing the language to ensure that sex ed programs and and that sort of thing are not considered are not considered sexual conduct the third bill is House bill 4 0 3 9 and this is a new legislation that has been adopted as one of three 20/20 committee bills by the House Committee on human services and housing it seeks to expand unaccompanied houseless youths access to services and then finally we'll be paying attention to any legislative discussions regarding the i-5 Rose quarter project there's some gun safety legislation is that something that we want to weigh in on Iran trigger locks and gun safes I think we have an interest in that so we're at a bit of a disadvantage in terms of defining a specific legislative agenda because we have not had the opportunity to talk about it as a full board I think I think we'll be paying attention to it and if I'm gonna make it promise here because it can that as things develop over the next 30 days anything that our legislative people feel has implications for PPS we'll be hearing about it and then we could have an opportunity at that point to weigh in here comes Courtney I think we have also had inquired today about one bill regarding the essential skills test yeah so thanks yeah we have not had a chance to meet as an intergovernmental task force governor a legislative an intergovernmental task force we have had to relay on that meeting to accommodate another meeting that we need to have first but what I usually do during session and the short session like Rita said is really short but what I've typically done is sent out a weekly update that kind of summarizes what's happening things that you need to be aware of if there's anything that needs an action item I'll try to let you know if things are aligned with you know our students like the homeless student services bill some of those things are pretty easy to say are you guys good if I go down there and support it so it's a little bit more ad hoc I would say during the short session just because it's so rapid but I'll just try to keep you in the loop and especially the leadership just to make sure that things can be moving quickly if that's okay with all of you so another legislative item that we should keep an eye on is the technical questions bill to the students as a Student Success act so anytime there's I mean it was a major rewrite of the tax code any time that happens there's always unintentional drafting errors that need to be corrected and it's perfectly appropriate and usually happens and the I think the one thing that we need to be on guard on is things that are actually revenue losers that they're not actually technical questions they're actually exemptions or you know kind of relitigate in the bill and so am i I think that we don't want to end up is with less as I know the staff has already been working hard to create a package within the money we have but the only time you see revenue losses there's going to be an impact on districts if that comes out so I think that's yeah it's definitely on my list and I think because we haven't had a time to really sit down
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the list that Rita lists the lists that Rita listed is not everything it's a few highlights and I will tell you on the 1522 fixed at the technical fix bill in 1522 or to 155 it's there's a lot I'm throwing out a lot of numbers Senate bill 155 which responded to sexual misconduct issues in that historically has now has a fixed bill Senate bill 15 22 and had a public hearing today it's gotten a little it's gone a little haywire not because of anything we've done but the relating to clause on the bill is relating to education which means that anything that you could possibly think of that could maybe relate to education they're gonna try to amend it so there's a lot of conversations happening some of which are really not that relevant to us but I just want you to know that it's that one is gonna be interesting and if for any reason it doesn't pass the the items that are included in the underlying bill are good it's good clarification but we can do it next time so it's nothing that would impact what we're doing right now the clarification is important oh you brought those things up you know if somebody is teaching sex ed should they be you know they shouldn't be accused of that those kinds of things they're they're important considerations but the work still continues so if we need to come back later in 21 - you know better refine that we will and and I am frankly SB 155 will have continued refinements over time because it's it's a big change from the ten years ago bill that passed related to those issues so but that's gonna be interesting to watch okay keep us posted in and with regard to the climate talks since you'll be the one paying close attention to what's going on when it would be good to give our student activists heads up when you know that there's hearings that they might be yes close touch with Shanice and team to make sure that we take opportunities where we can great all right we didn't anything else for the good of the order Benson had a open house to share their plans with the public oh great it's great to talk to a couple of alumni and children have Benson kind of families they're good all right we will now adjourn into a work session on enrollment bouncing in the Mazama conference room the next meeting of the Board of Education will be held February

Event 2: PPS Board of Education, Work Session - Feb. 4, 2020

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well [Music] community engagement and employment and similar to the business process as we're bringing them forward you'll see there's some things closer around the wall we'll have a process that will be going through with you so we'll ask you to do an activity together at the end of our presentation and so we'll go over the work plan for the process and community community engagement initial data on enrollment considerations for facility capacity utilization and we ask you to holder the questions so we can get through the presentation we will have time for questions so you have appreciate that as we started staffing at 7:00 a.m. about 1.5 [Laughter] so then going on just to remind that we have started this process at this point I'm going to turn [Music] so the work to date and moving forward is grounded in the Thai military values values to emerge as part of the vision work kita that is students with the center of what we're doing I believe all students have the ability to succeed and everything take off obviously end up spending a great deal of time talking about racial equity we the fundamental right to human dignity to generate the competitive world requires an education system that intentionally disrupts and builds leaders to disrupt systems of oppression we also focus on Hamas and integrity and I think this is really critical in the work around poverty processes will even demonstrating honesty integrity and very much evident in
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transparency process and that finally creativity and innovation we believe is a power perspective problem-solving supported by a culture of creativity innovation and challenging assumptions welcome to ideas this is a there are three broad goals they define the scope of work for this process one is we're also going to be looking at optimizing use of facilities one of the key performances is making facilities and wherever possible eliminating the portable classrooms as well and finally again in the process of revisiting how we utilize space and how we locate programs gives us an opportunity to reduce the number of colloids Cato programs so let's go so as we move through this we separate our fireboat the underlying foundation for the work and what do you plan on doing - how is in the next slide and as I mentioned I think first and foremost this process proposed involves deep engagement with community it's where the the people who are most likely to be impacted by this are represented and have an opportunity to in the process and it is a process that's grounded in continuous improvement it requires a focus in order to do this and do this work that one has to focus one has the narrow and have a very intentional scope as you're done and that was also to support that community different River processors have to be focused on the geography because and to be made close everybody was started with this this man obviously it stated informed it today that you want to process you'll see a little bit of that here but it's an iterative Lee data and fluff process or as we work through this as we iterate solutions you're going to see data and that process and again our underlying values that values that were generated by the community and divisions process attacked as the foundation is arriving principles for this book and bulk areas this is a broad time line that starts with where we are in outlines broadly some of the phases of the community engagement and the process that we anticipate to engage in addition analytics really driving this execution or just some of the some of the overarching goals and things that we are trying to do is really take input from folks in the areas and along the process making short folks understand probably might be impacted how they gonna be involved and how both the workgroups and public spaces and so we're really wanting to also encourage the involvement of representation of folks to also be those people who are ultimately impacted or potentially and consumed by the changes but also having just responsible representation of our historically underserved communities and making that link between decision-making having access for different at different
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levels for different types of folks that we serve in our district so rebuilding trust through that consistent authentic transparent work within the work groups throughout the process as an overarching theme and I really see the community engagement process from February to November being maybe the first heavy chunk that will take after maybe making sense of the scope of work into this finalized state and I see the next iteration of our planning with the engagement process really blossoming after we're kind of set in consensus but I do see the resource of these work groups everyone in an including staff in addition to our parents our families community organization so we resources to the community and we're using insight and their experiences but also enrollment data and policy and really informed I think perspectives of how spaces and facilities are being used and so the have an opportunity that unpacked those things and ultimately some of the tactics that will will be using or meaning communities where we are using methods like website booths events open houses and different ways to be ultimately responsive we're working with folks upon requests for different things like briefings and so those are some overarching solutions if you will of what we're thinking of working through and there is a very deep extensive I think outline of how we might fill this I want backwards to do this work but ultimately are gonna fight for this work and our work groups I mentioned those community and families but we are wanting to engage in Sable's and staff and have a healthy representation of folks across the district in addition to making sure this space for receive it in many ways and so I see this as one iteration of what's to come and I think we'll hear more about how that will work we variables for us for this process so the first slide here that you're looking at is essentially by highschool clusters from a high grade configuration enrollments current and forecast for elephants her State University's population Research Center so for example Franklin I'm sorry yeah go to a new psyche tell us what it is McDonough okay mister the first first date is life so again high school clusters as the stuff was showing great configuration elements current wallet for 2019 and enroll in 2023 as forecasted by Portland State University's population Research Center so for example Franklin High School 1959 to 12 showing a change from 2008 to the to 2023 what about a positive honor and thank you for the change the next slide point out is great reconfiguration provide role review of great configuration across the district with the darker color in the map they are by high school cluster showing high school clusters that have a higher number of K schools so who knows the entire district is configuration level you can see the proliferation of caves and southeast facts we have your seven cavities it's now these six Ilona's franklin cut cluster and four additional ones with Harrington Park in the Madison cluster and the last one I'm just going to briefly talk to is the one who it's actually the next slide fast forward two slides to the grade configuration without these focus so when you zoom into the region the district most intense nature by options this slide shows the location number of programs in southeast including access and the location of language immersion
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programs okay so right next to one another and so that the data behind this is a total shop people so if you got it I think it's like 29 so we're focusing tight on the color that's cool she felt we also have to write you the data for every school that this jigsaw just want to go over this chart just do an example for you so if you look how straight up the point see Richard that online it's in that area and so the first column will all these is the functional capacity so that's the student capacity that's currently in the school and then you have next to it the enrollment so if Richard the capacity is 510 the creative role is 516 and then you go across to see the projected role for 2324 that's based on different demographic projections and then the capture rate is the percentage of students that live in that catchment area that attend that school so far every school district you have that the next column is that historically it's combined to start the underserved populations and the next two columns are what show you the utilization so richer currently is at 101 percent occupancy slightly over enroll and it's scheduled in twenty three twenty four to be also under one percent utilization the next two columns and show the number of modular classrooms so on this campus in six and the average age of those is 22 as you look this document you'll see something kept Isetta everage age of 18 72 years old for project so they range in age from you know a low of you know 20 years it's pretty young you have some 60 year averages a year so you'll see them here because they're using them yes there and then the other things that not all of these the reason I chose bridges please yeah that's kind of it has a little bit of everything so you'll see that Bridger has one co-located program there they also have you know they were a Kaede school and they also have the distinction of having less than 50 students per grade in K through five so that obviously has staffing implications that you don't necessarily have to Grade Center or work overstepping that building together teachers every grade level even though they wouldn't necessarily qualify for that by formula but you can't have you know classrooms okay so our collective bargaining agreement and this also is a single strand neighborhood program so you'll see this in your documents on page 56 to 60 of the hormone they have but you'll have this school so together we're focusing right now the culinary that's the first area to study women attend diverse here it would be predicted enrollment dropping 432 with the efficient sustain everyone knows a Shinzon so that the port so we've got that in the nineteen twenty school utilization I'm in 2023 forecast school an organization it should I get it 569 five or 10 on your side it just seems like a drastic okay at this point especially these are out there around this local forth as well that's something that we're bringing forward for for you and get you know feedback on our multi-year process so at this point explosion this is a really grand push I read this article and I don't think it was but it talked about how there was a decline of verse during the Great Recession that true thing you sort of have like a 1 4 or 5 years you know post recession birth rates so we saw is that all much worked its way through the system so it's worked its way through the federal school for example we were working up it's gone through their batteries in there just waiting for it to pass and now we're staying in one as went through high school
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there was also I think a change patters of people living in for lunch having kids okay let's get serious and the affordable house two at a time was our separate session at the district blueprint and that's that switched and all of a sudden we have I think that was some piece of identification just where I was the most affordable energy it's not so bad living in this city [Music] it does look like in migration never seeing is single people here the Gulf's moving there are some older folks but we aren't seeing this broken families and I think of the people who are moving here as we look at these cups of housing and I think we know Millennials are delaying having families so we're seeing this decline I think across the country and birth rate but definitely there's a high competitor and Oregon based on the demographics of who's moving here my experience in Portland is where schools test data is not as strong as other places and and consider that as part of the process of how things are written decisions if we can do a lot of moving around why are the capture rates in this quadrant so low it's like is it because as a sense that people want to get out of their neighborhood schools because they don't feel like they're not saying this is true but they do it they're not going to get as a perception come in on conditions same quality of education assistance so how does that interplay is it real or is it perception just it seems like the concentration so you don't address that that's it's a larger question I would have as well it's just the title of the exercise I thought it was about not just an aroma balancing exercise what are we trying to accomplish versus just making sure that we have the same you know the right number of students in the right schools because that's the it's important but it's not the same as process it also building building facilities rather which I also thought we're kind of going hand-in-hand me so one of the things at this put we're looking for questions and then we're gonna go more into a feedback so I guess my question is like why did my didn't phrase it as questioning why isn't it more connected to what's happening in the school in terms of learning because I think that is
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actually part of the factors of a driving or a parent decision-making and choices that have by the way don't why don't we have that data why white isn't that part of so tonight some presentation was a preliminary data source it wasn't intended to be in we're gonna see mountains of data so what we were trying to do is give you a high-level overview of what we have something and then in when you look on and if you're in the packet you have this proposed scope of work 30 pages 30 was 32 and that's where we actually talked about data-informed and arias Jalen's racial equity social justice lens to inform decision-making the cards will work and it's embedded and our approach and sequence of work in this couple work so that's the part that we're going to be working on the interview right so that will be a perfect opportunity for you as we get to the next step and the feedback activity for how that to really draw that pilot I think I was happy to see that one of our explicitly stated goals was to induce colocation which is driven by you should probably know it means for school fun and stupid G and before I think we've kind of talked about it as a fortunate coincidence or you know a consequence of this work but now I would also ask first of all yeah it would not be unusual to see exercise yeah when we get to the next step we're gonna get capture all that feedback but I hear what's coming they kind of give me a slippery cursor she'll make sure is there any clarifying questions now from the board on the materials that you perceive and then we'll move on to the naturally agile as an activity of capturing input how you do a question about how do we Canada picture capturing oh I have what percentage of kids in the catchment area are we capturing so capturing data with a lot of the enrollment data you're saying on summary report is and so as we lost words with the district's data team and all the team to get that data and then QA make sure what we're saying in our model is the datasets matter where have a district report to it's all backed over there isn't just relative to kids that are in our system that might that are attending another PPS school outside of their neighborhood catchment and it doesn't reflect kids attending public school in that area okay it was curious about how granularly sounded like it was household level data but it's really just kids that are already in our system yeah kids are in the system yes they're registered with register have address associated with them and we can we can look at down to other parcel which they live but yes they're in the system just like generally how you do next I look at that's two schools that are there's like 20 schools so what does that mean by [Music] closing programs or consolidating them or because I just wonder it's like there's 20 political program
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I can see the Westside there's like one or two but there's so what does that mean so the blue are very careful to choose the words minimize that doesn't mean that there won't be any but what we know is that it causes some imbalance in our schools when we have quality co-located programs because the number of classrooms would be great each grade level goes down and then you have big swings and seismic string and you could have the same grade level having very different class sizes in the same physical school but if so in order to do that there are many methods and we're not suggesting just one method but as we look at the region on a Knothole basis we consider these are the things that were hoping to accomplish so for instance if we have two Spanish dual language schools that are co-located that are right close proximity with might consider making in a growing school in one of those dual language / Spanish school so that then you would have more classes at each grade level at each school in which then creates more balance in our system that's an example but they're there it's not intended to just look for one solution but bringing community groups together and principals together to find the best solutions for that region and are there other comments wondering if we've done a case study of the implications were what happens when we did that with three clearing skies that's exactly what we did except for nothing I think the entirely in co-locating we need some color getting what we have yeah and so I'm wondering but we didn't eliminate that neighborhood school so I'm wondering can be done a sort of analysis so did that improve student outcomes like family attention of families and those neighborhoods or they go to other focus options it says something we looked at we know how everyone's doing yeah got one cycles here and I would say that there's a lot of different efforts going on to improve the opportunity that students the strategy for districts diabetes especially programmatic choice it's a good question because there's probably a lot of case studies we could do especially for some that might have in place formative okay that's a good point that's early signs are that it certainly can build a culture around I see you program the sacred so you know all I was out of caper progress so so at this point I'm what I'm thinking we should shift from questions to the feedback process what it just seems there's any brush fair question not really so for you each have some sticky notes next to you we have some dark ink pens we're going to ask you not to be as applying to ballpoint through that it's hard to touch someone so do these handing out some dart and black ink pens for you guys to use so what we'd like you to do is group up and in twos and have a conversation with your partner and your table and look specifically I'm talking about the scope of work so in
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pages 30 to 32 in your packet so we're looking for feedback on these three changes because we're designing the work we did you want us to be using like sharpies things done in the past or do you just want us to use things as long as you have something to start so but in order to do this exercise you will notice that where Judy standing back there number one that's the introduction there and then it goes around the room two three four and five so while you are talking to your partner you're going to look at what are the strengths about these the pieces of the scope of work your vision for you and what are the outstanding questions is there some suggested improvements is there we just want your thoughts and your feedback on each of those five sections so it's broken out by introduction in the first four values it's number two out total goals is number three and then approach the sequence is split in half one through three on number four and four and five on so what we're going to ask you to do is sort your stickies first you're going to create them you're sharing your ideas as you go through this together in a pair and then we would once we've asked you to go through and you bet all your ideas on stickies and we want you to find your top two that are the most important to you and then we'll ask you to share those two with the group and so we'll go around to each board member and then we're going to ask you to post the stickies to all the five sheets we also have if it's something doesn't fit on one of those five feet we have that parking lot the yellow went over there and so we'll just ask you to put that question statement whatever you comment you have on the partnership yes so choose the keys for the whole process or two stickies per area you can have as many stickies as you want the one we're sharing out but when you're sharing out his two stickies total and then once we post them then we'll all then each of you will go around and read everything you know see everyone's input and then we'll come back to the table and we'll do a whip around so each one of you can summarize your learnings from the gallery one and you already said the same thing but to each of these approaches sequence of work relates one of them so the introduction is right here is number one really okay and then the second one is core values okay the third one is outcome goals the fourth one is one two three four a present sequence and number five is four and five four approaches making them big font spreading it out so we can get everyone's ideas questions about the process there's a lot of other stuff so the parking lot is for anything that doesn't fit into the scope of work because we had tonight we really want to focus on this getting the feedback on the scope of work but will absolutely take any question or comment about any part of the packet on the parking lot any other questions alright so what ended near each sitting at a table of two if you would just start your conversation [Music]
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[Music] freshly [Music] [Music] [Music] [Music]
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[Music] [Music] [Music] [Music] [Music] okay introduction I think so it says about when there is okay so on number one to make the essential statement that enrollment invalid imbalances within schools and across schools lead to an equitable opportunities and then number three outcome polls which is just plainly every student has equitable access to an exceptional doesn't have to lead to inequitable because you're living a tenant and I want everyone to have their two ideas I'm reflecting on the current conditions yeah I'm not let me let me put this parking lot somewhere I say it's something that I need to understand
01h 05m 00s
better in terms of because that feels to me like a programmatic decision that we made in the past but I seem to understand the all right you guys are going to put up your sticky scene you're gonna listen to others so I just I love the data-informed approach I think that that will help with our overall just to help the opportunity to help with the credibility of the process the more data informed we are about it and then engage them when we talk about engagement it needs to be a two-way street that sometimes engagement is facilities resources just for the exercise all right [Music] so we're doing our pain segment on the question are we doing are we using an equity bless them - is that cultivation came about well there's some immediacy with Kellogg opening okay cuz that's a new school helps our phasing of the project impact on other areas of town abhi you know you make the crewmen in one area impacts neighbor areas that you're looking for okay looking at the entire system with you do I prove MIT in one area is that it's gonna drive so we are looking at what's ordering you know as we look at southeast to the Northeast we're considering that's all what if they're a ripple effects beyond this idea how how access plays and all this matters that will be outside the study area Yeah right now guessing what we have to consider at least have to consider placements other areas language them and just big question about the role that [Applause]
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[Music] what exactly is the role authority to recommendation so maybe we haven't made that clear for board approval what else assess privilege well I media the final outcome - porky fathers so let's invite you to put them up on the walls and we'll do a gallery walk after we hear from home worker okay I love the three goals middle school optimizing the facilities and looking at culmination I think like ice to have change the language so there's student focused goals but I think that really kids to the key priorities that we need to be looking at as we consider this work so I really appreciate that focus and clarity and then my question about spring when I found myself mostly just saying things instead of like what are the things I actually liked trying to add it into without feedback and then my question is as we talked about community really how are we gonna live in that tension of both the district processor of some of our values I think when we start talking enrollment balancing feel from all over the district you're gonna like freak out a little bit yeah I'm getting nods from the public and so how do we allow space for both those voices men the local that was kind of my two most important of the 80 really Julia tonight have a problem so alien fight you to start we're very sorry everyone so it was on the focus and like starting with southeast my comment was Cal across the second equitable solution now the first one was on the next round so we open Kellogg the shiny new thing everybody's gonna go there and then you're going to have those ring of schools around it that are like hey what about us to their area to me it just makes sense to do all kind of you're also going to all this right so let's the student holistically so our intent in business language was to support comprehensive middle school programming and not limit it to fill it but we obviously need some help with the link but I guess what my sharp point is when you look at that chart where the place where all the caves under thermal caves are serves how to predominately southeast even places that caves and the places they're not necessarily under mold so issues so I just think and then that second one was around the data and this goes to connect connect this aggregated student achievement and SES data to enrollment patterns and drive action on enrollment issues that is how those flips so it's a bigger issue like how do we tell the parents so really connecting my date I'm trying to think how informative thinking and how we might
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they'd only advise you to arrest you stick it down and now so all the board members have shared their - so what I'd like you to do is Julian can we help you get some of those up yeah I did them I put numbers on each trail so to read the mentorians so it's the rest of you if you want to start a gallery gallery walk we do not need to all start at one [Music] [Music] thank you much with 12 for time [Music] [Music] [Music] [Music] Oh
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[Music] yeah like isn't the primary so you don't just have language what is the question [Laughter]
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all right come back together as a team this is it just to whip around so this is an opportunity for board members to share their learnings in the gallery watch just kind of like your final moment from the so each of you have an opportunity to share what you saw anything you'd like to share with Phillip board members and staff the highlife to us Susan your final comment for the units who would like to start I want to say thank you to staff because I know this is a huge amount of work in the midst of all the other huge amounts of work that's going on and I know that when I step into a space like this they're like okay give feedback and goods I start and what are all the things like okay I don't understand this this you know words explain this better but like I said I started to look back at overall I think this is exactly what we need to be focused on I think the three areas of crucial focus of a write free and I really appreciate the finality and they're grabbing data this idea that good so we're not too unwieldy but trying to do everybody wants so I really appreciate all the intentionality and all the work guys and I appreciate your you know bringing it to us in such a vulnerable way that we just a camera way how to defend but I want to note that underline work on that deep sense of commitment to the vision we have for so thank you hear hear who would like to go next it was going to offer just the community engagement you already there this but I like to identify for people spectrum of engagement from just a basic touch where we're sharing out information to all the way where you get to empower people and you're actually taking their advice and their comments and suggestions into consideration and co-creating outcomes and so if you can identify where along that spectrum you are and share that with the community you'll get people getting good feedback and they'll know how their defects being used really great way to engage to let people know you know we're just it's a one-way communication tonight or it's you know we want you to help us make decisions and I think it's possible that different components of this work may be in a different place in that spectrum that's correct but for each one okay I won't editorials for each one it needs to be very clear to community members what their world is where we ask you well and it also needs to be clear food community is that we're engaging with and you know how helping is the challenge that we're fighting on a given time and where we're on the road to articulating I was just going to say that this is like the second or third time and a different process then I feel like our our vision has shown up organically like it doesn't feel and tried to drive to
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tie a specific process back to our vision and the goals we identified in our vision so back Hills not only feels good but it feels very hopeful like it gives us a leg up on this process in particular yeah makes me happier than seeing the whiteboard that didn't get erased from some meeting of who knows what that's a vision of graduate portrait yeah I just I've said all I'm sayin eyes [Music] Julius [Music] the I thought a really good question about ask that first of all just got really glad that there's a lot of focus on those great speaking but question about how high school are part of this because I look at robot ready to make probably six hundred million dollars about eight hundred five thousand investments and Madison bet offensive the Jefferson that have 1700 students or rather rate to 70 so that seems like I don't know how I don't know how connections are if I thought whoever put that up there was a it's a great question a great question of how that fits in and how is it going to trump some of the other workers and you can you know economically so we don't know this movement live where the students but that's that's where we're heading right now so a great question and that which is a an observation is that it seems like the word phasing people there was just a whole buncha different comments about it like it's good I'm not sure I like it what does it mean and so I think maybe that's a call for like greater clarity about what it what it means and how it travels with these other pieces but I last comment is I like that there seemed to be which are finding consensus on the comments there were two different ways but there's they seem to be they look at course of comments you like okay we're kind of directionally boy I really questioned about how our input will be used so the first thing we will get is type it up and we have a team that will come together and we meet several times a month and we'll incorporate this into the scope of work and then share that back with you and


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