2020-02-18 PPS School Board Work Session

District	Portland Public Schools
Date	2020-02-18
Time	missing
Venue	missing
Meeting Type	work
Directors Present	missing

Documents / Media

Transcripts

Event 1: PPS Board of Education Work Session - February 18, 2020

00h 00m 00s
pretty quick there's a lot of materials I think we're trying to get through some of further information first and then we can get in the discussion happy to go back to questions as well and first we're going to start with some context that committee and other staff members have seen something before that particularly quick jump in right away 8150 moon I know we got the bomb planning we can start with one we'll start with anyone in your packets this is a little construction timeline just kind of a fun graph that shows when schools or fail and shows is almost all of our buildings this is [Music] this is the primary document we've no tools we're talking about capital plans so active it is on our website and it is kind of the first place we go to when we talk about bonds where there is large capital the long way you're just sold each plan has a number of components to it I'm not going to go through them in detail you know if you go on the website do you want to get the details but some of the key items are that has planning goals facility goals those are pretty high level they've got guiding principles that are also pretty high level but also the first place that the district codified is multi decades multi-billion dollar capital of the idea of going out from bonds and regular secession to support the long term very large capital need of the district this is what we refer to as the subway tile plan people refer to it and essentially what it shows is the idea of filling up every four years or general obligation bonds and sustaining that for decades to address the capital needs of the future so this is visit the documents actually from this 2012 longer so these plans the numbers in here are not accurate kept up to date but the concept that was long term
00h 05m 00s
excuse me yes with which number so you talk it up both actually so the cost per thousand is not accurate currently so it was accurate the time the total figures are admin cost per thousand are both off but another thing on here is as this concept of focus so longer so expand is specifically called out looking at high school in the three high schools a little nuance than that that was actually one of four options rebuilding and when it came to the actual 2012 launch process that was pushed by the lucky lab group which had a lot of alumni of yeah I think things for that background and ultimately this codified in the longer still this plane that we have right now but also good segue the 2012 on so the 2012 on follow the recommendations of long are still these planning or allocating the majority of the funding coordination projects prioritizing high schools and then in the using some of the funds for other high priority ruins the 2012 on also chose three criteria for how to prioritize the high schools that was seismic performance rating accessibility to programs so a DA needs in high enrollment and that equated to grant Franklin and Rosa for all the bond passed the 66 so effectively going back to this long-term plan the first one is down now time to start planning the second one which was targeted for 2016 so moving on to the bomb planning for the 2017 bond 2017 also follow the long range of facilities plan prioritizing high schools allocating the jewelry of the funds to marination projects this was also a specific recommendation that came out of the 2017 that meant it was the specific goal of to evaluate the perforation fried recommendations before yep and they actually recommendations for those in 2016 which entity at 17 and 2020 on and they prioritized three different criteria for the high schools that was facility conditions assessment historic visitors from student enrollment and high enrollment crowding specifically made recommendations that that defensins Lincoln and Madison based upon those thank you cause I just wanna I wanna hide up and so they stuck with the idea of high schools but 2012 the criteria were seismic accessibility programs enrollment and the 2017 it was still enrollment and then facility condition every facility providing underskirt and there was at the time to be about the remaining six high schools yeah I don't know I can't remember the part series he is but the historically underserved was an added criteria and partnership potential was a criteria that's a lot okay yeah I can't remember the exact criteria but these Jefferson at that point the was still we didn't have initial results and from and if appropriate partnership of PCC and so it was like yeah the building hates it so and so that until we know what that how successful that program is it's a premature to talkback development
00h 10m 00s
yeah the 2017 bomb of course pass with also sixty-six percent approval include a hundred fifty million dollars of the so two bonds passed and now it is time to begin fighting for the third bond get part of this plan of going out on regular basis or capital to the lawn and so we're targeting the course November points for this again those numbers they're the original plant cells so we kicked off the school roof upon committee in October of last year but before that weren't they the little bar walk and talk about some structures of the bonds and how they're typically put together but the materials that you have in front of you in which you will regularly see is the work broken out into four different categories but all for these categories are critical work so don't really think there's a right or wrong for which one is prioritized more than another that are all important the Education Commission division to physical post or email address with the need of the safe warm and dry buildings capacity responds to need to house our existing enrollment and then the Marne is explore is the ability to address all three of those so they're all in the longer sillies plan in the previous bonds have prioritize the margination work and this is necessarily what the district looking at those words safe warm and dry preventing I mean take all the bags right yeah it's really our mechanical systems yeah they can they can not work in both directions so back to the School Committee so we started meeting in October and some of the topics that we have discussed today are this high level criteria we called it that we've just come over about the laundry facilities plans previous bond criteria recommendations we've also gone over initial staff priorities from within the scope for educational discipline capacity improvements what those initial prioritization to work look like the committee presentations conceptual master plans and just last week we went over our high-level deposition and we've come somewhat intentionally at least I hope pitted Ford Ford's is an informed decision so we're up for information about plans that exist in previous bonds and how does it then put together what the district recommendations you you put are still things that will be brought forward to the board hopefully those are the main pieces of ingredients that will help reform crucial activating social justice there's some references to its criteria I'm wondering that will additional set of information going into the position or is it like arrows are I think I think we'll get that a little bit when we get into the discussion about the criteria and what what this border this group might want that similar question about I mean it was more of a comment or observation like this is an operation piece that would be ideal time to you know
00h 15m 00s
operationalize our I think we get there a little bit but so we want to start moving towards the handouts and the discussion a couple more pieces before we go there so this is just a recap of some of the high-level criteria and the Mars ation criteria that have been used to date and you will see those reflected in the scenario stuff that's in the a that's a you'll see in a minute it's also the initial priorities on the educational improvements in their physical facility improvements that we've discussed but you will see those reflected in the scenarios as well so we want to move to some of the hand up information and we're going to focus on three documents at least at first one that is called the efficiency section of student haven't named all guys and then the sample scenario well in quick sidebar before we go there is going a lot cos theta that is in these documents so when you putting together these processes our cost estimating methodologies we're really all of the works is breaking out the different variables and then estimating those reviewing those on an individual basis [Music] while I'll read them off real quick what the variables are so the heart causes for the primary the bulk of the costs are going to you so we're going to get those from a specific data source it's likely going to be the facility condition assessment or for the high schools for example our professional cost estimators are going to give us that part cost the other costs or we'll call markup so those FCA for example is not include soft cost design cost preventing cost each other toss that will go on top of our class pictures furniture equipment contingencies escalation those are all things that can estimate it separately and this is the exact data that we are going over with the bond to come into the community so we are breaking out to this level of detail we're showing them all of the data that goes into it and then we're viewing with them all the assumptions that go into the market so what is the right escalation percentage of example we're going to bring in 240 BC so that's just a little context of how that is happening will be been going to its detail today but also wanting to bring back the cone of uncertainty which is a real thing you can look it up you will see things that look like this the point being as time goes on more accident we are looking at scope to working projects that some are many many years out so the data on them is pretty high level the costs and the numbers you see can and will that's the character so back to that handouts they have to that say facility officials at the top one of them has two columns of cost data and then again you will seize those categories of work that we have talked about before that we put up on the slides before with the Mars ations educational facility and then people see these rains as their caucus and so depending on the category the ranges are a little bit different so for example an organization's the ranges that you see there or our high schools we have different options and we still have ranges of cost that are in those options so that's just showing the low on the high of those high school options the educational improvements you will see not necessarily a low but where you see the high end is what the current estimate is or that scope of work and you have subject matter experts here tonight to answer some specific questions if you have about those categories and also there is some backup data about the technology about the curriculum both of us yeah Jenna take a look at me and have questions but can you clarify when you
00h 20m 00s
list in the mouth part of the range visited by half spelled is failing we know we'll be failing when you see a number in the low range these are great question and thank you for that segue so on the physical facility below as this data it's come from our our facility condition assessment hi her sister's bill within the next ten years and that's what that footnote is there at the bottom there's a lot of those that are so low on high hair well I said when I see lower part I think what to do X it might possibly here here it's a well I was finding on the floor is this is work that needs to be done like now versus a little longer but also the 10-year doesn't mean that's the that's looking at you know pick one of those lines total need across the district's might exceed that and it's there are costs that will seem so the system is anticipated of Hilton ten years it's now down here we just decided to take where's the where they had life yes maybe I'm not seeing it but when there's I know we're not talking about a range but when there's a large spread between those and others is that something to be concerned [Music] great question so whereas some of the some of these are yeah that's a great question so for example so they're not all the same ranges and that's why I admit that it's a little bit confusing we're we're trying to not just pick one number and give some options or just to show a high and low if you will the ABA for example some sorrow the back where you see the double asterisk that's referencing the same footnote but saying that is coming effectively straight from the facility condition assessment so that's that service a year and in the zero and many of the other scopes aren't coming directly from the so we're showing a different okay but with new construction there would be no additional 88 Hospital because it would be done in the design base rate correct so that's zero costs or those pasta rolled into the originals instruction right there's no extra cost or 18a work well-rounded along the street yes a lot but then this other costs are for going back and retrofitting existing No Limits correct okay suite of what most of our metal schools don't have an elevator so what you're suggesting is when you Chinn year by 8:05 I'm definitely putting us in the needs are very very high and the needs are big and no matter how we slice this bond it will not address all the I'm curious why there isn't an option on the need EMT scenarios for two high schools and one reduced but it's the three scenarios we have our three high schools two high schools are among high school and one reduce let's jump there okay so so there's another document that also says but in step two and then the other three are sample scenarios so where we talked about before the criteria the long ranged abilities planner previous bonds and and the initial priorities by staff we're trying to reflect what those might look like here and to your point I think that's that's a viable option as well and we can make that happen I promise there is an infinite number of problems
00h 25m 00s
but these scenarios and there is a document in the in the your packets that called sample scenario overview so gives a little detail about the three different scenarios but the big change in the pain of is scenario one is a sample of what it might look like if a bond included funds to complete the 2017 bond projects the multiple pathways building which is part 2017 and then three divisions just at an average price not going into specifics about the individual schools option two would be two schools potentially an option three would be one school at a full scope at one school at the reduce scope and so it what you're able to see with those different kind of bigger pieces how do these other categories of work get prioritized get allocated you say reduce more detail like that it would be up to three for example Verduzco isn't the find here so it would have to be something that we would but it was for little exercise or is this just this is just a very this is just a generic so estimators weren't provided with what correct correct and we didn't we didn't here want to put in specific for school this is more just a generic numbers of the model with their difference reduce sounds what's that that could be true though yeah so maybe a face approach yeah we have some of the suitability and sort of you've got this category schools schools in the board and categories or an end to that what's that word for and there's a it was that colored rap chart that had like very small number of schools that were green that were excellent it was all we fail to get specifically with that component what staff did look at was the different categories and look to prioritize what those folks over be so on the physical facility side roofing systems mechanical systems security upgrades incitement consistently were the priorities from from staff from so that is likely remover and spending the majority of those scopes so just answer my question say we've had a bunch of schools in the for an unsuitable category but you did a combination of Bruce XYZ would they is it possible to put them up too late okay we got everybody up to fare and we are still able to do
00h 30m 00s
this is like the worst of the worst but I'm just wondering where the worst of the worst so let's hear the suitability scores like yeah could you get rid of all this so Jubei can I ask a question because there's we've got FCA which is the physical condition and then the suitable educational suitability are you talking about both either cuz they're there they're totally different right as I'm saying cuz I'm sorry matrix for and we have the suitability scores by this which tells you actually Dan said this so back at the back of the day if you got a new roof that was a big deal and really changed the ranking all right so I'm wondering if is there something like that that we say we don't have any I don't know how much that cost or what right I didn't think maybe first one that is so let me have the suitable escorts are coming from the education so that maybe you might fall into John feel free to chime in if you want your unsuitable because your school is small and you don't have a music room you don't have an art space don't have a second region so that would get to so if it gets you up there you can fill those admissions and that could take you havin to roll into whatever new category that is so it's feasible we can look at something like that but I think ultimately you're going to see a lot of scope that isn't Bruce and mechanically so these division conducts here are the things that get you safe warm and dry I'm just wondering things we have got suitability and mostly absolutely you're saying to take the worst yeah I guess like you know do we have a basic basic okay like you have contender fits there because it has the basics not great still needs to be modernized but it's safe to drive well I wondered to like my question about that though is if we invested as Bob cycle and getting things up from Muncie full report and then lead to a whole Bri though like it's bad smart economics to invest this time around knowing that you're going to do a ton of work this confidence 30-year plan where we're and so I think there are some things we can do in the interim like make schools a place to stay for my driving time I think we have to balance about long term view of the best authorities and if they're down in five years yeah it's a great it's a great point it's just it's not knowing whatever how much of the city is it you know it's a head level of analysis that it would be hopeful so a nice effect in the community would get out to the community stage does this statement here that says our are in failure or gonna fail by 2021 okay well I think I'm still in 2020 okay you had argue it's gonna be hot but they're gonna prepare out any maybe
00h 35m 00s
there's insufficient so the speak to one our standard this is the right I think you could include LICO conversation about okay parsing out the different categories on the facilities condition assessment what really air bird interferes with learning and teaching and I think what we're getting back to history criteria conversation if there's no flight insurance of how much my best in those schools it's just a question of yeah we could invest more on a million two hundred five recommend and make more progress the more we spend but then [Music] and so I my head is still and as much as we can into modernization as part from looking at this historically I don't think it's changed that much is to say we've got a lot of buildings that are and it's just absolute crap in shape there's they're not this much from being fair they're significant and the more we put into the band-aid stuff the less we get to that point where all of our schools are seismically safe and that to me is like that's that's hanging out there and deficits I mean it's a really uncomfortable place to be but that's where we are we were having this conversation that the years ago we'd be in a we'd be able to do that kind of oh yeah let's let's get our modernization program going at a steady pace but still have a lot to put into the maintenance end of things and our deficit is so big I still think we just have to go all-in that's not modernization yeah I persuadable to do otherwise but that's that's where I'm coming from my language check here so my understanding is modernization of grades in high schools and I'm wrong not necessarily so I think this is a good segue to go into criteria the samples are reflecting what the precedents spin and what the discussions have been so focusing on high school before you move out 900 go to dr. Bailey's point that in the three scenarios we have listed here there's no money for seismic than any of those that's to do the seismic right so we have to do 1.2 cost a cost effective you just go in and redo the whole yeah now I want to be really clear there's actually over a billion yeah Yeah right necklace well I'm just looking at this right load of cars but it's not 1.2 that's different than if you're redoing the high school track this on the scenario yeah I'd be like st. exit yeah yeah so this seismic items in the earlier bond will refer we're not to get out to that you're gonna everybody's gonna walk out safely standard it was you know because there's a lot of different strengths of quakes that could hit and it's not a bad idea yeah do something but I just try to understand this 1.2 billion that we have under the initial facility that it shouldn't even call them - there's 1.2 there but there's nothing in any of the scenarios I think I think Scott's point here that we could spend one point two billion dollars bringing all of our schools I said that's where all the worst birth history up to a seismic standards that considers but better than they are today but that wouldn't actually be fixing all the other things in the school submitted me later went back instability would have been money would it takes me back but I just wanna make sure we're clear that all this money going in high school I know or go into any additional learners is all right we'll try to seize
00h 40m 00s
well I think it's a good I played a segue into the discussion so we have some questions for members to discuss hold the questions and then allow board members to report out what what their opinions are so wow it's going around how's this readout what what questions are the first one is a 2012 and 17 bonds called recommendations no longer silly plan of allocating the majority from our nation's archives in high school lessons etc should TPS continue to follow these recommendations number 2 notes that the previous bonds the criteria that they used for prioritizing the different high schools performance 88 always serve students so for this bond of those the appropriate criterion I thought the four members names might be beautiful number three notes that is previous community meetings we talked about the initial staff our zation of the scope of our projects our agenda which is reflected on the facilities scenario documents that you have here who those seem to be the right presentations if not is there something that should be everything there's something that should be number four the three sample bond scenarios have been provided based upon current planning documents previous bond criteria initial support organization and discussions help date do any of these scenarios soon more alignment PPS priorities are there any specific changes that the board would like to see and then number five is a future media staff members of the board or community with information including the re SJ lens training staff recommendation for a whole whole package vetted contest in the process the data through the input is there additional information see one is to break into groups [Music] you can turn over okay [Music] [Music] [Applause] right [Music]
00h 45m 00s
[Music] [Music] [Music] [Music] [Music] they're all away Thank You Spencer I [Music]
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[Music] [Music] [Music] okay there step one
00h 55m 00s
yeah [Music] [Music] be sure to give it away [Music] we're just gonna give it to you [Music] to give it to carrots
01h 00m 00s
[Music] [Music] computer [Music] [Music] yeah [Music] that was [Music]
01h 05m 00s
sample scenario at the bottom has a program contingency of 10% tool this is a long-term bond so needs and opportunities will change over time but the money that's in that 10% which is not a significant amount of funds will be spent on those other categories of work so sometimes if you see zero somewhere that doesn't necessarily mean zero it just might be not a lot because there are other funds that will go into those categories I work on the scenarios that's just one point of clarification I'm sorry what did you say about that 10% we're on the scenarios and the bottoms of all there is a program continuously and so effectively over the life of the bond those funds would be spent on those direct as needs arise so why don't we move to report out I think we're going to do is buy clean report out on answers to the questions and any other information that came Reena would you and your group like to start okay we hit question four and the three days sample wants fair is provided and then joining this fancy more aligned with Kiki has priority some others and we really got into talking about Jefferson Wilson and Lakeland and this idea of like it depends on what we're talking about with those scenarios and the alignment of values and as we look at and then the questions are undone percent about enrollments and as we build a 1750 high school there what's that look like as you know there's been I know there's rumors because I've been getting public comment on the rumors about including Wilson at the bond and so that cousin of it is the younger school but there's some sort of promise that makes the public high schools and so if we wound up doing an Peter bond and I don't know if that's too in the weeds for this conversation but I think it's turned it into that question about alignment with values and we're talking about you know no this was a basically the thing that our challenges with those schools and so how do we make it big on values when wrestlers have all just an original underlying value which didn't show up in our little walk down memory lane is prioritizing high schools because it affects all students and because it's displacement okay so we are on question two we had suggested moving on the 2017 bond bacteria moving point to the improving facilities behind Everest our janitor students to number one I know we don't really use those as number two criteria but we wanted to elevate our re s J understanding and then facility condition and then the high enrollment overcrowding but we also wanted like a subset there that mention high school as that retain priority so if I can ask on the item number one was there any discussion about that is that this do I understand this group is we were all on board okay yes although I would say that my caveat is it's difficult having such high altitude estimates because that some of the funds for other high priority improvements what does that mean how much is that will there really be anything in that category to make a different from each other so that's what makes it challenging but generally speaking we're on Hillary would put another way of doing the three high schools only left twenty million dollars for those other things that might sway us versus two hundred million other things it feels and yep no I'm I'm not saying I'm saying that that's the Amy's point is that that doesn't matter
01h 10m 00s
a little bit yes some of the funds that's a bit ambiguous still sure yeah so we were we were three of us were number one number two we were good with 2017 criteria but just putting that emphasis and then we didn't have much of a curriculum yeah that's right we did think the curriculum impact could be really a really good district-wide investment but it's all kids and the number four areas and also because elevating kind of our esj framework is just going to be a way of winnowing through the facility's condition and that's because as assessment because there's more gonna be more important we're able to do so it's just a way of prioritizing your end up with that's priority priority leading you to invest in schools that work because we spend a lot of time talking about high schools so we didn't really come up with any other information that's a good segue for us cuz you're all about number five well we we had one more thing which was there in Interscope stored the board would like to see higher lower on the initial priority prioritization list and we talked about how much actually buys what Lewis hasn't formally made a pitch yet or educated us about what that looks like I mean we have a number here but what is included that bias so we wanted to elevate that maybe more broadly things that impact students throughout the district there's pregnancy fall in that category there may be learned other things that fall in that category that would be for me if you really want us to do things like Frank where we go things like special education classrooms urns athletics all [Applause] remember you that you followed the direction we see a response or actions we did not follow the directions as we are not in favor of priorities in check some of them yes but so you have to be number one are you down to two No reflecting on you know should we continue to follow these recommendations the answer was not necessarily in a modified way so we had some questions and I think that so looking at the 2012 and 2017 priorities we crossed out high enrollment and overcrowding because there's better ways to deal with um okay so high schools high schools are continuing just you know trading down while it might be satisfying on some level it's very high schools plus we
01h 15m 00s
finish the promises we're looking for those anyway so so we're we're uncomfortable given the the tremendous number of other needs that have emerged we were uncomfortable devoting that much of the bond to as just because you know we can't do everything so we're gonna have to make some tough choices I mean so we need to finish the 2017 bond we need to do Roosevelt we need to build out Roosevelt to a 1700 we also need to pay attention to middle school redesign and we will almost certainly need a second rule school and summons so we factor that we need the attention to the NCAA so these condition assessment and we need to continue a prioritization policy safety and 88 to what level we don't know we also need to do or we should do some at least something on it's not often that we're going to have an opportunity to actually fill the enormous curriculum hole that we have I think we need to pay attention to that [Music] alright okay I I would add that we didn't actually get to this but I would add I'm wearing enough technology I'm worried about our infrastructure because I think yes I think we have some risks so we would additional information we would like we would like to get an estimate on finishing out Roosevelt or weena 1700 some cost estimates on seismic stuff we get to a basic standard could we get to some basic level of seismic upgrades that would maximize the number of kids maximize the number of buildings that would be survivable but we also want to I'll be getting people out of the building for me Billy's distant place just add up my thing to overarching it wasn't so much not continued at the high schools but sequencing them out in the bond because of maybe new information so then that plan happened in the early 2000s that we have information that there that should inform it's not the dice and still aren't having this priority place as we go about the full modernizations it's just there's other things that happen and so for example like the curricular materials you know that's something new that we can do and actually would probably touch every classroom and every student and so it's a way to layer that in as well and the end we're maintaining the assumption that we're going to continue with the bond program you know so it would be postponing it so nice my high school's not canceled yeah tonight you guys some questions so I mean I think I think we need to continue to come back with projects though there's already on this achieve we're showing five billion dollars of need and so I think we need to keep repeating this publicly 1.4 billion is it's only gonna bite off it's a very large chunk but it's a small trouble so when we talk about whether we do high schools now or high schools later and with other things forward it is really just a question of that overall prioritization by this question that I do we you know do we stay sort of
01h 20m 00s
with this bathroom I'm curious when you talk about a couple of things like like Wyatt why in your view is Billy Roosevelt a 1700 a higher priority than some of the other things that have been on the table I thought in our moment balancing the conversation we saw Roosevelt topping out at 12 or 13 from the projections well I yeah I never go back it look I said I remember being surprised at how to know the number was well I could what you just what you might be remembering is two years from now that reduce weapon not that it's going to top off there but but it's like we we can already soon that so this is a good factual question because I thought I remember seeing that projection I don't flatten a believe we've got a 700 check can we get access to the population forecasting just and we all treat it well we have that so far so because we have it somewhere but I haven't seen it just do for an update I mean and I guess that the same question that in terms of like middle school redesign second principle at least I'm sure those are also needs but I'm just curious in terms of this is going to this exercise what what made those a higher priority for you then continue I'll speak to that because seven there's 7 k eights in outer southeast it's the largest concentration so on the the west side and the inner sort of East Side and predominately higher income neighborhoods they never went to K eights they have always had middle schools so you have a large concentration of students who are in the middle grades who are in under and roll program and not with our school facilities so if you take a science lab so I would begin I have no I I know there's a need F I'm asking why I say those deserve are the lowest income neighborhoods in Portland versus Wilson I mean I've just the center Cleveland so it was an equity discussion about but that's also not limited that solved my facilities I mean we we have work that we want to do and raise them enrollment balancing and reconfiguration but they're not only intersect or not unless I'm trying to get into targeting but if we if we if we change but so one of the what I'm hearing you put on the table is maybe income and it's sort of that equity criterion we should really be looking at low income neighborhoods and making our many facilities first but I guess I just want to play that out then it you say we're still doing high schools what you really meant we might be doing high schools at the end of the 30 year program rather than okay so in the middle work well I would say we're not suggesting like the wholesale do 30 elementary schools we're saying there may be there may be places where targeted investments need to be made finishing Roosevelt made a conversation about Tubman so the freeways going to be you know 15 feet even closer to it and are we going to just probably want to do that or outer southeast knowing it's probably not building a whole new facility it is but it's not a complete benefit but it may be taking a que facility and getting an appropriate size Media Center and cafeteria were converting a current building into an appropriate you know you know the need but when we need roadway nights we invested so many of their for IT for a bunch of other things because there's just was sort of a bottom line and thanks max yeah it was
01h 25m 00s
it was not it was not a huge beautiful thing it was like basic bare bones if we're going to deliver middle school services here we have to only look after this and boy was that over 50 million it was probably less you know was 18 for well that was I don't know yeah it wasn't that there are no it together it was like Sweeney heights and anyway we wouldn't have been just to clarify you weren't talking about economic building only building or even fully modernizing we were talking about making a school appropriately kitted out for middle school experience which we're doing to middle schools we which is a figure that would need to have because we're already headed down the path of configuring Harrison Park after catalog so what is that investment me I mean that's a little easier one because it wasn't a school so strings like that it's what we still had to put right but it's not like a hundred million dollar house when I guess it's this one right it's a but it's not just a polluting the savings from this and like we can fix this like you need to allocate there might be instances where the enrollment balancing work some targeted investments here I mean we've named some examples access Academy is another one and I think on the Tubman I mean this is really a question for staff because if the freeway does happen in the next couple years you know how comfortable are we with that the state decides to do nothing how comfortable are we with leaving students in that school where the freeway is even closer about our air quality is not going to be significantly improved and such a plan they have looks like that's gonna happen although I would argue that we should be advocating for our students absolutely so forcefully and so well that it kicks in the cash we are what we're trying just yeah so I'm just so we were yam with number one down in a good way for number two breaking back and science math and accessibility to make five criteria Lanford three was interesting and III think are working ahead of us in the discussion back and forth is kind of do we do all three high schools are we going to do to you this one the next one it's kind of seems to be and what do we give up and pros and cons all that stuff I personally am still looking at what seeing in terms my worry is that if we do a I think they're huge reasons for doing all three and that's still my kind of starting point but I think we have a high risk of mechanical failures if we're doing Maine and I'm up or an IT failure I'm not I'm less willing to roll the dice if so I want to find out more about the risks it's different than it was ten years ago it's things I've ever worked I know so I think that's that's the back of northward standard in terms of other things to think about in terms of elevating we came up with spent classrooms I think curriculum might go back and forth Dawn's CTE other play structures we know we have some basketball middle school basketball courts that are cracked with weeds and I'm it's not a big dollar item
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but like we had a we have the inventory that take care of it in middle school conversion we don't have a dog that's here the Roosevelt piece of whatever we need to look at enrollment because I thought the extra expansion that we're already going to do will take care of where they're gonna be in two years from now and the projections are flat for ten years I'm gonna want to make sure that's where we are and that's again what the risk is around that before committing to saying we're gonna do second I just want that what that information we also know that we have in the near future enrollment balancing challenges between all of our high schools so if we are rebuilding Jefferson what does that look like what is the enrollment how does that affect Roosevelt house abject grant and for rebuilding is there room on that campus for things it's pretty good it's pretty flat but the question is where where do we think Roosevelt skin we because they've got that bulge fresh from their sophomore year assuming that continues up were they gonna be in two more years and is that flat right now at that level and Japan just just want to get that our best Parker did you I'm sorry go ahead let's just say about Roosevelt is because it's geographically somewhat isolated it's a little bit harder than I think the other high schools then being shaped some you know we just send those kids over there just when you're out in North Portland it feels like you're that's why I said there's a reason actor in there that we we should consider because projections are projectiles and and I thought we were building four hundred year schools which I think it's really hard for us to imagine well and and I mean we are definitely a destination for people that are experiencing climate crisis we have a lot of water here or a lot of perceived water and I feel like we're gonna see more and more we're gonna see more population growth for sure I don't have the particular solution that's all there's a whole discussion about we're not building parkour did you guys want to chime in on these for discussion topics yes guys want to introduce yourselves good sure I'm Parker I represent offense and I'm the DSC we were doing well this was we had a couple of things handed to us and we went over the first one in more depth which was the sample scenarios we also went over the question sheet which is what's currently up there my perspective was and and I think the vast majority of students perspective is they obviously we would like to all have brand new perfectly functioning schools for an indefinite amount of time that's simply not feasible in the universe I think they definitely from a student perspective having to be in these facilities these schools where you're supposed to learn on a daily basis that they really should at least be brought up to to an acceptable standard to where you know you don't have black mold or buckets full of rainwater or you know falling ceiling tiles that's very kind of thing fun boys crack it just just said that it's safe and sometimes the solution is to remove ceiling tiles and that is a solution it's not great
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thank doesn't look fantastic but it works think of it as an agility drill it's an integrated PE curriculum however there are also restrictions and even bringing you know the facility is up to up to basic standards there's capital restrictions i I think I don't necessarily think that high school should be prioritized to the extent that they currently are at least from personal experiences high schoolers can put up with things that five-year-olds can not they should be disregarded but five-year-olds need to be taken care of and there there there needs to be an emphasis okay Jack's from the previous bonds like the priorities we have I'd say the high enrollment and overcrowding since you're already doing enrollment balancing that would need to be a huge priority sense of being taken facility condition is probably the highest priority I would say just trying to modernize the works that we have and probably also seismic performance rating just because we know there's gonna be asleep and and I would say that scenario see where you only do one I civilization with reduce scope done a second one would not be a great idea just because they reduce scope high school modernization what am I probably completely don't defer 50% of your maintenance on 100% of your schools right right I agree with Jackson I think that for scenario see it's a very it's not exactly the best idea because his annual has to like go back and bring modern arguments and bring renovate one of the schools and that is not something that necessarily all patience and you'll be removing the students probably for like half the year and then they'll be going back to the building that's basically the same I think that high enrollment over carving is definitely exactly worst of your problems for this and [Music] facility conditions is definitely probably the highest priority for some of these schools you have trash because you know like 5000 years old so I think that improving the conditions of the facilities at the different schools thank you guys thank you thank you my question scenario where we finished Benson that's what's graduation than three high schools we use about two hundred million dollars for educational improvements physical facility as I heard your group say you thought it did anything I wanted to make sure that it's no I know we said it was just was like son enough yep it's like 1.2 1.4 so I like you just a real quick recap I think some of these points priests recording some of the food groups for
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more in favor of Farrelly's that's lighting war with option a the drops for two groups we've got some feedback on the criteria that was used before and the number three I think largely I hear that the privatization that's on the charts within the scopes of work seem reasonable on the educational science technology curriculum classroom for middle arts towards the higher end of that and just there are subject matter experts here tonight that might not always be the future being so there is some question why those are the higher priority that would be now as you can tell and then the physical facility size ruse mechanical security seismic asbestos higher end pick our board to the right span was emphasized by one group and a couple other items learning environment aiming priority and one touch on capacity a little bit we have a TOC logical about the capacity to one of the scopes of work the team that is working on right now that is going to be a multi-year effort they did a presentation of the committee early on said there isn't any sort of specific capital need right now that would be recommended that said throughout the course of this balancing effort and having an 8-year bond program there might be future capital needs down the lines so I think what that speaks to is this need to have some strands set aside to address this need for the process and just for future role entities and how that captured in in here is a nun way to set aside for that purpose for potentially I think the same could be said for suitabilities right educational suitability like the subsets that came out of that analysis like this building in position in these two areas so again what you see here are is fasting from the educational standpoint here's the priorities the initial priorities technology curriculum this many classroom spaces Performing Arts those are the higher priorities steam CTE keys are lower priorities and not saying that they're not important not saying that they won't get something but generally that is we're hearing that that sounds right so I think a point us more if we look at enrollment projections and see this on the west side we don't have the capacity for k5 8 years we get enough either worth putting in portables shouldn't be now or you know do we reserve something for that if that's our expectation what at what point would we get that kind of analysis which death projections would we at least get somebody singing yeah there's a pretty high likelihood that we will Claire do you have any input on when some of the capacity needs by a region might be identified especially poverty has been talking about capital there there are it doesn't mean program the other two southeast
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trying to the map on that so there's southeast northeast just north and northeast together Claire so theory we have sufficient space to make sure we're pounding for second comprehensive additional conversions I didn't find a unified whole for access of movements and so that's with this this sum of money represents is an ability that flexibility these are full modernizations but their conversion to create the right type of setting bridge progress in addition to some buildings that are not even online at the moment that you see listed here without mount campuses like Smith there's not a dollar thanks so you're saying Eastside or a pet on the Westside analysis yeah I need to look close closely in the southwest although you right but it would take so so given everything like what that everything else that's the refresh cycle it's not know what's your modernization was take it as a project looking at we've done great work at our high school regions would look at that particular piece of things it still leave some roughly four thousand of 42 parts 40 to 100 classrooms that this room as rough as it is would look like it's like--there's ahead of most of our classrooms out there so when I talk about classroom modernization is talking about making sure every classroom has a wireless access point currently only about 25 percent of our buildings have classroom for instructional coverage and they're building to the rest or spot we don't have ubiquitous / in in the buildings so putting a wireless access point in every classroom putting a mounted projector in every learning space that has a wireless display voice amplification and some dedicated compute so that every classroom would walk into has 21st century tools teachers and students to be able to utilize have any sense what if you look down to the future say terms of like how we make sure there won't so the investments were making now is not next-generation technology Wi-Fi is the basic technology which there is a massive body of evidence that the FCC is saying that talks about there is no heart there's no evidence so even even if we invest in these it's not technology applied to technology which has a little bit more concern than though there's no evidence for that it's still based wireless there is no evidence there's no medical fee says it's a new technology infrastructure so technology infrastructure is the nervous system that every operation that goes on in this district that runs upon so all
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of our internal network all of the switches that live out there the wireless access points that we have out there are ten years old or a four year device we have a phone system that's going to fall out of support and be unsupported and likely fall over that needs to be replaced we have a whole data center down there that has racks of servers and ups and all of our sites and all of all of those things everything that that that manages all of this is is falls into that infrastructure it's been I've been here a year I've been studying I've been looking at it decades of Gerry yeah if you don't if you're not intentional you can't patchwork technology from the infrastructure that are every bit of our day-to-day operates on so when we talk about curriculum curriculum is not going to be it's going to be a digital curriculum so if we're gonna push forward on curriculum and how we're going to change the classroom and how we're going to change engagement it's it's more than likely it's going to be digitally based we have to have a robust infrastructure that can support that when we talk about phone systems it's our number one system for life safety so it's a high priority and then that's not me even talking about the infrastructure that deals with security cyber security and data privacy so there's a whole other realm around that it's not the sexy stuff it's not the stuff that anyone sees it's the stuff that takes a good school district and makes a great because you have access to those resources to to the amazing things that we can do construction that our ERP system iron you know all how we keep things operating in our finances we in his 20 years old sorry Party tyranny I put my name up for for both board members who I will forget what it stands for tomorrow and for the public when we put something out just a little this this what I put together I was a little surprised well people saw its people stopped his upgrade until they sure we can get it is still a very old er piece in terms of what we're looking at we're basing these numbers off of County just went through yeah they're a very similar sized organization to what we do in terms of the employees and the amount of dollars that come through and they just spent 40 points so they went to work day we have to look their solution so anyways what we currently have in place and it's not just we're not looking at is just here we have the funds to this is more of a workflow modernization how we're going to rebuild the capacities there the air peas are are notoriously oversold to governments and so my recommendations would be cautious from that I think there are a lot of much smaller systems actually just like couldn't I couldn't agree with you DTS million dollars for any happier petition I I'm glad you have a team here because I'm glad you along with technology so so I don't know I'm coming back doing at least some kind of
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prioritization about the poll 273 million three hundred thousand what we have to do there's just some things in here that we have to do because if now we're going to systems failure and that that were lights out or phones out or so yes I'm looking for fire when we start again here I'm not sure where we would cut where I normally go to is say let's look at the one device deployment we're already kind of had in some regards a one to one deployment and about thirty right about thirty five thousand of our probe which we're gonna pull off flying out of support in the next one to two years so that might be the easy way to go it's the devices but we have to have the Brazilian architecture so when we wouldn't you bundle those things up there are some yes I can prioritize away of them saying here's what we absolutely have to do with happy to do that but but we are severely far behind the technical depth proof estimates take into account shaking up modernizations good I mean shake it off doing the classroom no sigh I accounted for in those numbers all modernised schools Kellogg it would be knowing that we were going to look at probably Cleveland knowing that we were going to look at Jefferson and possibly Wilson was boy who was going to be a discussion of that so those two schools would you like to explain to us just a little bit about what these curriculum line items are sure so for the comments that you made earlier in your in your big discussion the objective is to one meet the expectations that a school district would have in ensuring that every student has the current instructional materials right and so as we discussed before some of the materials are more than twenty years old so bringing them right is one of the objectives the second one is to put Portland Public Schools on the state's adoption cycle and with these resources were able to then track the seven-year cycle so that we are no longer playing catch-up and so the forty two million dollars is not for one year two to three years for the eight year spend that covers the a curricular areas that we actually adopt for and the life of the of the bond fits right within that and so the cost actually the analysis for the class was based on work extensive work done by the net Engstrom who spoke to dozens of what we do not dozens but multiple publishers and looked at the historical data on the expenses that that Portland took on when it was purchasing resources in the past and so this adoption cycle would begin with math next year followed by science followed by social studies and we would carry that out on to complete the cycle and then we will be able to start again in the 90s thank you thank you before we move on I guess I just promised tiny perspective I think this this is a really useful conversation about it but I also compares their sophisticated so I guess my question is a whole divorce process question time question
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[Music] also you got some guidance today I think you also heard some well maybe we need to wait I think well the high level the intention to go back to this graphic over what we think the big ingredients are at the forks so intention is to come back with a step our Commission's maybe two maybe there's a couple options but have something these are really simple so Dario this should be mildly off but a little more concrete house house this is only thing you have a couple options and what we'd like to do that people to do is the next committee meeting and after that then you have that component okay would it be helpful for people to summarize 30 seconds each board member a little bit sort of where where we are on this but the exact time when things are down that there didn't cost data we seen the FCA data but we haven't created a prioritization of that but on the master plans we still have not seen that we know it's still general but it's you do have a more refined level of cost estimates that would be available within the next week yourself right yes and we are also meeting with the Bani Khalid committee next week so we're hoping to take all of our difference comes wherever find them all what's the basic you know using that it's an apparent standard but I want my child in that school but it just means the most basic I guess I I can't tell that so far making a big bet one place but somewhere else we hadn't let those basics I see on Facebook a lot of things and tell me my boy that's risky fix I can't tell my question is whether that bright line actually exists but I think you're saying if there's a bright line we should be I think the reality of the school is the condition we are with over five billion dollars about that means there are a lot of forward what he wants I agree I believe it's a bright line but I do think that we have some standard ata accessible like do we have over again about happening we have at least one in Hawaii be a accessible school and every clusterer and so just know what those some of those standards are to meet that that would be helpful they make like three amigos their dog having to satisfy everyone but I do think there is a base level that probably mostly this Julia everybody's every parent I know base level is that if the big earthquake workers are schools to meet code time curses like you know the asbestos or water just there's I think some things that and and having sat through the health safety and accessibility committee those in existence for play 17 to 18 I think they did have provide some great criteria of like hey this is bestest anybody any student has access to we're getting out of here but I've missed in a crawl space that nobody's
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gonna be bring leave that in there so staff was able to create some infeasible break tyria it's a value judgment of how you know where the line gets strong so I'll start I'll try to be quick okay this was actually I think this exercise in taksim so I really appreciate how structured sort of criteria and they got us really thinking I think really a conversation I think for me and having a lot of asset work and sort of trying to figure out ways that government can solve it but the hardest thing is that when you finally start finding evidence which is very very hard key the district - they're amazing job and that's a 12 17 getting voters to increase the tax rate and then keep it here and say look we've got a plan it's a 30-year plan it's a long time if you have a plan I think the problem is is that as we're continuing down there the expectations are increasing and people are looking at those dollars interesting but I want this and this and this we're not gonna fix him in this camera so so the fundamental question for us as a board really is what to prioritize which brings me back to the promises that were made as a district maybe what age things none of the current board members including myself were on the board when those promises were made but as a parent I know those promises were made in 2012 when I looked into the bonding 2017 we were told we're doing these high schools and we will finish all of them and that is the plan and I think the rationale behind that I'm hitting the most students actually hits our equity goals is most students it disrupts the least the students and I think it's an incredible achievement in the district so I completely agree that there are other things we need to do I want to make sure we have some money for health worse but for me walking to sort of very compelling again i falled very much with where Scott is around that sort of promise of doing the high schools and if we do an 8-year bond and we've done of all three high schools on it that means open in the next bond for one of those high schools will be 2028 and that 16 years from another halfway for the 30 year plan and I think might be there's a sense of public trust that we need more than that I would really like to have in-depth conversations about what those differences look like how does Tubman fit into that was what are the way from you can do some of the work of that will hit those high we make that happen within the one but I really think we need to do all I generally concur although I think there's a lot of work yet to be done about what that looks like for each one of those high schools that have much different and what our employment is and what our overall I see you know student enrollment is likely and balancing at the high school level I think those questions all play into this and I think that the curriculum piece is very compelling and I totally or that and the technology piece I don't know about Dawn's gold wish list because I don't know and I'm about all those components I know we're in bad shape and I know some of it is like system failure like really operational effectiveness is clearly extremely compromised by or stated that and their lack of investment and then with the curriculum piece I think you know it's if it does touch every student and it puts us on the cycle that we should have it on so that we can responsibly refresh on that eight year cycle and that's what our kids deserve and it's a it's a modest about and then I think this category of capacity is really compelling too and I'd like to see a skin a little more definition around that some of it would be investment as we reconfigure the middle schools some of it is how are we repurposed in buildings that are coming back under our control from Lisa's a
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little more information about what we do to take care of those I think is important and just that they ever know on the on the high schools is that when we do the full modernisations we get everything and all those students in those buildings get everything they get the state-of-the-art you know seismic and technology and you know all the other things that were I think this is a good first conversation to sort of see where everybody's coming from I think you know they get universal design and those two I think y'all differentiated work to do around our special education not just classrooms but you know how we're able to serve all of our students anyway do you mind if I go next because I'm not feeling well and I'd like to leave yeah I really wanted to appreciate Parker for what he said - I felt like it showed up in some emotional intelligence and I really appreciate it and also reading that you know we should look at consider spending our dollars when together students I also understand what we set it up you know but modernizing the high schools that's important but if we don't shore up our our other schools that are in poor condition especially seismically and we have that earthquake it won't matter because we won't have students get into those high schools and we were gonna if I were gonna rake how we made this decision I would put seismic performance at the very top followed very closely by improving facilities for underserved historically underserved kids and and also you know a some focus on you know educational improvement for those same underserved kids that if we could make improvements that way bags help those kids those kids in spend classes I just you know it's a big decision and I think that I feel like it said I feel like I don't have enough information to make just at first let's focus on making those sites with improvements to guarantee that it helps us take you have a larger a larger students when we've explored this seismic improvements before the exercise went into what would it take to contend with that a full remodel to go in and bring a building up to that level 3 it's like it would be so inefficient to do that it would just our program so that to me it's a priority that pushes me to there somewhere so again I start off and do all three high schools and my only caveat is and when we go out to the public I think for each of these items a sort of what does this mean one of the consequences of not doing it what are the risks of not doing it now I mean there's 30 million there's something like there the pavement work simply to make the cut for any of it I presume that says the worst that's going to happen it's not going to trip over a crack in the sidewalk I can live with that I can live with that verses in are all ideas of refreshing around us so that's what I need to I mean if there's enough of that risk that's gonna move me from A to B I also just have really mixed feelings about curriculum man as opposed to
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saying we got to do this in our operational process we pit off the buildings for so long and that's just but it's just a really tough decision and I'm not going to be there's some news on the other side of that I'm not going to be mad about it then need on the building site is so great there's we've put it off we sacrifice Billings for 25 years now and look where it's guys sigh that's right so far or a little more nuance to help us and I think the public can understand because I can just imagine being a parent millions oh do I want this I want that you know if I don't know what all this IT step actually means in terms of daily operational or not just need more explanation but great work and this is really I thought was really productive session don't you know so my criteria that I would approaches with facilities conditions well first of all the overarching sort of racial activities of Justice as I feel like our facilities reflect some ways so that second would be tilled facilities conditions health safety accessibility the middle school conversions in the parts of the district where students have had at the middle school middle grades facilities for over a decade a continuation of the high school program so not stop it but continuing it and textbooks and materials and one thing that I just I guess I want to talk about the the perception of what people think we promised because I'm looking at I just pulled out the polling for 2017 and also the polling that we just did month ago and overwhelmingly voters in Portland Public Schools prioritized sort of health safety and accessibility modernization in 2017 was asked whether if it was one of the most one of the most important only eight percent of the respondents said modernizing Benson Lincoln Madison was you know that was their priority I think the school district made the right decision at the time at the time there wasn't this widespread this is what's driving everything and even you know a month or two ago still focusing on safety mitigating potential hazards increasing urgency preparedness way out scores you know finishing the modernization projects and that's not a reason not to do it but it's just I think speaks to the public's perception of what they did when I review these poll numbers it doesn't mean people thought that promise the modernisations and that's woman that our fight is priority so I guess I would just temporary like again I think we should continue on with it but mixed in with other needs and I think about how if I become my vendor could be going out and talking to voters in all areas of the district that I want to have the ability we all want the ability to say that there's going to be improvements across the board we're gonna make some big bets in a couple places but also your student will see their new textbooks or some sort of health and safety year accessibility improvements in your school and I'm just going to go back to maybe what angela has said last time as a TA got passed a long time ago and we really need to continue to make progress so that our students who need accommodations and their soul has been actually access our programs so everything gets us time to fix one PBS has neglected everything for decades and part of it has been so part of it is you know cube rant number one the state has failed to adequately funds but even within that I I'm not convinced that PBS has used its scarce resources as
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efficiently and effectively as they could have in the past so I mean I I would like to do all of it all of it so there you go but we can't obviously so the second thing I would start with is I I think it's worth noting that when people were talking about the twenty twelve body package for those of us who lived through it what was going on at the time was a the beginning of a reconsideration of the key reconfiguration and it was becoming clear that the reconfiguration had been problematic at best so at the time we had just gone through a high school redesign a 10 so when we were talking about the 2012 on package the only group of schools that people actually knew what they were going to be five years from that point was high schools so it made complete sense to focus the bond work on the high schools because we all know we were going to have high schools k8k fives who the hell knows I mean everything was up in the air so what made sense then does not necessarily make sense now eight years later and then through the light would have cost sixteen years later and I was not actually in favor of continuing you know without really thinking about other needs that had become apparent but but that's what we did and while I agree that there are expectations out there I think there is also a public expectation that PBS be a function of school district and I think you know people think with me if I'm wrong but we aren't probably on the cusp of multiple essential critical system failures and for my money I'd like to avoid that and if that means that we we have to reassess the primary focus on high schools then I think we need to do that and none of it is sexy I mean there's you know it's great to walk in to a brand spanking new building but it would be nice at that brand spanking new building compunctions and that we had an HR infrastructure where we could actually hire people in a timely fashion and that when you bring in your laptop it will actually function because you know I mean there are so many things that I think I'm hearing are on the break out on the brink of collapse so so I'm not in favor of collapse on that cheery which means buildings as well as other infrastructure so so I guess if I board and I'm if I was going to prioritize things I'd probably start with rules and you can do a little seismic upgrade when you do routes you know but I I am we have had multiple buildings that are what Kellogg for example who want to remove we had to knock down the building right that's inexcusable so the you know heat is good it's really good so the critical systems that are on the brink of failure I think take infrastructure I mean curriculum I I can't imagine when we will have another chunk of cash that
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we can throw at curriculum that is I mean I've always heard curriculum is 10 20 sometimes 30 years out-of-date and I just wanna remind people who Soviet Union does no longer exist and it would be good for our students to know that I think where we're making the shift to middle school and we have to be real about making sure that we have enough money to actually make it happen how's the bond work session so to anyone here who wanted to offer cover comments on the just concluded bond okay Angela yeah but we did say you can stay where you are you can come up here which everywhere see most comfortable with of course do whatever you want [Music] my name's Angela javis Holland I'm the executive director of all born in and for the last 20 years I've been working to try and make our communities and schools more inclusive in life's different ways I'm gonna give you a little quick story thirty years ago this year which will be significant if you are pitching a bond in a this year thirty years ago Jennifer an eight-year-old pulled up the steps of the Capitol and that was a towards the end of a movement to try and open doors to people's rights that crawl of the steps was just so powerful visually and emotionally but it was the tipping point for the passing of the ABA bill that's thirty years ago and it's passed you in Portland Public Schools this is on my wall in my office and I looked at it every day this is the signing of ABA Tom Owen was the photographer it was his niece that pulled up these steps these photos there's only 250 of them they exist they're signed by the two widows of the two men that did the work to do this get this bill passed they've been put in my this was in my charge these are only given to organizations that will commit to keep bringing this message forward even in the face of discouragement even in the face of invisibility so I took a sacred
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charge by having this one I'm not here to guilt-trip I'm here to just say this is a moral civil rights issue and you don't have anyone in a wheelchair in here and the tyranny of the majority could miss this opportunity any amount of input and this happens also in race issues in other justice issues we have to think who's at the table who's not at the table PPS has solved their issue by segregating children and sending them away from their schools you don't not educate them we can make them invisible so you have to know that you don't even see it when you go to parent night and you're up on the second floor in that wound classroom looking at your kids stuff you don't see the grandparent that couldn't be there you don't see the father that has MS is that so they don't challenge you they're just invisible so I wanted to make them visible and honest that just pass around this is my son down at this Pope says we cannot seek achievement for ourselves our ambition ambitions must be broad enough to include the aspirations and needs of others for their sake and for our own and if you look how old my state the warning that which years and years ago and at his school there was a young girl who had cerebral palsy if she did not learn how to go up the stairs over the summer when she heard nurse was graduating she would be sent away to another school this is not a rant about special ed but it means that you say things like we have to look after those kids in special ed special ed is responding to Architecture by segregating kids making them invisible again what does it say to 21st century schools what does it say to the kindergartners that don't have a child with a disability in their class so there's a huge cost and impact that's generational and we need to pick this fix this that kindergarten and see our kids including those kids end up on buses travel more sometimes and when a school grows that's the protein it's a convenient flex point in a system but its dysfunction and I believe I've spoken with Guadalupe have spoken with Jonathan I've been on you know a lot of visioning sessions I believe your vision is bigger than this and I'd offer that you need to pay for some of the consultancy need to pay for somebody with a disability to be involved in your conversations and raise the level of your understanding because I think it would really be helpful to every student I always feel confident when I say I want 21st century schools that meet the needs of a child with the disability I'm saying I want to school doesn't mean everybody's needs I also know this is the only area where you are required by law to have a plan and your ad a plan that you are required by law to have could intersect with the bond so this could be a point of education for everybody if you invest it properly is something you are already required to do and I will offer grace to everyone until Daniel was born into my life I felt that I understood a lot about justice and social justice about pretty right on about some things but I have learned so much since he's been in my life and a lot of its lessons from people with disabilities and the last thing I'll say is the biggest thing biggest same from the disability community Daniel said some of these at meetings with you and nothing about us without us and free our people and now you cannot say these kids are invisible anymore because I've shown use them you cannot say you didn't understand that issue as you rank these these terrible choices but I'm just going to leave it with you that this is a moral and civil rights issue that needs your attention Virginie thank you alright do we have any other public comment okay come on up we're gonna need to keep it to three minutes a Lee hazard timer on good evening my name is Mike person and I'm here representing the PPS crisis committee I have a professional background in natural resource protection and a PhD in environmental science and engineering it's one of the single largest real estate holders in Portland where the public school is a major contributor to the city's carbon emissions and our facilities lag and energy efficiency with long term costs
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of school district we can reverse that trend by committing the right resources to the right efforts and it connect an ecosystem of work through the 2025 the school district has an opportunity to target some of the 2020 bond funds in a way that helps us improve the efficiency of our schools and buildings reducing waste lowers our carbon footprint and reduces long term facility operational costs the good news is that PPS has been busy in the last handful of years improving its facilities an updated facilities condition assessment is completed in a building automation contract to provide daily building energy that tricks is now in place the monitor gives pts a baseline informing us about our energy spend every month in every building moving forward the Oregon Department of Energy's SB 11:49 monies and the Green Energy Technology Fund continue to provide important financial resources for the work underway in addition the Portland Clean Energy Fund has been passed in the district is applied for significant and potentially ongoing new funding source for this kind of work in Ameresco the PPS energy efficiency auditing company is currently in its thirteenth phase of energy yes that work has largely been done at the margins with modest resources so while impressive it is just a small fraction of what TPS continue with the more significant commitment of staff and financial resources specifically we can take this data and foundational work and transform it into positive outcomes for PPS on the timeline and keeps pace with our need to make our buildings and operations more sustainable and as responsive to the district's commitment to action on climate based on that analysis we can recommend what it would take to do energy efficiency upgrades add renewable energy where it makes sense and begin to provide a more integrated approach to updating buildings in ways that also help me related sustainability goals and reduce operational costs in short PPSS historically approach this laundry list of resources as a constellation of silence however with our data analytics matched with available funding opportunities we can connect those dots in a way that we've never been able to before the district has made foundational investments in its health and safety news from the 2017 by the new clarion call is to build on that with more energy efficiency more renewables less ways than a smaller carbon footprint Vogons care about this our students are demanding it and the bond can help us address all of us in an accelerated way that is commensurate with the growing urgency of the climate crisis the only way the PPS can make the kind of change it needs to utilities spend contribution to reducing waste and its carbon footprint is by committing a portion of the next pot to get this work done next the clock is ticking let's not let this opportunity pass us by thank you and I edited this to keep it down to three minutes so I have good evening as any executive network for the past 10 years we've been supporting parents and students and teachers in PPS and in nearby districts who lead efforts to make their schools greener and healthier 164 trained parent volunteers work with students to lead waste reduction initiatives school gardens walking by fuel efforts and student rain teams more and more students and parents have come to us in the past two years doubling the size our network we're hearing that they're experiencing Eco anxiety at a level we have not seen before as the climate change impacts become more visible we're seeing kids with rational ears about whether our planet will be some are getting counseling we're getting medicated for ego anxiety I applaud the good work you have you've done to create step safe and healthy schools with clean air great security system seismic resilience and much more but let's not ignore the elephant in the room that threatens the long-term health and safety of every PPS child climate change now as we're starting to include climate justice in the curriculum students are learning more and more and noticing the ways in which their schools are not set up to minimize co2 emissions a study that I co-authored for the Journal of environmental education in 2006 showed that students who learned about environmental problems while in a school building of a different model environmental responsibilities were more likely to become hopeless and apathetic about the environment when students lose trust on their community's willingness
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to act they often lose hope that they can personally make a difference and they stop trying to make a difference in contrast at schools where the buildings and staff modeled sustainability food students were much more likely to be hopeful and to take daily stewardship actions I appreciate the work that is being done through this bond to integrate green features into school buildings and in deciding how to spend the remaining Bond dollars and what to include in the next bond I hope that you'll carefully consider students futures future health and safety as a key part of this picture and take every opportunity to shape buildings that shrink carbon emissions and model sustainable by creating spaces where students can grow food and cite nature in their schoolyard spaces with durable recycling and composting bins dishwashers for durable trays infrastructure that encourages active transportation and electric vehicle use and spaces that are powered by renewable energy instead of difficult fossil fuel infrastructure our students can help implement these solutions and they can monitor and measure their impacts Eco school network volunteers stand prepared to assist in the student engagement I'm so grateful for your time this evening Mike and I are excited about this opportunity to advance the PPS vision to prepare students to lead change and improve the world but their ability to lead change and improve the world depends on their ability to maintain hope not only do we have a moral responsibility to help students maintain hope but their future depends on it the school board has an incredible opportunity to help students see that their community is willing to take bold actions to safeguard their future Claire I think there's protocol and say about this we couldn't do those energy-saving projects that cut our operating costs that way back really pretty short the issue is really spend money on it and save on the operational side if we fed back in it would be basically a zero net in terms of actual net bond expenditures but it would get us in a better place we just need to so what we're bringing back to you is the scope of work for almost program balancing process that began in the spring of 2020 with southeast school and the second year we continue to the north-northeast of areas and then in the third year which for the west southwest why are we doing this because of over and under all schools throughout the district as well as the access program was relocated and needs to be reunited and resituated and we have a new middle school that's out putting in plenty so we need to identify a sweeter pattern and engage the school community in that so why now see just about opening up Kellogg middle school and onyx 2020 and we are committed to addressing the problems I've identified and to better serve our citizens we're basing our work in our core values of our vision and we have outcome goals of optimizing the use of facilities supporting equitable programming and minimizing program collocations now with that I would ask the board to let us know what as you review the second draft we have thoughts we have suggested changes our hopes is to bring this forward back to next week's board meetings for approval maybe you know the consent agenda to get enough consensus belt around
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so this is a much more detailed I would say we have worked with a couple of more members and one that's been involved with many that is preparing for the enrollment primer a balancing process they have made along with all the edits that were made of sticky notes they've also from their experience entire processes and the sister have made suggested changes decadent so I want to touch on one of the bullet points because we just specifically around creating as much as we can special education pathways that keep kids with their cohort allowed what a lot of siblings to the child is placed for special education services in a school outside of their neighborhood school their siblings would have the option to travel that same path so that families everybody shared at one school but they agree with as much as possible save state with the same cool perks other way after high school and that we stopped balancing it all on the back yes there's always going to be issues that come up because population trust appear not there that this should be what we shoot for yeah so I like the core values I had two things that I think why we're doing this will be no surprise there's a nod to them there's a middle school opening and then it talks about engaging basically hives I I don't believe we can open Kellogg and said she was half the schools to go from K is to keep fives and just you're out there it's the same high schools is to also look at a second it was school and just finish the work reconfiguring them to the appropriate size great configuration and then the other issue that I don't know it I don't think it's in conflict but a concern that were making these massive investments in 1700 student high schools and my Alice was a discussion in the 2 2016 1 stakeholder advisory group about you know setting setting up in the normal plan so that we knew that when Benson opens that we had a plan that there would be 70 editor students that wouldn't fill Jefferson and Madison and Roosevelt we still don't have that so you know if we don't get started I think there's a pretty good compelling data that the high school principals have put together that show that the that the range of size of high schools has actually gotten worse and that in terms of programmatic equity some enrollment balancing or potentially adjustments of Jefferson's it's cold in all that areas / enrollment bid some schools and also provide just with a more or eggrolls school size but again I think you know Benson is the biggest thing that's going to happen soon yeah really have a significant impact
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potentially on some of our other schools that we want to be : so yeah as I've been Justin like why are we doing this I want to make sure for attention Facebook piece because we don't end up with high schools that the students are some of them are stuffed and other ones of them are so with the opening so this is something that I've been focusing on a little bit for a while on our high schools and I was glad to see in the outcome goal our high school part of the rebalance yes because we have been not terribly clear about that with regard to this enrollment balancing scope of work but I don't see where it is directly connected in the approach and sequence of the work I do see definitively that our high schools part of the rebalance yes but it would be nice to see it elaborated what does that really mean how does it fit in a more specific way I think the first draft have the courts k12 in the optimizes of facilities k12 and I think that's been headed it out okay that back in the other thing I was gonna say was the middle school programming in the southeast the second middle school it's that will cause some adjustment from most likely involving between Franklin we're at Franklin but as we sent Peter patterns for this and this happened so that was most likely great as we just need to call call it down you know we're grants boundary as well I'm just correct and in the know I'm starting with this outages but yes that's a natural consequence of every you'll get your ears around he's cataloging so that the Harrison Park in under approach and sequence at work than their number 2 the phase implementation plan it does prepare for opening a second okay I was just looking at why are we doing this here's your right sure where you imagine you know ii would open at the exact same time no nobody read that that's one but i think is closely sequence after because we are going to have a we will need to complete the southeast and then north east north in order to create the boundaries different sounding we still have to go into this right I was just trying to get it called out and I think I don't think that people just see that they're in play is the language on page we just need to be consistent it's spelled oh yeah I guess yeah we should just have a common thread throughout so could we say why are we doing this you know XY didn't seem anything that here's the approach in sequel it's the same thing that I was talking about it but the wire we're doing this is more about our our values well and then maybe and I knew those don't thing is 25 on the stump each - we need to identify his feeder pattern I think the school community that maybe mention here for good contains - and look at a second little school in the future you want to add back for that yeah just to me this is just around it's whatever the three or lucky for and literally they are going to be probably the lowest in the lowest in terms of foods perhaps as well as begin drafting a plan for a middle school and say this is what we're doing immediately and there is we're not going to just leave it there there's a future plan for that but we hope that we have that under the faces I know but I think the director Bram Edwards is asking us to call it out earlier to help people know that we're not going to forget them and it's you know we also have some Shabbos to resolve one way or another which I'm not sure how that's going to end up and they've really clear tomorrow first if
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we want to make a change there or not there's also something that's on the table offense after this couple were here so well this isn't meant to be a three year it's for your hair - yeah but North after South East not yeah well it's I was gonna say on page three under minimize program collocations I know that that sort of impact of co-located is pulled out on the top of page two like that clear bullet points but I think we've you've done a masterful job of moving a lot of this language to be really student focus but I find that the mice program collocations put on the top they scream in the student okay so I know it's in the document already but again sometimes people skin should I think if we could have something like we're doing this to reduce isolation and offer a more robust programmatic experience to all students some sort of language there that draws back to Doc's to students with the center on student focus know why and have to reduce isolation and I'm dues program inequities and program in equities is like idling but is on page two so to repeat that so maybe I like imagination but I'm trying to think about how you do that without people come to the conclusion the Erie they're going to get rid of programs for you away from schools because we have only a second Q&A it talks about our Colgate always bad it's that some are going to continue I think that the last game he comes out we do have some Spanish immersion schools that may be in close proximity they could perhaps become a Spanish immersion school and then the neighborhood schools would become one neighborhood school and that's one of the conversation we'll be having it mentions possibly maintain a regional k-8 school options to support program halfway continuity for example language American actors are fifty Yankee I guess I looked at like regularize Scott and we have now one school that's all that the top called lated co-located but we left the other school was still program and I I'm just trying to think of like how we do that in like what sort of expectations so when when you can burn in it there's a reason it would be something we bring forward it's not where we're trying it would not be possible to undo all the locations I'm not suggesting it I'm just yes I'm also wanting to be careful because of this huge swamp in Southeast that has so many co-located programs if the solution is and some of those become all special programs and then they're not making photos that you lose that neighborhood piece and it's just almost every other card the city I think it's a good value but I think we're like we're like pregnant already and I don't see how we elevate that without actually having a huge ripple effect in terms of our we don't want to have that part of this consideration of whether or not you do it or I or I primarily yeah like furnace although it's a whole Sun yeah but I mean educate in general I think I understand the reason for the sort of we're gonna use I guess the only question is how do you just feel like the downside of that as the entire district which I'm not having it for you would have more options is there way that you can sort of minimize that so there's a river that runs it was a river
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Southwest West area we currently have very few students crossing that River so really having that being the third face at the very unusual president boundaries across the river right now we have none other than some special education I'm curious some of our founder issues and right now west-southwest has been done recently as a lot of work was completed so there's really only one or two places to you as it considers so there's not a lot of work today to do there but so you think that minimizes by staging and sort of being very careful about how we're going south I'm not saying we should look at that okay yet the other answer that I would offer to your question about the facing is we're talking about having a master plan so you kind of work out the analysis ahead of time but you implement in phases but we're not talking about that here because we're not mucking about beyond north northeast we are there's a three-year plan this is the whole enchilada here I'm not opposed to it I just didn't realize yeah so that's the operational question is I mean there there's a couple of things we have to figure out what's going to happen in different school buildings is the reconfiguration feeder having colocation and then there's the boundaries and if you you know have a community conversation here to get us recommendations on how to deal with South East and then do north northeast it's when do we have to draw the boundaries of the east side becomes the and then and if if we draw the boundaries at the same time on the east side and we don't get into that shoot we already made this decision now how are we coming or in a box which I think this what you it is but honestly I have lost this is my problem with conversation this is we towards 10 o'clock at night so I I I'm actually now confused I what I think I heard you say was that we're going to do a three-year master plan and then implemented district so myself but I thought that readiness is that we're going to attack each zone individually and address the issues okay so what it's this put it this was a there was a lot so if you look under approach in sequence right everyone is that it was born district-wide point okay number two is phased implementation using regional approach focus and the first line of
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that is while the master plan will use a district writers perspective its implementation will occur in phases over the next several years okay I yes are you bringing a pet so we we are looking at data now and we are so we by starting with the southeast area and would go a little bit into the north so that we have a good we believe we have the school that will be and then we continue into the North Phoenix so knowing where things overlap of where there's crowding on that boundary between south and north have been very purposeful on it as we're organizing each region but tonight we're not really getting into the regions but we are looking at a district-wide set of data so that we make sure that we're grouping our schools appropriately into the three phases somewhere and what's confusing is that there's a REIT it was a really significant degree right and that's a lot of the new material and again there's anything wrong with it but I think that is there's a whole model with makutsi to the master plan and talk to us alright I guess I'm actually less interested in the rewrite is what I read and what I'm hearing but what Rita said is not what Clara said that's not so I do think it's important to make sure that we're we're talking about to say and before you do let me at my question which hasn't been specifically address which is that you know southeast implicated in the Kellogg step north after that this directly calls out Southwest West after that but to me that still reads south east that is not directly implicated in the Kellogg step actually we go pretty wide and so he'll be mean to the to the river just about this a little bit so tainted on the bottom that's left out taking in everything basically the westernmost part of southeast section to some likely meeting Southland any adjustment so I'm trying not to question your question is are you proposing actually that this is a master plan that takes into account every three neighborhood with every school okay and this is a so what I'm a does not mean that every school will be no ball to the process can I ask my question yeah and I really mean it generically I don't mean that specifically it seemed creative if I were doing this with a computer you know there are two different ways that I could look all the data from the entire district I can figure out where the over crime unit under karate was I can figure out that Google partners or not I could begin to adjust boundaries and lines in terms of where I think things are going to go and then I could say instead of implemented in all at once a minute southeast and do a communication process attachment there but I would have started with a master plan that pretty much define where I wanted to go okay option but there's a problem with option a that is a big problem and because it involves no community engagement before you're drawing lines so I wouldn't want to ever put that you're not doing option a no okay but it's pretty sure I heard at the Kennecott it's ten o'clock a nightly shoe stand this mean I'm a big girl but but I think I heard me to say that she thought we were doing option a with sort of a master plan what I thought I heard you said what I read in here is we're gonna go to that area create a plan for that area we're gonna take into account the boundary because we're having movie that's smart but we're not going to be do master plan for the entire district we're going to be doing the values the kind of way we're going to look at things is that I mean that's what I'm understanding is the master plan is is that sort of I'm also living elsewhere how we're separating the sounds for the door we're looking very closely at and that makes sense to me and I think there are a couple potential downside limited things but if we're keeping those in mind throughout the up size so if we're going to process for doing for three years southeast North West then do we go back to Southie attorney visit every three years no the long-term plan of like continuing to have a vibrant ability to be agile and I would not want
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to predict how long it would last because we have justification happening in different neighborhoods and numbers change however we constantly monitor it right so that we know and we're getting some imbalance and then it needs to get in to contact other districts like Beaverton to renounce a ministry in Parliament no but by the local are looking at let me just clarify Bremen we did it successfully forty years four years but its impact it has impacts on schools and all the quadrants the same thing with most of the high schools let's just say Wilson I'm looking everything up across the river they're taken care of I mean they're not everything else graphic like we're going to you know North East well then you have a whole bunch of schools potentially but also that split into southeast and passes whereas they fit in the master plan so right now because of the middle schools of opening in the southeast that's creating new feeder patterns that will also need to be aligned times so that's how we'll be talking about the especially the overcrowding at Franklin and the under enrollment in Madison there also we have some programs that have some long term associations to a specific high school that that program may not even be in that region or in that physically located where they've been designed or high school that's also adding to overcrowd so we're looking at those programs to see what where does it make sense for to align so we will be looking at high schools especially with those middle school programs but then when we get up to the north-northeast that's when we need to look at grant where it's overcrowded difference and we also need to look at what's happening with Jefferson like Madison opens why did 2022 so to me that's like it's not just a Franklin but it's also a grant so it's it seems like it's a three year plan that so what what I'm saying is really we're looking in the first two years right not saw the will problem a that rest the people backstage right but if we're starting to look at those pieces when we're in the southeast we'll look at it when we're looking this full Peter patterns and that will help adjust we're also looking at programs that are going across the district in various ways that are impacting too crowded high schools that we might be able to help balance out Cleveland for instance or and Graham's and then we need to address the Jefferson High School boundary but that's something that I'm not really ready to talk about specifically how we're going to do that tonight because that's something that I would want to involve a whole lot of group I guess I look at it this is a three year plan I would want to have the high schools called out not just for a moving from GI congenital Geographic every now you can set that that and there and you that's because we say to do it other than why we are doing this and you've listed several okay consideration I think I need some clarity because terms of art I know I think I think what Andrew said it is accurate I think you're hearing two different interpretations of that we're doing so what do we do you mean implementation versus master plan I'll be doing a ministry before you ever not because what I hear you talk it does not sound like you're doing a master plan it sounds like we're doing we're gonna be looking at hot spots and we're going to be looking at you know these few neighborhoods it's that and then we're gonna move on to another one and so it's very doing they're done it it's very difficult for me to go through all the things that we're considering right now without listing out a whole series of schools of business identifying describing and processing
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about where they're fitting that the southeast has about twenty schools in that process so that's not a small school I I have yeah okay just to be really clear I have no problem with the concept based implementation no problem at all John I want to know is what we're implement what is it that we're facing and we're facing manases or are we facing rotation right so there's a two very different thing I think that the analysis is starting at the beginning that's why we're talking about the data-informed and then first step so we are looking at data now we're not going you know we're not far enough along with that in order to bring these specifics about each region but the regions will come forward once we've completed looking at that data I think that attended one of our meetings today where we were talking about our where we will phase the southeast over the two middle schools will be Kellogg will be four twenty twenty-one and the other school we probably a year later because we'll have to go in to the north to complete the attendance boundary favela so that one is a phasing in but it's all part of a master plan for the southeast at the beginning okay so I what I want this is what I thought new again this is what I thought we were buying a that informed district-wide right which meet which in my head means you know yeah we know we have to do something and we know there are going to be several pieces several components of doing some B's okay but because the district especially the east side is a closed ecosystem when you screw around with one hair yeah you gotta mess with another area I would like us to know how it's going to mess with other areas before we come up with a plan for a region and that's exactly what we were talking about there's a very thing about how are we staging the middle schools and the southeast and how how one needs to be staged with starting in the southeastern in the first year and finishing with the Northeast changes in the second year so we're talking about those very things okay so at what points so we're gonna start with southeast at what point are you going to stop thinking about what you got what you have to do in it were these who's it going to be before you stop actually implementing stuff so it's out these are actions so what I can say is that we're not going to talk about any boundary changes until we have a community process form well certainly identify areas where we have imbalances but we're not going to be looking for solutions until we bring in our school principals and our community members okay to drive the point so he's going to do that but you better do it at the front end or use it at the back you mean on the whole thing as like okay are we doing district-wide planning or are we not are but I think what I see differently than you is the actual drawing of the lines will not happen from the head of time we're certainly talking about we have this region here with these concerns we have this region here with these concerns what crosses over between those two regions and we're identifying them so I think of people by saying thank you I mean I think maybe still your essential question has not been answered which is is the implementation in service to a district-wide sense of what needs to be done a district-wide sense of comprehensive and analysis or is the analysis being limited at the front end to the first phase of implementation and then the analysis will follow for the follow-on pieces and I think what you've just said is that there is a comprehensive underlying analysis but that we won't be going to solutions for anything other than those in the first phase of the work but then there is a recognition that you have to do the comprehensive analysis of the whole system before you tackle so how you're gonna end the mini on that first day and I heard you say that when you talked about like where's that north-south line sort of so so I I'm feeling like I get it and I'm not sure why there's a disconnect but I also think there's great wisdom in this we're going to impressed in some district values and an overarching understanding of where we're going but we're not going to get into the weeds of drawing the lines except by you know like very intentional community engagement
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each region and so it's this sort of overarching way of looking at it and and we know there will be some like southeast and northeast butting up against each other but we have some clarity around that and so the wisdom of like really trying to do some local things that I've won because I love about this scope of work is that call to the learning community that we are going to do this in Southeast and I know we expect about we don't want to balance on the backs of these an experiment there but that's where like the biggest need is and then we'll learn for when we go to Northeast so we'll learn Corona go to Southwest and then we can you know we'll come back where there's issues and learn again I mean I think that's the that's my here's to you question I think that director Mars trying to get clarified is are we going to do a Southeast process that determines the feeder pattern that was it some high school and sure the high school is Lisa's move move towards balancing looks at locations and I don't know hopefully before them have figured out access once that process is done hopefully by you desert I know it's actually in the sound of their parents no member okay when that process is done are we does that include boundaries so what I think is the question what I'm hearing you say the question is when will the boundaries be drawn we're starting this process now and we're supposed to commence in spring 21 will we have the new boundaries for southeast so the southeast area would be coming forward to the Bay Area in November of twenty is it draft but certainly the community group will create many drafts along the way until them till weekend will be multiple versions of it starting in the spring going all the way to October and then bringing something to the board in November and those would be then started in fall of 21 and so then for the north you would start the process of community engagement in whereas shagreen after I want in the will say about that over December is that ones finishing will start gathering a new community group together so that in January get going and then that would be before the board in November of twenty one or twenty of it yeah well we want to make sure we're done by January 20 and then whether to west would be November of twenty two so here's the deal okay if you draw boundaries and southeast and a little bit of north apart from the rest of the district then we do not have a master plan and ambition so we're in the master plan Queen even though stands like your definition of a master plan is because I have a obviously I have a different understanding of what you're saying in this I think I've been very clear with you I think I've been very clear with everybody good so okay the master plans we figure out what's going to happen in the school buildings and then we do the mattress just you same district like okay so I'd say all sort of east side flight okay okay so that's actually like how you do it like you're saying you're the batteries that means if there's multiple bribery's that means we're having like community engagement processes all over the place do you want I mean do you want the district like Claire's team to draw boundaries and then take those out for community engagement is that the master plan you want to see I want to show you what I see in this is as much a logistics issue it's that Julian that is going to take a very long time the Community Engagement district-wide and as a result I actually think we can't do it right so so the question is do we I mean it seems like the approach you're advocating we actually wait and so frankly staff have more capacity because that that is a big bang implementation right and so so a big bang implementation and I said in the very beginning that has some advantages I can see those advantages but it's also really hard to pull off but the hybrid is I think what you're saying is that the proposal or the first chunk of the actual boundary proposed boundary changes that will go to the community that will not be set in stone will be informed by district-wide or each side wide analysis so will not be analysis done just for that area of those that set of buildings it's just that there's not going to be proposals coming forward
03h 25m 00s
for boundary changes for the rest of those schools that are not implicated by what we're trying to do for Kellogg well goodnight I'm here's the deal boundaries and South days and then you go due north northeast not to mention what's happening in the part of South East that we won't be part of that community and then you go okay now we need to do boundaries there too you're gonna come back to that initial southeast and say oh you know last year we told you your kids go in here well this year we're telling you your kids going here and that's gonna happen unless you do the boundaries all at once but what I'm hearing is that we arguing the boundaries up and and we may not let's try this with the day school name this is not coming female let's say we don't do so its boundaries because there's not a need there right now that that is balanced there's enough resources and so it's not a place we need to have a conversation but we do need to have the conversation where Kellogg is opening and where we need a second middle school and so that if something is stable and working we don't necessarily need to mess with that I mean that's what I'm hearing and so we're looking at the places and those boundaries where we need to make a change and or where there's overcrowding and that we don't want to just capriciously give students from schools and that this is a very like data-driven initial look at a whole district and where do we need to be strategic about implementing this rather than the big bang implementation which I think I think our experience I mean I wasn't on a spec but I think the experience of doing that big thing implementation has been a lot of community turmoil and I think if we have a phased approach based on our values around being really strategic about where are their issues and how do we redraw those boundaries that that will be a stronger way to do this than the wholesale upheaval of the harvest right maybe are we doing public comment in the second team because I actually I would I would we have some people who I think have strong opinions love to do you have a comment now and come back to this conversation which I said I thought there I think there's a disconnect I mean it's really I guess I think there is a disconnect between the approach and someone's work and I would just love to hear from all right come forward I will speak three minutes time stop talking so my name is Cody Larson this believe art and I am at Jefferson High School octagoon and Chief Joseph parent and I survived the Jefferson cluster enrollment balancing which was done in a silo what Scott and Rita are talking about is the way this is being presented is that same silo there's a domino here that didn't work it created so much turmoil and so much displacement of students and let's not forget that the year prior to that is when we had closed humbled and immediately on day one voice the Elliott temple was over enrolled but there was not enough space for the students we continue to do this cycle of one-off and what happens as you lose the political will in the political capital that you've that you've had from us we weren't listened to there were absolutely community engagement meetings but what happened is we were essentially pawns in the system because I asked repeatedly new can go back and look at all the tapes because I was there at every single meeting I joined Sackett as a result of that the superintendent Advisory Committee on enrollment and transfer and I said there is a consequence when you look at what you call a hot spot and it's a domino so if you've ever played that game you do something over here it's gonna come over here so if you say I can only look at this one middle school and so we're going to only identify the boundaries for this school you are ignoring everything else and you're creating a new crisis that you don't even know you have till that first day of school and then the what we have asked for and the community asked for four decades now is a district-wide comprehensive analysis and boundary balancing and that is why many of us are showing up again because that was our expectation is that this would truly be district-wide it's not about being capricious and trying to just randomly move people it's about being thoughtful intentional data-driven looking at our enrollment trends if you go from south to north you're gonna run you're gonna end up where you have nowhere left to put kids and that's what we see happen over and over so I just it's like deja vu sitting here and listening to the same conversations that we've been coming to over and over and over and expecting a different outcome but different outcome never happens it sounds like what you were referring to before was a much smaller and district line is there any middle ground in your in your mind because I'm going through the s back process myself and with my kids they're there there were issues of any brain you're talking about not a scratch that's when they change the boundaries and the schools there were some nation but in the end it actually did end up working out and that was a little bit of a bigger issue it worked out for for whom I mean well not actually wasn't our cap every time for
03h 30m 00s
the neighborhood for hairs which was sharing the location with Odyssey and both of those schools I think are better off I guess Mike Mike my question is a little bit like that is there a middle ground there between sort of thing because I think I'll be doing two or three schools I see a huge problem to what I'm hearing the district says we're doing we're doing 20 schools in this region it's still gonna be a pendulum because if you say that the hard line is here and then you run out of space what do you do when you get over here or vice-versa so if you you when you draw once you draw that hard line you're gonna have to go back to some community or you're gonna have to suffer the consequences in this and that's what happens over over and over and during that deep rat process is where many of us fought and won to get aqua green but again it wasn't without turmoil I mean we had to go with a birch and then an uncoupling and then bringing new schools in and it just it's created a lot of bad well within the community and that's why you don't see people showing up anymore because people literally believe our voices don't matter what we've asked for doesn't matter and ultimately this is where we get doing the district line means waiting two to three years is that to me it is worth the time if it's done district-wide it's intentional so you're up your your front loading the whole process district-wide and then you're doing a faced implementation approach that makes absolute sense and you're using that face implementation approach to inform the process but we're not informing that process when we're doing it in a silo and and while we're doing this we're not even thinking about well my perception is we're not thinking about the impact of special education and where the programs are so as again as a parent who's had a child in special education that's another thing that we have to think about all of this gets impacted because we're constantly shuffling it's like a one-off oh no we'll put the special education program over here now we put it over here and so if you don't think about a district why'd you lose this opportunity to keep that I'm gonna be together I'm sorry but also very valuable and I want to just get through whoever else would like to come forward and give three minutes of public testimony so that we can get back to our conversation and wrap it up I do thank you I don't have an issue prepared I'm tiny Owen Cleveland High School she just finished up middle school at the access program so she was a part of access getting split up and when I saw in that process was dealing with a certain area and certain schools and what happened was that a alternative program for krypton students and a special ed program pioneer and very low-income schools were all horribly horribly hurt and impacted by that silo and what we were told and what I expected maybe I wasn't told this but what I expected when PBS was going to do their boundary review was that they were gonna look at the entire district and figure out I didn't see anything on those materials maybe I missed it about focus off engine option review I will see anything i sees things about limiting collocations how can you Limit collocations if you aren't looking district-wide how are we not going to do some almond balancing process without being on the backs of all the special programs that were talked about less than an hour ago and access is one of them and special that is another and what happens when you do southeast it says access is going to be part of the south east boundary why access was northeast now it got moved to southeast it's not part of South East access should be a central and special ed should be considered and when you silo the boundary review process and you're not looking at focus options and you're not looking at the language immersion options and you're not actually assessing the district and what are the districts educational needs and where should those programs be so we're talking about special schools and yes you can you can you can fix these what I'm hearing this hotspot work and when you fix hotspots you the people who lose are the special ed kids and the alternative kids and the Alliance kids those are the kids that moves and it happened it's happening again
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you are the only one who is under your three minutes good job hmm I met Mariana Jimmy's meetings go well in addition know everything but it's just been said I just want to say that for all the talk of being a data-driven process I haven't really seen any data yet which is a little bit disturbing because this whole discussion hasn't this discussion has been informed by the data and for the people who are new to the board and I haven't seen this before you know you have a lot of ideas of how things should work that makes sense but they don't actually make sense if you look at the actual data and the dynamics of how and when it works and the dynamics of moving back around and putting kids in the classrooms flow analytics was hired a year ago I was expecting to see the contract called for a conference report on program and system or the analysis is supposed to come out six months ago and then pushed off to September and it depends I don't know if that report is still in the works or if that's just been dropped on the floor oh wait you know I expected to something like that would be importing this kind of process if anything there's like historical data you can look at to look at what the volatility is in demographics from your year especially a great level demographics because even if you have a class you know a school that has the right size you'll notice that if you look at grades you'll see that like the number of kids in grades fluctuates from grade to grade violently in schools in different places you're here and so there are schools that are you know have great that are under enrolled and they temperate or they have classrooms with you know 40 kids in them and same school can have classrooms for 20-25 kids in them yeah but they show up as being perfectly balanced on the books if that's all you and these are all things that if you released even looking at historical date it would help inform this discussion what you guys need to do anybody else who wants a place hi my name is Mary Pat Hensel and I'm representing some young families in Southwest Portland if this process goes forward we would be kind of the last of the Mohicans in southwest and one of the things I just want to make sure that Portland Public Schools really takes into consideration is if things that are going on that have to do with residential infill in South West Corridor and some of the other plans aren't integrated into how the schools are built there are going to be some serious problems and Southwest is going to take the hit on some of those issues that haven't happened up until now but could well happen if we aren't thinking in advance of what the needs might be we talked about the river being a boundary we have highways and areas that are boundaries and you have kids crossing over those right now in southwest so I really want everybody to realize that even though you think of Southwest as an area that has a lot of upper-class people you also have a lot of immigrants we have a big immigrant population at Markham Elementary and we really need to make sure that we take care of the students that aren't the way that we have thought about Southwest Portland being in the past I think it's back to you Claire well I have taken language forward but I do think that reading yeah further conversations so that we're making sure we understand what each other's words means clearly we did not we had a disconnect here and so I think that's probably the next step before we can bring it back I I do think it also though with it generally we've had board agreement that like the first phase of this work is the configuration of Kellogg a question to what extent does that flow from analysis of just that southeast initially or to do that piece of work which if identified as our first piece of work is do we need to have clear and comprehensive analysis of the whole underlying system but I think at this point I take the comments that I receive tonight and that we will need to schedule
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the next board meeting right and we'll want to get something back out to the packet so we'd probably have to do some electronic communication about our next draft coming forward and I was hoping to make it an easy conversation at the 25th because it is a large meeting a long meeting but we may not be able to do so appreciate the discussion I think everyone serves the attention so the immediate steps that we know must take was wanting to have that comprehensive analysis and a long-range plans and we speak a reality about it this is a many years of the ten sharing some of some of that history along the way and the challenge for us is going to be doing that analysis thoughtfully and with that we have so that's gonna require some supports if we want to keep the timeline that can provide some recommendations for us to over I know that staffs gonna listen carefully to the discussion today yes we have you know we have a whole database of data that were preparing we were going to deliver with our planning process to give a whole you know finder of data into the board as well but that time I offered this 25 no it was not really not seeing the need for a lot of data to talk about the skull before they're really getting the data going forward

Event 2: Portland Public Schools Board Work Session - February 18, 2020

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[Applause] information first and then the discussion have to go back to well and first start with some context committee another staff members have seen some of the before so good for that particularly quick jump in right away we can start with boss will start in finance go ahead Charlo in your packets this is a little construction timeline just kind of a fun graph that shows winspool or fail is almost all of our buildings this is a [Music] significantly several documents for this castle this is the primary document we've no tools we're talking about capital plans so we talk about bonds rather large capital the long range of Saudis plan has a number of components to it I'm not going to go through them in detail you know if you go on the website they want to get the details but some of the key items are that has planning goals facility goals those are pretty high level they've got guiding principles that are also pretty high level but has recommendations in there that starts to get a little more granular also the first place that the district codified this multi decades multi-billion dollar capital idea of going out from bonds and regular secession to support this long term very large capital need of the district this is what we refer to as the subway tile plan and people refer to it and essentially what it shows is the idea of going up every four years or general obligation bonds and sustaining that for decades to address the capital needs of the district so this is this is the document actually from the 2012 longer so these plans the numbers in here are
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not accurately kept up to date but the concept that was long-term both actually so the cost per thousand is not accurate currently so it was accurate the time but the total figure and the cost per thousand are both another thing on here is as this concept of focus for the organization's the longer Solis pl'anna specifically called out looking at high school to the free high schools a little nuance on that that was actually one of the four options and when it came to the actual 2012 on process that was pushed by a lot of alumni yeah things things for that background and ultimately this codified in the loaners still this plan that I have right now but also a good segue the 2012 on so the 2012 on follow the recommendations of long are still these planning or allocating the majority the tundra coordination project prioritizing high schools and they in the using some of the funds for other high priority routes the 2012 on also chose three criteria for how to prioritize the high schools now a seismic performance rating accessibility to programs so a DA needs and high enrollment and that equated to grant Franklin and rose / all the bond passed the 66% so effectively going back to this long-term plan the first one is down now time to start planning the second one which was targeted for 2016 so moving on to bomb planning for the 2017 bond 2017 also follow the long range facilities plan prioritizing high schools and allocating the glory of the funds to marination projects this was also a specific recommendation that came out of the 2016-17 development that meant it was the specific goal of to evaluate the program reason fried recommendations for yep and they actually recommendations from over 2016 2017 and 2020 on and they prioritized three different criteria for the high schools that was facility conditions assessment historic visitors for student enrollment and high enrollment crowding specifically made recommendations that that to be fencin Lincoln and Madison based upon those I want to hide so they stuck with the idea of high schools but 2012 the criteria were seismic accessibility programs enrollment and 2017 it was still enrollment and facility condition every facility provides current and there was at the time I don't I can't remember the criteria is historically underserved was an added criteria 2012 and partnership potential was a criteria that's a lot okay yeah I can't wait criteria Jefferson at that point he was still we didn't have initial results in from appropriate partnership of PCC and so it was like yeah the building hates it so be and so that until we know what that how successful that program is it's a premature to contract mobility
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yeah just the 2017 bomb of course past with also 66 percent approval 850 million dollars with the so two bonds pass and now it is time to begin planning for the third bond get a part of this plan that's going out on a regular basis more capital to live on and so we're targeting of course November 24 this again those numbers will see the original plan so we kicked off the school proof upon committee in October of last year but before that worked like a little bird walk and talk about some structures of the bonds and how they're typically put together but the materials that you have in front of you in which you'll regularly see is the work broken out into four different categories but all four these categories are critical work so don't really think there's a right or wrong for which one is prioritize more than another there are all to physical force or email address with the need of the state Ormond dry buildings capacity response will lead to house our existing enrollment and then the Marne is used to work at the ability to address all three of those so they're all and the longer sillies plan in the previous bonds have prioritize the margination work that isn't necessarily what the district looking at those words state form and dry and I bet are we also looking at the next phases like my gutters and Thank You grade math class that goes like in the Sun on that side of the building by May and I'm gonna let a lot of working with that night in the afternoon I mean yeah take all the guys right yeah it's really our mechanical systems yeah they can they can not work in both directions so back to the schoolroom that bond committee so we started meeting in October and some of the topics that we have discussed today are this high level criteria we called it that we've just come over about the longer your facility plans previous bond criteria recommendations we've also gone over initial staff priorities from within the scopes of work for educational and discipline capacity prioritizations of work look like the committee presentation conceptual master plans and just as we went over a high level and [Music] order somewhat intentionally at least I hope for pitted for towards is an informed decision so we brought forward information about plans that exist in previous bonds and how those it been put together what the things that will be brought forward to help make this decision so hopefully those are the main pieces of the ingredients that will help justice I'm wondering additional set of information going into that like arrows are or I think I think we'll get that a little bit when we get into the discussion about the criteria and what what this border this group might want that similar question about I mean it was more of a common observation like this is an operational piece that would be an ideal time to you know
00h 15m 00s
operationalize our so I think we'll get there a little bit but yeah so we want to start moving towards that handouts and the discussion a couple go there so this is just a recap of some of the high-level criteria and the Mars Asian criteria that have been used to date and you will see those reflected into the scenario stuff that's in the ethical serum and it's also the initial priorities on the educational agreements in the physical so the improvements that we've discussed out we will see those reflected in those scenarios as well so we want to move to some of the hand up information and we're going to focus on three documents at least at first one that is called facilities efficiencies actually as people have a names like all guys and then the sample scenario well in quick sidebar before we go there is with a lot cos theta that is in these documents so our cost estimating methodology really all of the work is breaking out the different variables and then estimating those windows on an individual basis [Music] well I'll read them off real quick what the variables are so the heart causes for the primary the bulk of the costs are going to be so we're going to get those from a specific data source it's likely going to be the facility condition assessment or for the high schools for example our professional cost estimates are going to give us that part cost the other costs or we'll call markup so those FCA for example does not include soft cost design cost permitting cost these other tops that will go on top of our cost fixtures furniture and equipment contingencies escalation those are all the things that get estimate it separately and this is the exact data that we are going over with a bond accountability community so we are breaking out to this level of detail we're showing them all of the data that goes into it and then we're reviewing with them all the assumptions that go into the market so what is the right escalation percentage example we're going to bring get a Ford BAC and so that's just a little context of how that is happening anything go into too much detail today but also wanting to bring back the cone of uncertainty which is a real thing you can look it up you will see things that look like this the point being as time goes on more accident we are looking at scopes of working projects that some are many many years out so the data on them is pretty high-level the costs and the numbers you see can and will she that's the character go back to that handouts they have to that say facility officials at the top one of them has two columns of data and then whole bunch of notes again you will seize those categories of work that we have talked about before that we put up on the slides before with the Mars ation ability and then people see these reins as they're cops and so depending on the category the ranges are a little bit different so for example on tomorrow's ations the ranges that you see there or our high schools we have different options we still have ranges of costs that are in those options so that's just showing the low on the high of those high school options the educational treatments you will see not necessarily a low but where you see the high end is what the current estimate is or that scope of work and we do have subject matter experts here tonight to answer some specific questions if you have about those categories and also there is some backup data about the technology about the curriculum about the most take a look at me and have questions can you clarify the you listed amount of
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part of the range is it fair to say that's informed by a spelled is failing we know we'll be failing when you see a number of the low range user great question and thank you for that segue so on their physical facility below as is they that's come from our facility condition assessment the high her system they're just make you fail within the next 10 years and that's what that footnote is there at the bottom so a lot of those that are low in high when I said when I see low on power I think what to do X if I pause between here here it's a floor etc well I was not even a floor yes this is work that needs to be done like now versus wait a little longer but also the 10 year doesn't mean that's that that's looking at bald you know pick one of those lines total need across the district's might exceed that and here it's there are costs that low seat so the system is anticipated upheld in 10 years it's not out here we just decided to pick where's the where they had life yes maybe I'm not seeing it but when there's I know we're not talking about a range but when there's a large spread between those numbers is that something to be concerned with an example yeah I'm looking for when under facility [Music] sure great question so whereas some of the some of these are yeah that's a great question so for example so they're not all the same ranges and that's why I admit it's a little bit confusing we're trying to not just pick one number and give some options or to show a high and low if you will the ADEA for example so we're I'm sorry I'll go back to where you see the double asterisk that's referencing the same cut no it's saying that is coming effectively straight from the facility condition assessment so that's that there was a year and in the zero many of the other scopes there would be no original instruction right there's no correct most of our schools so what you're suggesting is we need to attach in year five I'm definitely putting out something the needs are very very high and no matter how we slice this fondant will not address all the I'm curious why there is an adoption on the EMT scenarios for two high schools and one produced but it's the freaks parents we have our three high schools two high schools in one High School in one reduce let's jump there so so there's another document but to call the first two and then the other three are sampled scenario so where we talked about before the criteria the long-ranged all these plaintiff devious bonds and and the initial priorities by staff we're trying to reflect what those might look like here and to your point I think that's that's a viable option as well we can promise there is an infinite number of
00h 25m 00s
elements but these scenarios and there is a document in the in the your packets that called sample scenario overview so gives a little detail about those three different scenarios the big change in this scenario one is a sample of what it might look like if a bond included funds to complete the 2017 bond projects and then three visuals just at an average price not going into specifics about the individual schools option two would be two schools potentially an option three would be one school at a full scope reduce scope and so it where you're able to see with those different kind of bigger pieces out of these other categories of work get produce scope isn't defined here so it would have to be something that we would but it was exercise or is it's just this is just a very this is just a generic correct correct and we didn't we didn't hear wanna put in specific for school this is more just a generic numbers of difference sexualize is that also with that just say I see next like produce sounds and implementer what's that that could be true though yeah so do me a favor bro yeah assessment we have some of the suitability into the you've got this category schools schools in the board and or an end to what's that worked for and there's a it was that colored graph chart that had like very small number of schools of the green that were excellent it was all we specifically that what's that did look at was the different categories and look to prioritize what those folks so on the physical facility side roofing systems mechanical systems security upgrades incitement consistently were the priorities from from staff those scopes so just to answer my question say we had a bunch of schools in the for an unsuitable category but you did a combination of groups XYZ would they is it possible to put them up to like okay we've got everybody up to fare and we're still able to do this is
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like the worst of the worst but I'm just wondering where the worst of the worst so it's here the suitability scores like yeah could you get rid of all this so Jubei can I ask a clarifying question because there's we've got FCA which is the physical condition and then the suited bill educational suitability are you talking about both either cuz they're thoroughly they're totally different right as I'm saying is I'm sort of matrix score and we have the suitability scores by this schools which tells you actually dance at this so back to the back of the day if you got a new roof three points behind or at least the same but that was that was a big deal is there say so so to get you up there you could fill those additions and that could take to roll into whatever new category that is so it's feasible we could look at something like that but I think ultimately you're going to see a lot of scope that isn't Bruce mechanically and Selma's condition and that's here are the things that get you safe warm and dry I'm just wondering things rehab suitability so here's a nice take to wear some litigation over the cost to get those yeah I guess like you know do we have a basic basic ok like you have consider if it's there because it has the basics not great still needs to be modernized but it's safe to drive well I wondered too like my question about that though is if we invest in this box I call in getting things up from Muncie full report and then me to a whole breathe oh look is that smart economics to invest this time around knowing that we're going to do a ton of work respondents 30-year plan where we're and so I think there are some things we can do in the interim like make school just place to stay for my driving time and we have to balance that long term view of investing in a place where he's gonna tear down in five years yeah it's a great it's a great point it's just it's not knowing but how much of the city is it to give us a form of dry or is it you know 150 million so maybe the question cuz they look do I know I knew this is something that the district continues sophisticated and asset conditional I don't question it ultimately that's what we let go early vodka so we want to have we would have an asset management report from the district that every year is updated we show is the entire backlog condition of everything you know it's a level of analysis that it would be hopeful so in accent Thank You in the community would get up to the community stage does this statement it says well I think 2020 I mean you had argue it's gonna be hot but is there gonna compare out any maybe
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there's insufficient so speak to what our standard this is the right American city where current pinions are about what we should do but I think you could include lead to a conversation about okay parsing out the different categories on the facilities condition assessment what really air bird interferes with learning and I think what we're getting back to these criteria conversation there's no like in terms of how much to my best in those fools it's just a question of yeah we could invest more on a billion to earn a five-year plan and make more progress the more we spend and so I my head is still and as much as we can at the modernization part from looking at this historically I don't think it's changed that much is to say we've got a lot of buildings that are and it's just absolutely shape there's they're not this much from being fair they're significant and the more we put into the band-aids the less we get to that point where all of our schools are seismically safe and that to me is like that's that's hanging out there and that that's I mean it's a really uncomfortable place to be but that's where we are we were having this conversation 50 years ago we'd be in a we'd be able to do that kind of yeah let's let's get our modernization program going at a steady pace but still have a lot to put into the maintenance end of things and our deficit is so big I still think we just have to go along man that's not modernization the persuadable to do otherwise but that's that's where I'm coming from we're gonna language check here so my understanding is modernization of weights in high schools and I'm wrong not necessarily city's historic so I think this is a good segue to go into criteria the samples are reflecting what the precedents spin and what the discussions have been so focusing on high schools before you move on to go to dr. Bailey's point that in the three scenarios we have listed here there's no money for seismic than any of those that's to do the seismic right we have to do 1.2 cost a cost effective you just go in and reduce yeah now what are we really clear there's actually over a billion seismic waves well I'm just looking at this break load of cars but it's not 1.2 that's different than if you're reviewing the high school track this on the scenario yeah exit yeah yeah so this seismic items in the earlier bond Rutherford were not to get that to that you can everybody's kind of lock out safely standard it was and you know because there's a lot of different strengths of ways that could hit and it's not a bad idea to do something but I'm just want to understand this 1.2 billion that we have under the initial facility that doesn't even call them to you there's 1.2 there but there's nothing in any of them so I think Scott Poincare truly we could spend one point two billion dollars bring all of our schools I so that's where all of our spirit festival up to a seismic standards that containers but better than they are today but that wouldn't actually be fixing all the other things in the school so that if we later went back into the ability would have been putting it would it takes people disabilities but I want to make sure we're clear that all this money going in high school I know or go into any additional letter is alright we'll
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try it well I think it's a good opportunity into the discussion so we have some questions to discuss the questions and then allow board members to report out what what their opinions are so wow this is going around how's this freedom what what the questions are the first one is it's a two thousand twelve and seventeen bonds called recommendation along your silly plan of allocating the majority from our nation's are those in high schools etc should TPS continue to follow these recommendations number two notes that the previous bonds the criteria that they used for prioritizing the different high schools as the performance 88 always struggle enteric students so for this bond of those the appropriate criteria it's an iodophor member states might be different area number three notes that in previous community meetings talked about the initial staff are zation of the scope of work projects within this which is reflected on the facilities scenario documents that you have here who those seem to be the right presentations if not is there something that should be high everything there's something that should be number four the three sample bond scenarios have been provided based upon current planning documents previous bond criteria initialization and discussions help date do any of these scenarios soon more alignment PPS priorities are there any specific changes that the board would like to see and then number five is a future meeting of staff will present the board or community with information including the re SJ lens training staff recommendation horrible hold bond package prevented cost estimate process the data and community input is there additional information so you want us to break into groups err [Music] you can okay [Music] [Music] [Applause] by being polite [Music]
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[Music] [Music] the number three [Music] [Music] [Music] Thank You Spencer [Music]
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[Music] [Music] [Music] but step
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yeah that's the reverse is like to see if you give a professional between a circuit [Music] we're trying to get to [Music] did you give it to Karis not
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our consciousness my purpose No [Music] [Music] [Music] [Music] [Music] [Music]
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just so everyone can hear sample scenario at the bottom has a program contingency of 10% and what that is flexibility tool this is a long-term bond so needs and opportunities will change over time but the money that's in that 10% which is not a significant amount of funds will be spent on those other categories of work so sometimes if you see zero somewhere that doesn't necessarily need zero it just might be not a lot because there are other funds that will go into those categories I work on the scenarios that's just one point of clarification I'm sorry what did you say about that 10% we're on the scenarios of the bodies of the balls there is a program continues so effectively over the life of the bond those funds would be spent on the different categories so why don't we move to report out but I think we're going to do is by group report out on answers to the questions and any other information so Rita would you in your group like to start we hit question four and the three days sample wants care has been provided and then joining this fancy more aligned with GPS priorities than others and we really got into talking about Jefferson Wilson England and this idea of like it depends on what we're talking about with those scenarios and the alignment of values and as we look at and they're the questions are on Jefferson about enrollments and if we build a 1750 high school there what does that look like as you know there's been I know there's rumors because I've been getting public comment on the rumors about including Wilson at the bomb and so that kind of it is the enter school but there's a sort of promise which makes the public high schools bond and I don't know if that's to in the weeds for this conversation but I think it turned it into that question about alignment with values we're talking about you know we know the specific school loom you know some of the things that are challenges of those schools and so how do we make my values web reclamation what would be just an original underlying value which did show up in our little walk down memory lane is prioritizing high schools because it affects all students and because kids only get hit with displacement okay so we are on question two we had suggested moving on the 2017 bond bacteria moving point to that improving facilities by a service charge and trim students to number one I know we don't really use those as number two criteria but we wanted to elevate our our esj understanding and then facility condition and then the high enrollment overcrowding but we also wanted like a subset there that mention high school as that retain priority so if I can ask on the item number one was there any discussion about that is that this do I understand this group is we were all on board okay okay okay although I would say that my caveat is it's difficult having such high altitude estimates because that some of the funds for other high priority improvements what does that mean how much is that will there really be anything in that category to make a difference so that's what makes it challenging but generally speaking we're on tour would put another way if doing the three high schools only left twenty million dollars but those other things that might sway us and yep no I'm not saying bullet I'm saying that that's the Amy's point was that that doesn't matter a little bit yes some of
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the funds that's a bit ambiguous still sure yeah so we were we were three hundred players number one number two we were good with 2017 criteria which is putting that emphasis and because the equity piece of it and then we didn't have much of a training curriculum yeah that's right we did think that there to them impacts could be really a really good district-wide investment it's all kids and the number four areas and also because elevating kind of our esj framework is just going to be a way of winnowing through the facility's condition index because as assessment because there's no can be more workmen we're able to do so it's just a way of prioritizing here you would end up with that priority priority leading you to invest in schools that work we spend a lot of time talking about high schools so we do really come up with any other information we wanted that's a good segue for us cuz you're all about number five well we had an we had one more thing which was there any other scopes toward the board would like to see higher lower on the initial priority prioritisation from list and we talked about curriculum how much actually buys what lewis hasn't formally made a pitch yet or educated us about what that looks like and we have a number here but what is one of that bias so we wanted to elevate that maybe more broadly things that impact students throughout the district frequencies fall in that category there may be more other things are falling back to consideration that would be if you really want to do things like [Applause] that you followed the direction we see a response or actions we said follow the directions as we are not in favor of priorities in check some of them yes but no so you have to be number one are you down to two no you're reflecting on you know should we continue to follow these recommendations the answer was not necessarily in a modified aliveness so we had some questions and I think that so looking at the 2012 and 2017 priorities we crossed out high enrollment and crowding because there's better ways to deal with okay so high schools high schools are continuing just you know trading down is very well it might be satisfying on some level it's going to be very problematic for other things so if my admission is correct if we if we do they're three high schools plus we finish the promises we made on 2017 we're looking I think at one point two billion dollars right just for those out of a potential one point four billion dollar bond I just wanted some scenarios right that is the high customer again right
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development finishing Roosevelt is not here - anyway so so we're we're uncomfortable get given the the tremendous number of other needs that have emerged we were uncomfortable devoting that much of the bond to high schools as just because you know we can't do everything so we're gonna have to make some tough choices I mean so we need to finish the 2017 bond we need to do Roosevelt we need to build out Roosevelt to a 1700 we also need to pay tension to middle school redesign and we will almost certainly need a second Hill School and subbies so we factor that we need to pay attention to the NCAA the Soviets condition assessment and we need to continue a prioritization of help see safety and 88 to what level we don't know we also need to do or we should do some at least something on it's not often that we're going to have an opportunity to actually kind of fill the enormous curriculum hole that we have so I think we need to pay attention to that [Music] but okay I would add that we didn't actually get to this but I would add I'm worried about technology I'm worried about our infrastructure because I think yes I think we have some risks so we would additional information we would like we'd like to get an estimate on finishing of our Roosevelt building up to 1700 some cost estimates on seismic stuff we get to a basic standard could we get to some basic level of seismic upgrades that would maximize the number of kids maximize the number of buildings that would be survivors well we also want to get done are we getting people out of the building for me no basis for took place just add up my thing to overarching it wasn't so much not continuing out of the high schools but sequencing them out in the bond because of maybe new information so then that plan happened in the early 2000s that we have information that wasn't there that should inform what we're doing it's not that I still aren't having this priority place as we go about the full modernizations it's just there's other things that need to happen and so for example like the curricular materials you know that's something new that we can do and actually would probably touch every classroom and every student and so and it's one year's curriculum adoption so a way to leave that in as well and the end we're maintaining the assumption that we're going to continue with the bond program you know in the future so it would be postponing it so nice my high school's not canceled yeah tonight you guys some questions so I mean I think I think we need to continue to come back with projects though there's already on this cheat we're showing five billion dollars of me and so I mean we need to keep repeating this publicly 1.4 billion is only gonna bite off it's a very large chunk but it's a small chunk of wood so when we talk about whether we do high schools now or I schools later and with other things forward it is really just a question of that overall prioritization by this question that I love do we you know do
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we stay sort of like this or just curiously when you talk about stuff little things like like Wyatt why in your view is building Roosevelt is 1700 a higher priority than some of the other things that I thought in our role in balancing the conversation we saw Roosevelt topping out at 12 or 13 from the projections well like yeah I never go back in look I said I remember being surprised at how though the number was well I could wait you I think what you might be remembering is two years from now that the defendant not that it's going to top off there but but it's like we we can already soothe that so this is a good factual question because I thought I remember seeing that rejection I don't flatly believe we've got assets to protect can we get access to the population for testing just and we alternate well we have that so far so we have it somewhere but I haven't seen it just due for an update I'm just here as white is forward yeah we could we can find out that they terms of I mistress why you just like why like why you're comparable it's also adding racial equity and social justice lens I mean one of the things if you look at just the income that improvements that schools that have to serve students Jefferson off and I guess that the same question that in terms of like a middle school redesign second field school it's not least I'm sure those are all so that's what I'm just curious in terms of this this going to this exercise what what made those a higher priority for you then continue I'll speak to that because seven there's 7 k eights in outer southeast it's the largest concentration so on the the west side and the inner sort of East Side and predominantly higher income neighborhoods they never went to K eights they have always had middle schools so you have a large concentration of students who are in the middle grades who are in under enroll programs and not middle school facilities so if you take a science lab so I'm gonna be clear I have no I know there's a feedback I'm asking why I say those who serve are the lowest income neighborhoods in Portland versus Wilson I mean I'm just listener Cleveland so it was an equity discussion about yeah but that's also not limited and solved my facilities I mean we we have work that we want to do is trade them in Roma balancing and reconfiguration but there is only intersect or not on most I'm trying to get a targeting but if we if we if we change but so one of the what I'm hearing you put on the table is maybe income sort of we should really be looking at low-income neighborhoods and making our investment facilities like difference first but I guess I just want to play that out then you say we're still doing these high schools what you really mean we might be doing high schools at the end of the 30 year program rather than the so poor in the middle where well I would say we're not suggesting like the wholesale do 30 elementary schools we're saying they're mainly there may be places where targeted investments need to be made finishing Roosevelt made a conversation about Tubman so the freeways gonna be you know 15 feet even closer to it and are we going to just you know if the state doesn't just let it sit there I think you probably want to do that or outer southeast knowing it's probably not building a whole new facility it is but it's not a complete retrofit but it may be taking a que facility and getting an appropriate sized media center and cafeteria work you know converting a current K building into an appropriate so again you know you know the need but when we need roadway nights we invested some money in there for IT for a bunch of other things because there's just was sort of a bottom line and thanks max
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yeah it was it was not it was not a huge beautiful thing it was like basic bare bones that we're going to deliver middle school services here we have to buy was that over 50 million it was you know it was 18 for well that was it wasn't there no but together and anyway we wouldn't have been just to clarify you weren't talking about building or even fully modernizing we were talking about making a school appropriately kitted out for a middle school experience which we're doing to middle schools we which is a figure that would need to have because we're already headed down the path of configuring Harrison Park after catalog so what is that investment mean that's a little easy so is Ronis like that's what we still had to put right but it's not like a 100 million dollar investment that gets us that's one right it's a but it's not just a illusion the savings from this and like Luther fixes like you need to allocate it might be instances where the enrollment balancing work some targeted investments here I mean we've made some examples access Academy is another one and I think on the Tubman I mean this is really a question for staff because if the freeway does have in the next couple years you know how comfortable are we with that the state decides to do nothing how comfortable are we with leaving students in that school where the freeway is even closer to the outdoor air quality is not going to be significantly improved and such a plant they have it looks like that's gonna happen although I didn't argue that we should be advocating for our students entry so forcefully it's so well that say kicks in the cash we are what we're trying just yeah so I'm just so we were yam with number one count in a good way for number two breaking backhand science magnet and accessibility to make five criteria member three was interesting and I think our work ahead of us in the discussion back and forth is kind of do we do all three high schools or are we going to do to you this one the next one it's kind of seems to be and and what do we give up pros and cons all that stuff I personally am still looking at what seeing in terms of my worry is that if we do a I think they're huge reasons for doing all three and that's still my kind of starting point but I think we have a high risk of mechanical failures if we're doing van and I'm up or an IT failure I'm not I'm less willing to roll the dice if so I want to find out more about the risks it's different than it was ten years ago it's things of every worse shock I know so I think that's that's the back and forth with standard that I personally in terms of other things to think about in terms of elevating we came up with spent classrooms I think curricula might go back and forth on CTE under play structures we know we have some basketball middle school basketball courts that are cracked with weeds and them it's not a
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big dollar item but like we had a we have the inventory that take care of it hey a middle school conversion you don't have a dollar but that's the Roosevelt piece of whatever we need to look at enrollment because I thought I did an extra expansion that we're already going to do we'll take care of where they're gonna be in two years from now and the projections are flat for ten years I'm gonna want to make sure that's where we are and that's again what the risk is ask before committing the same we're going to I just want that what that information we also know that we have in the near future enrollment balancing challenges between all of our high schools so if we are rebuilding Jefferson what does that look like what is the enrollment how does that affect Roosevelt has that effect grant for rebuilding is there room on that campus pretty good it's pretty flat but the question is where where do we think Roosevelt skin.we because they've got that bulge fresh from their sophomore year assuming that continues up were they going to be in two more years and is that flatline out at that level and Jeff I just just want to get that our best formation on projection Parker did you I'm sorry go ahead let's just say about Roosevelt is because it's geographically somewhat isolated it's a little bit harder than I think the other high schools then begin shape some you know just send those kids over there because when you're out in North Portland it feels like you're not sure that's why said there's a risk factor there that we we should consider because projections are projections and I thought we were building four hundred rear schools which I think it's really hard for us to imagine well and I mean we are definitely a destination for people inner experience of climate crisis we have a lot of water here a lot of perceived water and I feel like we're gonna see more and more we're gonna see more population growth for sure I don't have the particulars just that's what it's all discussion about where Parker did you guys want to chime in on these for discussion topics yes guys want to introduce yourselves okay good sure I'm Parker I represent Benson on the DSC we were going well this was we had a couple of things handed to us and we went over the first one in more depth which was the sample scenarios we also went over the question sheet which is currently up there my perspective was and and I think the vast majority of students perspective is it obviously we would like to all have brand-new perfectly functioning schools for an indefinite amount of time that's simply not feasible in any universe I think they definitely from a student perspective having to be in these facilities these schools you're supposed to learn on a daily basis that they really should at least be brought up to to an acceptable standard to where you know you don't have black mold or buckets full of rainwater or you know falling ceiling tiles that's very kind of thing fun voice crack it just just so that it's safe and sometimes the solution is to remove ceiling tiles and that is a solution it's not great it doesn't look fantastic but it works
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think of it as an agility drill it's an integrated PE curriculum however there are also restrictions and even bringing you know the facility is up to of two basic standards there's capital restrictions i I think I don't necessarily think that high school will soon be prioritized to the extent that they currently are at least from personal experiences high schoolers can put up with things that five year olds can not they should be disregarded but five year olds need to be taken care of and there there needs to be an emphasis process okay Jax from the previous bonds like the priorities we have I'd say the high enrollment and overcrowding since you're already doing enrollment balancing that would need to be a huge priority a sense of being taken facility condition is probably the highest priority I would say just trying to modernize the worse that we have and probably also seismic performance rating just because we know there's obviously and the worst and I would say that scenario see where you only do one high school ization with reduce scoped on the second one would not be a great idea just because the reduce high school modernization we're not probably completely don't defer 50% of your maintenance on 100% of your schools I agree with Jackson I think that for scenario C of some fairy it's not exactly the best idea because his annual has to like go back and remodel dynamism and renovate one of the schools and that's not something that necessarily time or patience and you'll be removing the students probably for like half the year and then they'll be going back to the building that's basically the same things about I think that high enrollment over Carly because so does the executive worst of your problems for this and facility conditions is definitely probably the highest for some of the schools and trash because you know like 5,000 year old so I think that improving the conditions of the facilities at the different schools [Music] scenario where we finished Benson that's what's graduation than three high schools we use about 200 million dollars for educational treatments physical soon as I heard your group say you thought it anything I wanted to make sure that it's no I know we said it was just was like some enough yeah it's like what's going to have a 1.4
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with the number three I think largely I hear that the apart ization is on the charts within the scripts of work seem reasonable on the educational science technology curriculum classroom towards the higher end of that and just there are subject matter experts here tonight that might not always be there and then the physical science ruse mechanical security capacity a little bit we have a talk line about the capacity to one of the scopes of work the team that is working on a presentation of the committee early on said there isn't any sort of specific capital need right now that would be recommended that said throughout the course of this balancing efforts and having an 8-year bond program there might be future Kathleen needs I think what that speaks to is this need to have some trans set-aside to address this need for the process and just for future and how that captured in in here is our nun way to set aside I think the same could be said for suitability right like the subsets that came out of that analysis like this building position in these two areas so again what you see here are is fasting from the educational standpoint here's the priorities initial priorities technology curriculum classroom spaces performance those are the higher priorities steam CTE GE are lower priorities and not saying that they're not important not saying that they won't get something generally as bad as we're hearing that that sounds right so I think able to point us more if we look at enrollment projections and see this on the west side we don't have the capacity for k5 eight years we got enough either worth putting in portables shoot me now or you know do we reserve something for that if that's our expectation what at what point would we get that kind of analysis which death projections we at least get somebody singing yeah there's a pretty high likely with the Claire do you have any Implanon when some of the capacity weeds by region might be identified especially policies been talk about capital there there are and it doesn't mean program the other two the southeast
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trying to the map on that so there's southeast northeast just north and northeast together Claire so theory we have sufficient depth of space boundaries to make sure we're having four second comprehensive additional conversions I didn't fight over access so that's with this this sum of money representative these are four modernizations that their conversion to create the right type of setting for each of these progress in addition to some buildings that are not even online at the moment that you see listed here without about a mouth campuses like Smith there's not a dollar thanks so you're saying Eastside on the west side have completed the analysis yeah I need to look close closely in the southwest although you know that all right but it would take so so given everything like what that everything else okay that's the refresh cycle it's not know that's your modernization was take it as a project looking at we've done great work at our high school to look at that particular piece of things that still leaves them roughly four thousand to forty two forty two hundred classrooms that if this room is rough as it is would look like it's like--there's ahead of most of our classrooms out there so when I talk about classroom modernization is talking about making sure that every classroom has a wireless access point currently only about 25 percent of our buildings have classroom or instructional coverage in their buildings the rest are spotty we don't have ubiquitous Wi-Fi in in the buildings so putting a wireless access point in every classroom putting the magic projector in every every learning space that has a wireless display voice amplification and some dedicated compute so that every classroom would walk into has 21st century tools for teachers and students to be able to utilize harmful effects have any sense what if you look down to the future what the science say in terms of like how we so the investments were making now is not next-generation technology Wi-Fi is the face of technology which there is a massive body of evidence that the FCC is citing that talks about there's no evidence so even even if we invest it means it's not technology it's not applied to technology which has a little bit more concern even though there's no evidence for that it's still basic Wireless that there is no evidence there's no medical proof Cece says it's safe for humans to be around a new technology infrastructure so technology infrastructure is the nervous system that every operation that goes on in this district that runs upon so all of
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our internal network all of the switches that live out there the wireless access points that we have out there are 10 years old or a 4-year device we have a phone system that's going to fall out of support and be unsupported and likely fall over that needs to be replaced we have a whole data center down there that has racks of servers and UPS's and all of our sites and all of all of those things everything that that that manages all of this is is falls out of that infrastructure it's been I've been here a year I've been studying I've been looking at it decades of Gerry yeah if you don't if you're not intentional you can't patchwork technology from the infrastructure that are every bit of our day-to-day operates on so when we talk about curriculum curriculum is not going to be textbooks it's gonna be digital curriculum so if we're gonna push forward a curriculum and how we're going to change the classroom and how we're going to change engagement it's it's more than likely it's going to be digitally based we have to have a robust infrastructure that can support that when we talk about phone systems it's our number one system for life safety so it's a high priority and then that's not me even talking about the infrastructure that deals with security cyber security and data privacy so there's a whole other realm around that peg it's not the sexy stuff it's not the stuff that anyone sees it's the stuff that takes a good school district and makes it great because you have access to those resources to to the amazing things that we can do instructional and our metering system iron you know all how we keep things operating in our finances we in his 20 years old sorry the earth Kings party tyranny said my name it for for both board members who I will tomorrow well people some people stop it is upgraded to lectures we can get it is still a very cold your peace in terms of what we're looking at we're basing these numbers off of County just went through yeah they're a very similar sized organization to what we do in terms of the employees and the amount of dollars that come through and they just spent forty point they went to work day we have to look for solutions I mean that's what we currently have in place and it's not just we're not looking at is just New York here we have the funds to business is born of a port full of modernization how we're going to do things differently we build the capacities there the air keys are are notoriously cautious recovered from that I think there are a lot of much smaller systems actually just I couldn't I couldn't agree with you didi was million dollars for a new petition I I'm glad you have in here and there was yes along with technology dr. Bailey so so I don't know I'm coming back to systems banners and this is a high-risk area I kept doing at least that kind of
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prioritization about the poll 273 thousand three hundred thousand what we have to do I mean there's just some things in here that we have to do because of now we're kinda systems failure in and then network lights out or phones or so I guess I'm looking for if there's any nuance it's just a firewall and when we talk started getting here I'm not sure where we would cut work where I normally go to is say let's look at the more than one device deployment we're already kind of at in some regards a one-to-one deployment and it's not pretty right about 35,000 of our robots we're gonna fall off flying out of support in the next one to two years so that might be the easy way to go it's the devices but we have to have the Brazilian architecture so when we wouldn't bundle those things up there are some yes I can prioritize away I'm saying here's what we absolutely have to do with your style happy to do that but but we are severely far behind the technical debt current estimates take into account shaking up modernizations no sigh I accounted for in those numbers all modernized schools it would be knowing that we were going to look at probably Cleveland knowing that we're going to look at Jefferson and possibly Wilson was going it was going to be a discussion of how to handle that so those two schools would you like to explain to us just a little bit about what these curriculum line items are sure so for the comments that you made earlier in your in your big discussion the objective is to one meet the expectations that a school district would have in ensuring that every student has the current instructional materials right and so as we discussed before some of the materials are more than twenty years old so bringing those giants is one of the objectives the second one is to put Portland Public Schools on the state's adoption cycle and with these resources were able to then track the seven-year cycle so that we are no longer playing catch-up and so the forty two million dollars is not for one year two to three it is for the eighth year spent that covers the a curricular areas that we actually adopt for and the the life of the of the bond fits right within that and so the cost actually the analysis for the class was based on work extensive work done done by Lynette angstrom who spoke to dozens of what we do not dozens but multiple publishers and looked at the historical data on the expenses that Portland took on when it was purchasing resources in the past and so this adoption cycle would begin with math next year followed by science followed by social studies and we would carry that out on to complete the cycle and then we will be able to start again in the 90s oh thank you thank you before we move on I guess I just from a timing perspective I think this is a really useful conversation about it but I also prepare is there is so I guess my question is all the board's process question time question you walk every weekend there a little
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bit in terms of I know we've got coming out of the program there's a lot of or taking that information also you got some kinda today I think you also heard some weight I think well the high level the intention is going back to this graphic over like we think the big medians are the decision so intention is to come back with a staffer conditions maybe to be there's a couple options but they have something these are really really simple so Dario there should be wildly off but be a little more concrete house houses only thing recommendation as are getting a couple options and but we'd like to do that meeting then you have that okay woody be helpful for people to summarize 30 seconds each board member a little bit sort of where where we are on this let me background when things are down on that there didn't cost data we seen the SCA data but we haven't created a prioritization of that but on the master plans we still have not seen that we know it's still general but it's we do have a more refined level of cost estimates that will be available in the next week yourself right yes and we are also meeting with the bona Calvin committee next week so we're hoping to take all of our different comes with or find them all or this what's the basic you know user that should a parent standard but I want my child in that school that it just needs the most basic I guess I I can't tell that or the name everyone just so far it's making a big fat one place but somewhere else you haven't let those basics I see on Facebook a lot of things and tell me you like boy that's my question is whether that bright line actually exists but I think you're saying is there's a bright line we should be able to drive I think the reality of the school is the condition we are with over five billion dollars of unmet needs there are a lot of schools and we spent one point two billion dollars fixing all of those things so I think it's much more of a gray area I think that there is there are there definitely absolutely that are worse a reasonably forward well I think it's a wants I agree I think it's a bright line but I do think that we have some standard ad a accessible or like we have holy ad a accessible school and every cluster and so just what those some of those standards are to meet that that would be really knows there's all never go satisfied but I do you think oh that probably mostly a degree as parents miss Julia everybody every parent I know base-level is that if the big earthquake comes workers are schools to meet code they drove it down the Pacific you know the asbestos water it's just there's I think some things that and having sat through the health safety and accessibility committee those in existence for 2017-18 I think they did have provide some great criteria of like hey this asbestos anybody any student has access to we're getting out of here but if it's in a crawl space that
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nobody's gonna be really been in there so staff was able to create some infeasible break teria it's a value judgment of how you know where the line gets strong so I'll start out trying to be quick I mean right this was actually I think this exercise in Texas so I really appreciate is how staffs crushing it sort of gestures and bacteria and they got us really thinking I think conversations I think for me and having done a lot of asset work and sort of trying to figure out ways that government can solve it but the hardest thing is that when you finally start finding evidence which is very very hard to the district to their amazing job and that's 12:17 getting voters to increase the tax rate and then keep it here and say look we've got a plan it's a 30-year plan it's a long time if you have a plan I think the problem is is that as we're continuing down there the expectations are increasing and people are looking at those dollars interesting but I want this and this everyone this we're not gonna fix him in this camera so so the fundamental question for us is affordability is what to prioritize which brings me back to the promises that were made as a district maybe one of the current board members including myself we're on the board when those promises were made but as a parent I know those promises were made 2012 but I looked to the body the team we were told we're doing these high schools and we will finish all of them and that is the plan and I think the rationale behind that I'm hitting the most students actually it's our equity goals it is most students it disrupts the lis students and I think it's an incredible achievement in the district so I I completely agree that there are other things we need to do I want to make sure we have some that money for health and safety worse but for me walking away from that I think would be huge I think we owe it to pass we owe to the parents to sort of continue on that path at PBS lay down [Applause] schools where very compelling again I fall very much with where director Scott is around that sort of promise of doing in high schools and if we do an 8-year bond and we don't have all three high schools on it that means open in the next bond for one of those high schools will be 2028 and that 16 years from that's halfway for the career plan and I think maybe there's a sense of public trust that we need mr. stone that I would really like to have in-depth conversation about what does Jefferson look like how does Tubman fit into that what what are the way from we can do some of the work that will hit those high speeds and that happened within but I really think we need to do all I generally concur although I think there's a lot of work yet to be done about what that looks like for each one of those high schools that have our bouncing at the high school level I think those questions all play into this question and I think that the curriculum piece is very compelling and I totally support that and the technology piece I don't know about dogs full wish list because I don't know and I'm about all of those components I know we're in bad shape and I know some of it is like system failure like really operational effectiveness is clearly extremely compromised by or stated that and lack of investment and then with the curriculum piece I think you know except it does touch every student and it puts us on the cycle that we should have it on so that we can responsibly refresh eight year cycle and that's what our kids deserve and it's a it's a modest amount of money relative to what we're looking at come to the other capital investments and then I think this category of capacity is really compelling to and I'd like to see a skin a little more definition around that some of it would be investment as we reconfigure to middle schools some of it is how are we repurposing buildings that are coming back under our control from
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leases a little more information about what we do to take care of those I think is important and just that the other note on the on the high schools is that when we do the full modernizations we get everything and all those students in those buildings get everything they get the state-of-the-art you know seismic kind of technology and you know all the other things that were so I think this is a good first conversation to source see where everybody's coming from I think you know they get universal design and those two I think we also still have some differentiated work to do around our special education not just classrooms but you know how we're able to serve all of our students anyway do you mind if I go next because I'm not feeling well and I'd like to leave yeah I really wanted to appreciate Parker for what you said - I felt like it showed up in cell emotional intelligence and I really appreciate it and also reading that you know we should look at sitters spending our dollars went together students I also understand what we said about you know modernizing the high schools that's important but if we don't shore up our our other schools that are in poor condition especially seismically and we have that earthquake it won't matter because we won't have students get into those high schools and we were gonna if I were gonna rake how we made this decision I would put seismic performance at the very top followed very closely by improving facilities for underserved historically underserved kids and and also you know as some focus on you know educational improvement for those same underserved kids that if we could make improvements that way bags help those kids those kids in spend classes I just you know it's a big decision and I think that I'm really also like to hear from and what I'd like to see more data but of population did you say something or we haven't I feel like it said I feel like I don't have enough information to make a decision but I would just add first let's focus on making those sites with improvements to guarantee that helps us take you have a larger larger students when we've explored this seismic agreements before the exercises went into what would it take to turn with that a full remodel so Joanna's bringing a building up to that level 3 it's like it would be so inefficient to do that it would just break our program so that to me it's a priority that pushes me to bet there's some perspective so again I start off in the to all three high schools and my only caveat is and when we go out to the public I think for each of these items a sort of what does this mean what are the consequences of not doing it what are the risks of not doing it I mean there's 30 million or something like that of pavement work that didn't make the cut for any of it I presume that says the worst that's going to happen is not going to trip over a crack in the sidewalk I can live with that I can live with that verses mean our our whole idea system frenching around us so that's what I need to I mean if there's enough of that risk that's gonna move me for maybe I also just have really mixed feelings about curriculum and as opposed
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to saying we've got to do this in our operational process we cut off the buildings for so long and that's just but it's just a really tough decision and I'm not going to be there's some news on the other side of that I'm not gonna be mad about it but the need of the building site is so great there's we've put it off we sacrifice Billings for 25 years now and look where it's got us sigh that's right so more little more nuance to help us and I think the public can understand because I could just imagine being a parent going in oh do I want this I want that you know but I don't know what all this ID step actually means in terms of daily operational or not just need me for more explanation but great work and this is really I thought was really productive session don't you know so my criteria that I were to purchase with facilities conditions well first of all the overarching sort of racial activities our facilities reflect in some ways so the second would be adult facilities conditions health safety has middle school conversions in the parts of the district where students haven't had at the middle school no great facilities for over a decade a continuation of the high school program so not stop it but continuing it too and textbooks and materials and one thing I just I guess I want to talk about the perception of what people think we promised because I'm looking at I just pulled out the polling for 2017 and also the polling that we just did a month ago and overwhelmingly voters in Portland Public Schools prioritized sort of health safety and accessibility modernization in 2017 was asked one of them if it was one of the most one of the most important only 8% of the respondents said modernizing Benson Lincoln Madison was that was their priority I think the school district can be the right decision of the at the time there wasn't this widespread this is what's driving everything and even you know a month or two ago still focusing on safety densha hazards increasing producing preparedness way out scores you know finishing the modernization projects and that's not a reason not to do it but it's just I think it speaks to the public's perception of what they might be these poll numbers it doesn't people thought that promise the modernisations and that's women there are favorites priority so I guess I would just temporary like again I think we should continue on with it but mixed in with other needs and I think about how I become I've been to be going out and talking to others in all areas of the district that I want to have the ability they all want the ability to say that there's gonna be improvements across the board we're gonna make some big bets in a couple places but also your student will see their new textbooks or some sort of health and safety year accessibility improvements in your school and I'm just going to go back to what Angela said last time as a TA got passed a long time ago and we really need to continue to make progress so that first ones accommodations and their souls can actually access or so I guess I'll stop for 2x1 PBS has neglected everything for decades and part of it has been so part of it is you know cube rant number one the state has failed to adequately fund but even within that I I'm not convinced that PBS has used its scarce resources as
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efficiently and effectively as they could have in the past so I mean I I would like to do all of it all of it so there you go but we can't obviously so the second thing I would start with is I I think it's worth noting that when people were talking about the twenty twelve body package for those of us who lived through it what was going on at the time was a the beginning of a reconsideration of the key reconfiguration and it was becoming clear that the reconfiguration had been problematic at best um so at the time we had just gone through a high school redesign in 2010 so when we were talking about the 2012 on package the only group of schools that people actually knew what they were going to be five years from that point was high schools so it made complete sense to focus the bond work on the high schools because we all know we were going to high schools k8k finds who the hell knows I mean everything was up in the air so what made sense then does not necessarily make sense now eight years later and then through my disguise sixteen years later and I was not actually in favor of seven sundar continuing you know without really thinking about other needs that had become apparent but but that's what we did and while I agree that there are expectations out there I think there is also a public expectation that PBS be a function of school district and I think you know people can correct me if I'm wrong but we are probably on the cusp of multiple essential critical system failures and for my money I'd like to avoid that and if that means that we have to reassess the primary focus on high schools and I think we need to do that and none of it is sexy I mean there's you know it's great to walk in to a brand spanking new building but it would be nice if that brand spanking new building compunctions and that we had an HR infrastructure where we could actually have your people in a timely fashion and that when you bring in your laptop it will actually function because you know I mean there are so many things that I think I'm hearing are on the break on the brink of collapse which means buildings as well as other infrastructure so so I guess if I board and I prioritize things I probably start with rules and you can do a little seismic upgrade but I I am we have had multiple buildings that are what Kellogg for example we want to remove we have to knock down the building right that's inexcusable so the you know heat is good it's really good so the critical systems that are on the brink of failure I think take infrastructure I think curriculum I I can't imagine when we will have another
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chunk of cash that we can throw at curriculum that is we have always heard curriculum is 10 20 sometimes 30 years out of date and I just want to remind people the Soviet Union does no longer exist and it would be good for students to know that I think where we're making the shift in middle school and we have to be real about making sure that we have enough money to actually make it happen when I [Music] [Music] [Music] [Music]
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[Music] you'll just [Music] [Music] why would you ask [Music]
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anyone here who wanted to offer cover comments on the just-concluded bond okay Angela yeah but we did say you can do whatever you want Java's Holland I'm the executive director of old one in and for the last 20 years I've been working to try and make our communities and schools more inclusive in life's different ways I'm gonna give you a little quick story thirty years ago this year which will be significant if you are pitching a bond in it this year thirty years ago Jennifer an eight year old pulled up the steps of the Capitol and that was a towards the end of a movement trying open doors people's rights people's rights that of disability that call of the steps was just so powerful visually and emotionally but it was the tipping point for the passive of the ABA bill that's 30 years ago and it's passed you in Portland Public Schools this is on my wall in my office and I looked at it every day this is the signing of ABA Tom Owen was the photographer it was his niece that pulled up these steps these photos there's only 250 of them they exist they're signed by the two widows of the two men that did the work to do this get this bill passed they've been put in might this was put in my charge these are only given to organizations that will commit to keep bringing this message forward even in the face of discouragement even in the face of invisibility so I took a sacred charge by having this on my wall I'm not here to guilt-trip I'm here to just say this is a moral civil rights issue and you don't have anyone in a wheelchair in here and the tyranny of the majority could miss this opportunity any amount of input and this happens also in race issues in other justice issues we have to think who's a potato who's not at the table PPS has solved their issue by segregating children and sending them away from their schools you don't not educate them we can make them invisible so you have to know that you don't even see the air when you go to parent night and you're up on the second floor in that room classroom looking at your kids stuff you don't see the grandparent that couldn't be there you don't see the father that has their medicine didn't be there so they don't challenge you they're just invisible so I wanted to make them visible and I want to sit just pass around this is my son down at this Pope says we cannot exceed achievement for ourselves our English ambitions must be broad enough to include the aspirations and needs of others for their second for our own and if you look how old my strength of wanting that which years and years ago and at his school there was a young girl who had cerebral palsy if she did not learn how to go up the stairs over the summer when she heard masters graduating she would be sent away to another school this is not a rant about special ed but it means that you say things like we have to look after those kids in special ed special ed is responding to architecture by segregating kids making them invisible again what does it say to 21st century schools what does it say to the kindergarteners that don't have a child with a disability and class there's a huge cost and impact that's generational and we need to pick
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this fix this at kindergarten and see our kids included those kids and on buses traveling an hour or more sometimes and when a school grows that's the program it's a convenient flex point in a system but its dysfunction and I believe I've spoken with Guadalupe has spoken with Jonathan I've been on you know a lot of visioning sessions I believe your vision is bigger than this and I'd offer that you need to pay because some of the consultancy need to pay for somebody with a disability to be involved in your conversations and raise the level of your understanding because I think it would really be helpful to every student I always feel confident when I say I want 21st century schools that meet the needs of a child with a disability I'm saying I want to school doesn't mean everybody's needs I also know this is the only area where you are required by law to have a plan and your ad a plan that you are required by law to have could intersect with the bond so this could be a point of education for everybody if you invest it properly in something you are already required to do and I will offer grace to everyone until Daniel was born into my life I felt that I understood a lot about justice felt pretty right on about some things but I have learned so much since he's been in my life and a lot of its lessons from people with disabilities and the last thing I'll say is the biggest thing biggest saying from the disability community and Daniel said some of these at meetings with you and I think about us without us and free our people and now you cannot say these kids are invisible anymore because they'll show news that you cannot say you didn't understand that issue as you rank these these terrible choices but I'm just going to leave it with you that this is a moral and civil rights issue that needs your attention urgently thank you all right do we have any other public comment okay come on we're gonna need to keep it to three minutes a Lee hazard timer on good evening my name is Mike person and I'm here representing the PPS committee I have a professional background in net research protection and a PhD in environmental science engineering it's one of the single largest real estate holders in Portland where the public school is a major contributor to the city's carbon emissions and our facilities lag and energy efficiency with long term costs of school district we can reverse that trend by committing the right resources to the rain efforts and it connected ecosystem of work through the 2025 the school district has an opportunity to target some of the 2020 bond funds in a way that helps us improve the efficiency of our schools and buildings reduces waste lowers our carbon footprint and reduces long term facility operational costs the good news is that PBS has been busy in the last handful of years improving its facilities an updated facilities condition assessment is completed in a building automation contract to provide daily building Genetrix is now in place the monitoring gives PPS a baseline and flooring us about our energy spend every month in every building moving forward the Oregon Department of Energy's SB 11:49 monies and the green energy technology fund continue to provide important financial resources for the work underway in addition the Portland Clean Energy Fund has been passed in the district is applying for significant and potentially ongoing new funding source for this kind of work in Ameresco the PPS energy efficiency auditing company is currently in its thirteenth phase of energy efficiency work with PDS that work has largely been done at the margins with modest resources so while impressive it is just a small fraction of a PPS continue with the more significant commitment of staff and financial resources specifically we can take this data and foundational work and transform it into positive outcomes for PPS on the timeline and keeps pace with our need to make our buildings and operations more sustainable and as responsive to the district's commitment to action based on that analysis we can recommend what it would take to do energy efficiency upgrades add renewable energy where it makes sense and begin to provide a more integrated approach to updating buildings in ways that also help me related sustainability goals and reduce operational costs in short PPSS historically approached this laundry list of resources as a constellation of
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silos however with our data analytics matched with available funding opportunities we can connect those dots in a way that we've never been able to before the district has be foundational investments in its health and safety news from the 2017 by the new clarion call is to build on that with more energy efficiency more renewables less waste and a smaller carbon footprint voters care about this our students are demanding it and the bond can help us address all of this in an accelerated way that is commensurate with the growing urgency of the climate crisis the only way that PBS can make the kind of change it needs to utilities spend its contribution to reducing waste and its carbon footprint is bike omitting a portion of the next pot to get this work doing that the clock is ticking let's not let this opportunity pass us by thank you and I edited this to keep it down to three minutes so I have good evening any executive network for the past ten years we've been supporting parents and students and teachers in PPS and in nearby districts who lead efforts to make their schools greener and healthier 164 trained parent volunteers work with students to lead waste reduction initiatives school gardens walk in by fuel efforts and student rain teams more and more students and parents have come to us in the past two years doubling the size our network we're hearing that they're experiencing eco anxiety at a level we have not seen before as the climate change impacts become more visible we're seeing kids with rational ears about whether our planet will be safe and habitable for them some are getting counseling or getting medicated for you going I applaud the good work you have you've done to create safe and healthy schools with clean air great security system seismic resilience and much more but let's not ignore the elephant in the room that threatens the long-term health and safety of every PPS child climate change now as we're starting to include climate justice in the curriculum students are learning more and more and noticing the ways in which their schools are not set up to minimize emissions a study that I co-authored for the Journal of environmental education in 2006 showed that students who learned about environmental problems while in a school building that did not model environmental responsibilities were more likely to become hopeless and apathetic about the environment when students lose trust on their community's willingness to act they often lose hope that they can personally make a difference and they stop trying to make a difference in contrast at schools where the buildings and staff modeled sustainability food students were much more likely to be hopeful and to take daily stewardship actions I appreciate the work that is being done through this bond to integrate green features into school buildings and in deciding how to spend the remaining Bond dollars and what to include in the next bond I hope that you'll carefully consider students futures future health and safety as a key part of this picture and take every opportunity of shape buildings that shrink carbon emissions and model sustainable by creating spaces where students can grow food and find nature in their schoolyard spaces with durable recycling and composting bins dishwashers for durable trays infrastructure that encourages active transportation and electric vehicle use and spaces that are powered by renewable energy instead of just fulfilled fossil fuel infrastructure our students can help implement these solutions and they can monitor and measure their impacts Eco school network volunteers stand prepared to assist in the student engagement I'm so grateful for your time this evening Mike and I are excited about this opportunity to advance the PPS vision to prepare students to lead change and improve the world but their ability to lead change and improve the world depends on their ability to maintain hope not only do we have a moral responsibility to help students maintain hope but their future depends on it the school board has an incredible opportunity to help students see that their community is willing to take bold actions to safeguard their future Claire
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I think there's a call and say about this we couldn't do those energy-saving projects that Qatar operating stopped because the wave actually is pretty short the issue is has been bond money on it and save on the operational side if we fed back in it would be basically a zero net in terms of actual net bond expenditures but it would get us in a better place we just need with our modernization so with southeast and the second year we continue to the north or northeast areas and then in the third year with for the west southwest why are we doing this because of over and under roles throughout the district as well as the access program was relocated and used to be reunited and resituated and we have a new middle school that's opening in 2021 so we need to identify its feeder pattern and engage the school community in that so why now because of the opening of Kellogg middle school and and we are committed to addressing the problems I've identified and to better serve our students we're basing our work in our core values of our vision and we have outcome goals of optimizing these facilities supporting equitable programing and minimizing program collocations now with that I would ask the board to let us know what as you review the second graph we have thoughts we have suggested changes our hopes is to bring this forward back to next week's board meetings for approval maybe you know the consent agenda to get enough consensus belt around it so this is a much more detailed I would say we have worked with a couple of more members that one that's been involved committee and committee that is preparing from the enrollment program balancing process made made with all the edits that were made of sticky notes they've also from their experience and fire processes and thus district have made suggested changes second so I want to touch on one of the bullet points because we just mentioned specifically around creating as much as we can special education pathway is to keep kids with their cohort allowed would allow siblings to the child is placed for special education services in a school outside of their neighborhood school their siblings would have the option to travel that same path so that families every teacher at one school but they fee with as much as possible save stay with the same cool works all the way up during high school and that we stop balancing it all night on the back yes there's always going to be issues that come up because population trust appear not there that
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this should be what we shoot for so I like before values I had two things that I think why we would you read this surprised there's a nod to the middle school opening and then it talks about as I should read the bigger bouquets beehives I don't believe we can open Kellogg and said choose half the schools to go from K is to Kate fives and just the rest you're out there it's the same high schools is to look at a second middle school and just finish the work reconfiguring them to the appropriate size great configuration and then the other issue that I don't know but I don't think it's in conflict but a concern that were making these massive investments in 1700 student high schools and this was a discussion in the 2 2016 1 stakeholder advisory group about you know setting setting up an enrollment plan so that we knew that when Benson opened that we had a plan that there would be 70 editor students that wouldn't fill Jefferson and Madison and Roosevelt we still don't have that so you know if we don't get started it's I think there's a pretty good compelling data that the high school principals have put together that show that the that the range of size of high schools has actually gotten worse and that in terms of programmatic equity and a whole host of the holes that some enrollment balancing or potentially adjustments of Jefferson's it's cold in all that areas both remove some over enrollment in some schools and also provide just with or or a gross pool size but again I think you know Benson is the biggest thing that's going to happen soon really have a significant impact potential and some of our other schools that we want to be pulling so yeah as I've been Justin who's like why are we doing this I want to make sure we retention about the Facebook piece because we don't end up with we need to put high schools that the students are some of them are stuffed and other ones of them are so with the opening so this is something that I've been focusing on a little bit for a while on our high schools and I was glad to see in the outcome goals our high school part of the rebalance yes because we have been not terribly clear about that with regard to this enrollment balancing scope of work but I don't see where it is directly connected in the approach and sequence of the work I do seen definitively that our high schools part of the rebalance yes but it would be nice to see it elaborated what does that really mean how does it fit in a more specific way I think the first draft have the courts k12 in the optimizes of facilities k12 and I think that's been edited out okay that back in the other thing I was gonna say was the middle school programming in the southeast the second middle school it's that will cause some adjustment from most likely involving between Franklin we're at Franklin but as we said Peter Pan is for those in the south so that was most likely great as we just need to call call it out battery as well I think there's correct and in the know I'm starting with this outfit yes that's a natural consequence of their reading of every earth around
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cataloging so that the Harrison Park in under approach and sequence at work than their number 2 the phase implementation plan okay I was just looking at why are we doing this yes you're right sure where you imagine a second open at the exact same time no nobody read that that's one but I think it's closely sequence after because we are going to have a we will need to complete the southeast and then Northeast North in order to create the boundaries I was just trying to get it called out and why are we doing this I think I just think that people just say that there is a plan we just need to be consistent yeah I guess yeah we should just have a common thread throughout so could we say why are we doing this you know X Y Z then here's the emergency well that's the same thing that is talking about it but the way we're doing this it's more about our our values well and then maybe some piece do we need to identify his heater pattern the school community that may be potentially for gurken caves to buy and look at a second little school in the future if you want to add back to that yeah cuz can me this is just around it's whatever the three or like before and literally they are going to be probably the lowest in the lowest in terms of codes perhaps as well as begin drafting a plan for a second middle school of say this is what we're doing immediately and there is we're not going to just leave it there there's a future plan for that reason that we have that under the faces I know but I think the director Graham Edwards is asking us to call it out earlier to how people know that we're not going to forget the residue and it's you know we also have some Chavez to resolve one way or another which I'm not sure how that's going to end up they're very very moral furs if we want to make a change there or not it's also something that's on the table after this couple were yeah so well this isn't meant to be a three year three okay uh but North after South East not yeah well it's I was gonna say on page three under minimize program collocations I know that that sort of impact of co-located is pulled out on the top of page two like that clear bullet points but I think we've you've done a masterful job of moving a lot of this language to be really student focused but I find that the my program collocations pull it on the top things for you from the student okay so I know it's in the document already but again sometimes people skin show I think if we could have something like we're doing this to reduce isolation and offer a more robust programmatic experience to all students some sort of language there that draws back to that some students with the center on student purpose Ally and have to reduce isolation and I'm dues program inequities and program in equities is like that is on page two so to repeat that so maybe a lot imagination but I'm trying to think about how you do that without people coming to the conclusion that you're either going to get rid of programs or you give them away from the schools because we have only a set number in a Q&A and talks about our location always bad it says some are going to continue I think at the last meeting we talked about we do have some Spanish immersion schools that maybe could be in close proximity they could perhaps become a Spanish immersion school and in the neighborhood schools who become one neighborhood school and that that's one of the conversation will be happy it mentions possibly maintain regional k-8
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school options to support program halfway continuity for example I guess I look at like Gregory Scott and we you have now one school that's all but that's not collated co-located but we left the other school was still co-located program and I'm I'm just trying to think of like how we do that in like what sort of expectations were so when when you can build in it there's a reason it would be something they bring forward though it's not where we're trying it would not be possible to undo all I'm not suggesting it I'm just as I'm also wanting to be careful is because of this huge swath in South East that has so many co-located programs that the solution is then some of those become all special programs and then they're not making photos that you lose that neighborhood pcenter it's just almost every other Karthus city I think it's a good value but I think what I like more like pregnant already and I don't see how elevate that without actually having a huge ripple effects in terms of our commitment unless we don't want to have that part of the consideration of whether or not you do it or what the rocks in India it's also talking about access or iron ore I became primarily yeah like burning well no it's a whole simple program yeah but I mean educate in general I think I understand the reason for the sort of we're gonna use I guess the only question is how do you it does feel like the downside of that will be that as you do one so that's a southwest area so some of our boundary issues get easier to deal with I don't think so because Southwest and right now we have the West Southwest has been completed so there's really only a lot of work today at the presser the practical question becomes how much time do you want your kids sitting on a school bus stuck in traffic trying to cross the bridge it's that's one consider sorry I'm not saying we should just say don't look at that okay yes it's a reality there's there's all sorts of we we
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in the entire website the other answer that I would offer to your question about the phasing is we're talking about having a master plan so you've got to work out the analysis ahead of time but we're not talking about that in here because we're not talking about beyond North East I just didn't realize yeah so the operational question is I mean there there's a couple of things we have to figure out what's going to happen in different school buildings that's the reconfiguration of feeder pattern or location and then there's the boundaries and if you you know have a community conversation here to get us recommendations on how to deal with southeast and then do north northeast it's when do we have to draw the boundaries of the east side becomes that and then and then if if we draw the boundaries at the same time on the east side and we don't get into that oh shoot we already made this decision now how are we coming we're in a box which I think this what you it is but honestly I will have lost this is my problem with conversations as we get towards 10 o'clock at night so I I I'm actually now confused I but what I think I heard you say was that we're going to do a three-year master plan and then implemented disregard so myself but I thought I dreaded this is that we're going to attack each zone individually and address the issues okay so but it's this put it this was a there was a lot of so if you look under approach in sequence right everyone is data conform district-wide clean okay number two is based implementation using regional approach focus and the first line of that is while the master plan will use a district line person perspective its implementation will occur in phases over the next several years okay I yes are you bring the pack we we are looking at data now and we are so we by starting with the southeast area and would go a little bit into the north so that we have a good we believe we have the school that will be and then we continue into the North Phoenix so knowing where things overlap of where there's crowding on that boundary between south and north have been very purposeful on it as we're organizing each region but tonight we're not really getting into the regions but we are looking at a district-wide set of data so that we make sure that we're grouping our schools appropriately into the three phases somewhere and I think what's confusing is that there's a REIT it was a really significant degree right and that's a lot of the new material and again not there's anything wrong with it but I think that is there's a lot of weight comes into the master plan and talk to us alright I guess I'm actually less interested in the gray is what I read and what I'm hearing does help attention where there might not be game but what Rita said is not what Claire said that's not so I do think it's important to make sure that we're we're talking about to say and before you do let me add my question which hasn't been specifically address which is that you know southeast implicated in the Kellogg step North after that this directly calls out Southwest West after that but to me that still leads south east that is not directly implicated in the Kellogg step actually we go pretty wide and so he'll be mean to the to the river just about this a little bit so take that on the bottom is flipped out taking
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in everything basically the westernmost part of the southeast section - some like leaving some wounded in the adjustment so I'm trying not to call my daddy that question to your question is are you proposing actually that this is a master plan that takes into account every three neighborhood with every school okay and this is a so what I might as not mean that every school will be held in the process can I ask my question yeah and I really mean it generically I don't mean specifically its included if I were doing this with a computer you know there are two different ways that I could look all the data for the entire district I can figure out where the overcrowding unit under credit was I can figure out at Google programs or not I could begin to adjust boundaries and lines in terms of where I think things are going to go and then I could say instead of implementing it all at once and southeast and do a communication process etcetera in there but I would have started with a master plan that pretty much define where I wanted to go so yeah yeah wasn't clarify what you guys should be well okay option but they even the problem with option hey that is a big problem and because it involves no community engagement before you're drawing lines so I wouldn't want to ever put that you're not doing option I know it's pretty sure I heard Ida Kenneth I think it's 10 o'clock nightly strips and this mean I could go put but I think I heard me to say that she thought we were doing option a sort of a master plan what I thought I heard you said what I read in here is we're gonna go to that area create a plan for that area we're gonna taking to account the boundary because we're gonna movie that's smart but we're not going to be doing a master plan for the entire district we're going to be doing phases kind of way we're gonna look at things is that I mean that's what I'm understanding is the master plan is is that sort of I'm also looking elsewhere how we're separating the south through the north we're looking very closely at that and that makes sense to me and I think there are a couple potential downsides by the time but if we're keeping those in mind throughout I think the up sites so if we're gonna go with a continual process for doing one or three years southeast North West then do we go back to Southie attorney visit every three years the long-term plan of like continuing to have a vibrant ability to be agile and I would not want to predict how long it would last because we have justification happening in different neighborhoods and numbers change however we constantly monitor it right so that we know when we're getting some imbalance and then it needs to get enough of an impound for it to come back tomorrow other districts like Beaverton - bouncing Judas tree farm but by the water looking at let me just clarify Bremen we did it successfully forty years four years impact it has impacts on schools and all the quadrants the same thing with most of the high schools let's just say Wilson I'm with Ken I think I'm across the river they're taken care of I mean they're not do it but everything else is graphic like we're going to you know North East well then you have a whole bunch of schools potentially but also that's split into southeast and that's where how they fit in the master plan so right now because of the middle schools opening in the southeast that creating new feeder patterns that will also need to be aligned so that's how we'll be talking about the especially the overcrowding at Franklin and the under enrollment in Madison there also we have some programs that have some long-term associations to a specific high school that that program may not even be in that region or in that physically located where they've been assigned to a high school that is also adding to overcrowd so we're looking at those programs as well to see what where does it make sense for
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everything to a lot so we will be looking at high schools especially with those small programs but then when we get up to the north-northeast that's what we need to look at grant where it's overcrowded difference and we also need to look at what Jefferson like Madison opens wide in 2022 so to me that's like it's not just a Franklin but it's also a grant so it's it seems like it's a three-year plan that so that what what I'm saying is really we're looking good in the first two years waiting on Saudi will probably pay that rest the implementation right but if we're starting to look at those pieces when we're the southeast we'll look at it when we're looking at middle school peter patterns and that will apologize we're also looking at programs that are going across the district in various ways that are impacting too crowded high schools that we might be able to help balance out Cleveland for instance or and grant and then we need to address the Jefferson High School boundary but that's something that I'm not really ready to talk about specifically how we're going to do that tonight cuz that's something that I would want to involve a whole lot of I guess I look at if this is a three year plan I would want to have the high school was called out not just for a moving from geography Geographic oh you can set that that and now comfortable there and Udacity to do it under that why we are doing this and you've listed simple okay consideration I think I need some clarity because in terms of art all is well I know I think I think what Andrew said it is accurate interpretations what we're doing you mean implementation versus master play are we doing a man's pretty clear or not because what I hear you talk it does not sound like you're doing a master plan it sounds like we're doing we're gonna be looking at hotspots and we're going to be looking at you know these few neighborhoods what's that and then we're gonna move on to another one and so it's very to be there done it it's very difficult for me to go through all the things that we're considering right now without busting out a whole series of schools that we've been identifying describing and processing about where they're fitting that the southeast has about 20 schools in that process so that's not a small school I I have done okay just to be really clear I have no problem with the concept of based implementation no problem at all what I want to know is what we're implementing what is it that we're facing now we're facing a neurosis or are we facing the implementation right so those are two very different things I think that the analysis is starting at the beginning that's why we're talking about the data-informed and then first step so we are looking at data now we're not going you know we're not far enough along with that in order to bring these specifics about each region but those regions will come forward once we've completed looking at that data I think I've gotten attended one of our meetings today where we were talking about our where we will phase the southeast over the two middle schools will be Kellogg will be for 2021 and the other school we probably a year later cuz we'll have going to the north to complete the attendance boundary for them so that one is a phasing in but it's all part of a master plan for the southeast at the beginning okay so I what I want this is what I thought again this is what I thought we were buying that informed district wide right which meat which in my head means you know yeah we know we have to do some things and we know there are going to be several pieces several components of doing some peas okay but because the district especially the east side is a closed ecosystem when you screw around with one area you got a mess with another area I would like us to know how it's going to mess with other areas before we come up with a plan for a region and that's exactly what we're
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today does that very thing about how are we staging the middle schools and the southeast and how how one that needs to be staged with starting in a southeastern in the first year and finishing with the Northeast changes in the second year so we're talking about those very things okay so at what points so we're gonna start with southeast at what point are you gonna stop thinking about what you got what you have to do in worthies is it going to be before you stop actually implementing stuff southeast are active so what I can say is that we're not going to talk about any boundary changes until we have a community process form we'll certainly identify areas where we have imbalances but we're not going to be looking for solutions until we bring in our school principals and our community members okay to drive the point so you're going to do that but you better do it if I'm front-end or you do it at the back you mean on the whole thing as like okay are we doing district-wide planning or are we not that's our but I think what I see differently in the new is the actual drawing of the lines will not happen from the head of time we're certainly talking about we have this region here with these concerns we have this region here with these concerns what crosses over between those two regions and we're identifying them so I think I people by saying thank you I mean I think maybe still your essential question has not been answered which is is the implementation in service to a district-wide sense of what needs to be done a district-wide sense of comprehensive analysis or is the analysis being limited at the front end to the first phase of implementation and then the analysis will follow for the follow-on pieces and I think what you just said is that there is a comprehensive underlying analysis but that is we won't be going to solutions for anything other than those in the first phase of the work but then there is a recognition that you have to do the comprehensive analysis of the whole system before you tackle so how you doing implementing in that first day and I heard you say that when you talked about like where's that north-south line sort of so so I I'm feeling like I get it and I'm not sure why there's a disconnect but I also think there's great wisdom in this we're going to impressed in some districts values and an overarching understanding of where we're going but we're not going to get into the weeds of drawing the lines in except by you know like very intentional community engagement me each region and so it's this sort of overarching way of looking at it and and we know there will be some like southeast and northeast butting up against each other but we have some clarity around that and so the wisdom of like really trying to do some local things that I've won because I love about this scope of work is that call to the learning community that we are going to do this in Southeast and I know we've talked about we don't want to balance on the back of somebody's an experiment there but that's where like the biggest need is and then we'll learn for when we go to Northeast so we'll learn car won't go to Southwest and then we you know we'll come back where there's issues and learn again I mean I think that's the here's the question I think that director Mars trying to get clarified is are we going to do a Southeast process that determines the feeder pattern that was it some high school and sure the high school is laces move move towards balancing looks at the locations and I don't know hopefully before that have figured out access once that process is done hopefully by you I know it's actually the sound of their perfect you know member okay when that process is done are we does that include boundaries so what I think the question is what I'm hearing you say the question is when will the boundaries be drawn we're starting this process now and we're supposed to commencement spring 21 will we have the new boundaries for southeast so the southeast area would be coming forward to the board in November of twenty of twenty as a draft but certainly the community group will create many drafts along the way until until the Kent will be multiple versions of it starting in the spring going all the way to October and then bringing something to the board in November and those would be then
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started in fall of 21 and so then for the north you would start the process of community engagement in whereas the greatest one in the will say about December is that ones finishing will start gathering a new community group together so that in January we can get going and then that would be before the board in November of twenty one or twenty of it yeah well we want to make sure we're done back in anywhere 20 and then rich weather to west would be November of 2010 so here's the deal can you draw boundaries and southeast and a little bit of dark apart from the rest of the district and we do not have a master plan and I am pushing celery master plan I think we need understand like your definition of a master - because I have a obviously I have a different understanding of what you're saying in that I think I've been very clear with you I think I've been very clear with everybody okay then master plans we figure out what's going to happen in the school buildings and then we do the bankers just you saying district like okay so I'd sell sort of these cycline okay actually like how you do it like you're the batteries that means if there's multiple grinders that means we're having like community engagement processes all over the place do you want I mean do you want the district like Claire's team to draw boundaries and then take those out for community engagement is that the master plan you want to see that's what I see in this is as much a logistics issue as that do Liam that is going to take a very long time the community engagement district-wide and as a result I actually think we can't do it right so so the question is do we it seems like the approach you're advocating we actually wait and so frankly staff have more capacity because that that is a big bang implementation right and so so a big bang implementation and I said in the very beginning has some advantages I can see those advantages but it's also really hard but the hybrid is I think what you're saying is that the proposal or the first chunk of the actual boundary proposed boundary changes that will go to the community that will not be set in stone will be informed by district wide or each side wide analysis so will not be a analysis done just for that area of those that set of buildings it's just that there's not going to be proposals coming forward for boundary changes for the rest of those schools that are not implicated by what we're trying to do for Kellogg okay here's the deal boundaries and south days and then you go due north northeast not to mention what's happening in the part of South East that won't be part of that community conversation and then you go okay now we need to do boundaries there too you're gonna come back to that initial south east and say oh you know last year we told you your kids going here well this year we're telling you your kids going here that's gonna happen unless you do the boundaries all at once but what I'm hearing you say is that we arguing the boundaries up and and we may not but time this is the day school name this is that coming female let's say we don't do so its boundaries because there's not a need there right now the bat is balanced there's enough resources and so it's not a place we need to have a conversation but we do need to have the conversation where Kellogg is opening and where we need a second middle school and so that if something is stable and working we don't necessarily need to mess with that I mean that's and so we're looking at the places and those boundaries where we need to make a change and or where there's overcrowding and that we don't want to just capriciously of students from schools and that this is a very like data-driven initial look at a whole district and where do we need to be strategic about implementing this rather than the big bang implementation which I think I think our experience I mean I wasn't on a spec but I think the experience of doing that big thing implementation has been a lot of community turmoil and I think if we have a phased approach based on our values around being really strategic about where are their issues and how do we redraw those boundaries that that will be a stronger way to do this than the wholesale upheaval of the whole district maybe are we doing public comment because I actually I would I would we have some people who I think have strong opinions do you have a comment now and come back to this conversation which I said I thought there look I think there's a disconnect I think there is a disconnect between the approach and
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something board and I would just love to hear from you okay all right come forward I will speak three minutes time [Music] stop talking so my name is Gabriel Martinez believe art and I am at Jefferson High School octagoon and Chief Joseph parent and I survived the Jefferson cluster enrollment balancing which was done in a silo what Scott and Rita are talking about is the way this is being presented is that same silo there's a domino here that didn't work it created so much turmoil and so much displacement of students and let's not forget that the year prior to that is when we had closed humbled and immediately on day one voice the Elliot humble was over enrolled but there was not enough space for the students we continue to do this cycle of one-off and what happens as you lose the political will in the political capital that you've that you've had from us we weren't listened to there were absolutely cool engagement meetings but what happened is we were essentially pawns in the system because I asked repeatedly knew can go back and look at all the tapes because I was there at every single meeting I joined Sackett as a result of that the superintendent Advisory Committee on enrollment and transfer and I said there is a consequence when you look at what you call a hot spot and it's the domino so if you've ever played that game you'd do something over here it's gonna come over here so if you say I can only look at this one middle school and so we're going to only identify the boundaries for this school you are ignoring everything else in you're creating a new crisis that you don't even know you have till that first day of school and then the what we have asked for and the community has asked for for decades now is a district-wide comprehensive analysis and boundary balancing and that is why many of us are showing up again because that was our expectation is that this would truly be district-wide it's not about being capricious and trying to just randomly move people it's about being thoughtful intentional data-driven looking at our enrollment trends you go from south to north you're gonna run you're gonna end up where you have nowhere left to put kids and that's what we see happen over and over so I just it's like deja vu sitting here and listening to the same conversations that we've been coming to over and over and over and expecting a different outcome but different outcome never happens it sounds like there was a much smaller and district line is there any middle ground in your in your mind cuz I'm going through the aspect process myself and with my kids they're there there were issues around brain they're talking right now mr. bragin that's when they change the boundaries and the schools there were there were some Asian but in the end it actually it did end up working out and that was a little bit of a bigger it worked out for for whom I mean well actually what our carried out for the neighborhood for hairs which was sharing a location with Odyssey and both of those schools I think are better off I guess Mike Mike my question is is there a middle ground there between a sort of thing because I think I'll be doing two or three schools I see a huge problem what I'm hearing the districts say is we're doing we're doing 20 schools in this region it's still gonna be a pendulum because if you say that the hard line is here and then you run out of space what do you do when you get over here or vice-versa so if you you when you draw once you draw that hard line you're gonna have to go back to some community or you're gonna have to suffer the consequences in this community and that's what happens over over and over and during that deep back process is where many of us fought and won to get aqua green but again it wasn't without turmoil I mean we had to go with a birch and then an uncoupling and then bringing new schools in and it just it's created a lot of bad well within the community and that's why you don't see people showing up anymore because people literally believe our voices don't matter what we've asked for doesn't matter and ultimately this is where we get doing the district-wide means waiting two to three years is that to me it is worth the time if it's done district-wide it's intentional so you're up your your front loading the whole process district-wide and then you're doing a faced implementation approach that makes absolute sense and you're using that face implementation approach to inform the process but we're not informing that process when we're doing it in a silo and and while we're doing this we're not even thinking about well my perception is we're not thinking about the impact of special education and where the programs are so as a as again as a parent who's had a child in special education that's another thing that we have to think about all of this gets impacted because we're constantly it's like a one-off oh no we'll put the special education program over here now we put it over here okay so if you don't think about a district-wide you lose this opportunity to keep the way together I'm sorry but also very valuable and I want to just skip through whoever else would like to come forward and give three minutes of public
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testimony so that we can get back to our conversation and wrap it up I don't have anything prepared I'm tiny Owen Cleveland High School she just finished up the access program so she was part of access getting split up and when I saw in that process was dealing with a certain area and certain schools and what happened was that a alternative program for gifted students and a special ed program pioneer and very low-income schools were all horribly horribly hurt and impacted by that silo and what we were told and what I expected maybe I wasn't told this but what I expected when PBS was going to do their boundary review was that they were gonna look at the entire district and figure out I didn't see anything on those materials maybe I missed it about focus off engine option review I would see anything I sees things about limiting collocations how can you Limit collocations if you aren't looking district-wide how are we not going to do some role that balancing process without being on the backs of all the special programs that were talked about less than an hour and access is one of them and special that is another and what happens when you do southeast it says access is going to be part of the south east boundary why access was northeast now it got moved to southeast it's not part of southeast access should be a central program and special ed should be considered and when you silo the boundary review process and you're not looking at focus options and you're not looking at the language immersion options and you're not actually assessing the district and what are the districts educational needs and where should those programs be so we're talking about special schools and and yes you can you can you can fix these what I'm hearing this hotspot work and when you fix hotspots you the people who lose are the special ed kids and the alternative kids and the Alliance kids those are the kids that lose and it happened it's happening again any other public you're the only one who is under three minutes good job hmm I met my homage of coming this game a while man edition know everything but it's just been said I just want to say that for all the talk of being a data-driven process I haven't really seen any data yet which is a little bit disturbing because this whole discussion hasn't just especially has been informative data and for the people who are new to board and I haven't seen this before you know you have a lot of ideas of how things should work that makes sense but they don't actually make sense if you look at the actual data and the dynamics of how enrollment works and the dynamics of moving boundaries around and putting kids in the classrooms flow analytics was hired a year ago I was expecting to see the contract called for a comprehensive report of program and system or the analysis that was supposed to come out six months ago and then pushed off to September and myth dependent I don't know if that report is still in the works or if that's just been dropped on the floor oh but you know I would expect it to something like that would be important this kind of process if anything there's like historical data you can look at to look at what the volatility is in demographics from your year especially a great level demographics because even if you have a class you know a school that has the right size you'll notice that if you look at your grades you'll see that like the number of kids in grades fluctuates from grade to grade violently in schools in different places your year and so there's schools that are you know have grades that are under enrolled and they temper they have classrooms with you know 40 kids in them and same school can have classrooms between 25 kids in them you know but they show up as being perfectly balanced on the books if that's all you and these are all things that if you released even looking at historical date
03h 45m 00s
it would help inform this discussion what you guys need to do hi my name is Mary Pet Hensel and I'm representing some young families in Southwest Portland if this process goes forward we would be kind of the last of the Mohicans in southwest and one of the things I just want to make sure that Portland Public Schools really takes into consideration is if things that are going on that have to do with residential infill in southwest corridor and some of the other plans aren't integrated into how the schools are built there are going to be some serious problems and Southwest is going to take the hip on some of those issues that haven't happened up until now that could well happen if we aren't thinking in advance of what the needs might be we talked about the river being a boundary we have highways and areas that are boundaries and you have kids crossing over those right now in southwest so I really want everybody to realize that even though you think of Southwest as an area that has a lot of upper-class people you also have a lot of immigrants we have a big immigrant population at Markham Elementary and we really need to make sure that we take care of the students that aren't the way that we have thought about Southwest Portland being in the past I think it's back to you Claire well I have taken language forward but I I do think that for free disgusting further conversations so that we're making sure we understand what each other's words mean because clearly we did not we had a disconnect here and so I think that's probably the next step before we can bring it back I I do think that also though with it generally we've had board agreement that like the first phase of this work is the configuration of pillock a question to what extent does that flow from analysis of just that southeast initially or to do that piece of work which if identified as our first first piece of work is do we need to have clear and comprehensive analysis of the whole underlying system but I think at this point I take the comments that I receive tonight and that we will need to schedule and we'll want to get something back out to you so we'd probably have to do some electronic communication about our next draft coming forward and I was hoping to make it an easy conversation at the 25th because it is a large meeting a long meeting but we may not be able to do so appreciate the discussion I think everyone serves the attention so the immediate steps that we know must take which want you to have that comprehensive analysis and a long-range plans and we speak a reality want to be thoughtful about it this is been many many years of the tension airing so there's some bad history along the way and the challenge for us is going to be doing that analysis thoughtfully and with that we have so that's gonna require some types of supports if we want to keep a timeline they can provide some recommendations for us I know that staffs can listen carefully to the discussion today yes we have you know we have a whole database of data that we're preparing we were going to deliver with our funding process to give a whole you know binder of data into the board as well that that time I offered
03h 50m 00s
the 25th no it was not really not seeing the need for a lot of data to talk about the scope of work we're really getting the data going forward as we're getting it was our home

Sources

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

2020-02-18 PPS School Board Work Session

Documents / Media

Notices/Agendas

Materials

Minutes

Transcripts

Event 1: PPS Board of Education Work Session - February 18, 2020

Event 2: Portland Public Schools Board Work Session - February 18, 2020

Sources