2020-05-19 PPS School Board Work Session

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District Portland Public Schools
Date 2020-05-19
Time 18:00:00
Venue Virtual/Online
Meeting Type work
Directors Present missing
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Event 1: PPS Board of Education, Work Session May 19, 2020

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the work session of the Board of Education from May 19 2020 is called to order this meeting is being audio streamed live on channel 28 and will be replayed throughout the next two weeks please check the district website for replay times this meeting is also being audio streamed live on our PBS TV Services website tonight we have an opportunity to provide have the board provide feedback on some sample resiliency bond scenarios as well as walk through and exercise using our racial equity and social justice lens together I believe danyoung has provided the board with a document that will all be working from to provide sort of real-time feedback superintendent Guerrero is there anything you'd like to add before our board school and pigment brought bond chair Andrew Scott kicks us off good evening directors know I think tonight's and the continuation of another really important conversation any any time we're talking about the allocation of public resources and how they meet our core mission but in particular for ensuring equitable outcome for every one of our students I think tonight's discussion about how we apply an equitable lens as we make important decisions about the direction of potential bond campaign is an important one and I know that our CEO will be a little more clear about the objective he's hoping we satisfy here this evening but director Scott over to you great well I'll be I'll be brief as well and turn it over to staff so in terms of agenda tonight we're meeting from 6:00 to 8:00 and as usually I'd like to see if we can get out of here on time and particular might so there might be some fun things to see after 8 o'clock um the agenda overall today we're gonna spend some time at the beginning talking about sort of just a recap of where we are and and resiliency bond options and again we discussed our last board meeting the idea of at this time during cove at 19 and the crisis we're facing you know is there interest from the in the board on the board of pivoting that in terms of orders we're going to talk through some finance options we're gonna do the exercises the chair constan mentioned using the racial equity and social justice lens and then a board feedback exercise will wrap up then with community engagement overview next steps any questions on the agenda before we dive in hearing none I'm going to turn it over to staff I think I'm going to Dan and you're gonna help lead us through this session that's correct good evening directors and superintendent so we've got some pretty dense information tonight most of it I will say is updated information so especially for the restore on school bond committee a lot of it will be familiar it'll just be updated so we're gonna go through it pretty quick please stop me or stop any of us and ask questions as we go along I think that's a good form and being this'll work session we can be a little more informal and the first part is really just to get through some level settings so once we get into the exercises people will be largely on the same plane exercises be efficiently so with that I'm going to try and be sent and then walk through a presentation I'm getting there okay can people see my screen yes we can't do wonderful okay here is our agenda for tonight as we just discussed the first two I think we're going to blend together pretty and go through those pretty quickly and then we'll jump into the exercises and we'll go over the community meeting objectives so our next step we're sorry about the precipice here is our community engagement efforts for this bond package so what primarily we're looking for tonight is feedback from the board members that will inform that process we have three primary questions that were going to try and get some information about one is what's the right size of the bond what are the board's top priorities and what specific information with the board like to know from the community as we go through this engagement process do a quick recap on this in like two minutes and then we'll move on from there so some of the stuff
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that we have covered to date we've talked through our the district's approved long-range facilities plan and also we have reviewed our capital financing our long-term capital financing we've also talked through our previous bonds that have been approved we've talked through the scope and the criteria that was used to select those educational and facility needs we recently completed a facility condition assessment earlier this year we've reviewed the bat information along with what staff has identified as priorities at our last meeting we walked through the educational and facility improvement priorities I think quite a bit in depth we've also talked through some cost data our facilities condition assessment gives us hard cost data and we have walked through that and looked at some ranges for our scopes of work and we have also reviewed the individual high school master plans we look through some staff options as recent as our last meeting we looked at four different potential options for up on stereo and then our next step is the community input and all of those are intended to be kind of the key ingredients for us building performance so want to take a minute and define the resiliency bond a little bit it's something that we've talked about here in the last couple of weeks and effectively the resiliency bond as a pivot from an eight-year 1.4 billion dollar bond that we've been talking about for several months to a smaller and a shorter term bond package our resiliency bond would include of course the short duration would be a smaller amount but would address high-priority district needs importantly it would maintain the existing tax rate and hopefully it would allow for the economy to recover before we looked at a larger bond a little bit further down the road items that I like that wouldn't include would be really large projects such as our modernization work or long-duration scopes of work like who are looking at eight years over for fingerprints on our previous bond Oh a point to I think be very specific about here is a resiliency bond a shorter-term bond would still maintain this long-term capital plan that we have in place right now so just effectively break it up into into different segments so for example you haven't talking about an 8-year bond segment whereas now we're looking at potentially a two-year followed by a longer bond maybe a six-year bond effort so visually to share what that might look like can I apologize I tried to make this less blurry but I failed at that so this is just a sample schedule of what our current bond projects look like and what future bonds could potentially look like from a simple schedule standpoint you'll see at the top we have our 2017 bond projects and the rough durations of when those projects will complete down right below that in the darker blue you'll see what we have been discussing was a one point four billion dollar bond that would be in November of this year and we talked about that as being an 8-year bond and when we say eight years what we mean is we wouldn't tourney going back out for another bond for eight years so we would look for a bow in 2020 and then another boat in 2028 whereas the resiliency bond doesn't dramatically change that overall capital plan you'll see down below here what we're looking at is really front loading some specific high-priority scopes of work in the in this early part in the next handful years and then potentially going out again in as early as another two years in 2022 and so that for potentially a six year bond there's some decision system be made there but in in essence it's taking an eight year plan and just breaking it into two segments so just want to level set a little bit about that and about what the scheduling might look like and so during our exercise me but might want to come back to this we're happy to do that and answer questions but if there's any questions about the scheduled sample story okay can you hear me yes yes okay so if I'm reading this correctly the the assumption is that all of the work
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started under 2020 blondes would be completed by the end of 2020 for right roughly it'll depend as it'll depend on what the scope is we still haven't defined what the scope is so when we've looked - and we'll talk about here in a little bit the different options we roughly looked at what a two to four-year window would be so completing all the work within two to four years it's possible something could go a little bit longer for example if we did security improvements and the scope of those improvements took us five years well that that would be fine to complete that over that five year period but generally were looking to three or four years okay okay and I guess one other fine point is it's hopefully some visual here is even if those improvements take three or four years we can still go out for a bond in two years we just wouldn't sell the bonds necessarily right away and what happens during the course of this of these bond beverages we sell bonds when we need the funds to complete improvement also Dan is it correct to say that all of that work would be contracted within that shorter time period not necessarily completed which is what you just said but it would be contracted and budgeted correct yes all the funds we would allocate for the projects and then we have a contract and complete the projects and those in those time periods again these are just sample timelines but just one to illustrate of construction might continue longer than two years but we might go out for a bond interview so Dan clarification initially said no roofs but you had a you had a description of that but there is a Ducey roof and the the green tiles here can you differentiate between those two and I have a follow-up question as well sure the restaurateurs for the first part you said initially there was no roofs I thought you said when you're saying if we go for a shorter term bond we wouldn't have minutes I think it's on it may be on that previous slide yeah Dan you were just saying that there's no long term roof project today yeah exactly Haley's asking the difference between the long steep I understand yeah that was an example it wasn't the best example I guess I was trying to relate back to when back in March when you're looking at options like roof which is one of those scopes that's really cyclical it's something that we know we have a deficit there so it's something that you know we target that's a critical infrastructure improvement that we do on a regular pieces so for the resiliency bond here we're gonna propose doing three or four years of roofs not eight years so the overall mount will be much smaller so I didn't mean to imply that there would be no budget but just there wouldn't be a very long duration that makes sense just you're doing fewer fewer roofs because it's fewer years is that okay secondly so money to complete Benson would not be part of this yes and all the scenarios that were looking at the funds to complete all the 2017 projects are included as well so Benson and the multiple pathways and I think we what you're looking at here is you're seeing that best mobile pathways are up above and the blue and from a schedule standpoint that makes sense but really when it comes to the funding the Bensenville of pathways would be split funded between the resiliency bond and the 2017 bond so and I assume we'll get to some if we did for example a two year bond at Kerr tax rate how much money would that bring in how much money would go to Benson and multiple pathways and then what's left over for other projects I see well we'll get to that we will as a great segue if I can go to Dan yeah interrupt I don't know how else to like raise my hand with Google Hangouts but um that Scott that was also one of my questions was what was the total amount that could be that we're looking at but the other thing is
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on a two-year cycle if we're going out again in 2022 that the schedule that you are presenting now assumes best-case scenario and I'm wondering if you've compiled a worst-case like financially in terms of the the economy is it's gonna be in in really bad shape probably in 2022 and this kind of reflects the best case what do we what are we doing for for worst case like what do I have any model actually I think we're gonna get to that in the finance options Dan I don't know if you're doing that or if Clara Hertz is doing that right but that's where we're gonna walk through all these details different options yeah options here in just a minute but we'll say something specific to schedule but something that's nice about this graphic as its presented is I don't know it's a good question what worst case is but for example if 2020 you did not look like a good time to go out if we went out in 2023 we would still have work and our program would continue if we were to go out on 2023 so he it gives us a little bit of that flexibility the flex back a year with certainly there would be some changes but it wouldn't be a significant change for you okay I will move on I'm happy to come back to this and answer other questions and I think when we go to the exercise you might wanna move to just a quick overview and we'll start to get into the document so in your packet you should have four documents you should have an education and facility improvement summary upon budget and sample scenario matrix the levy rate analysis that was provided and then a copy of our Rhydian social and so we're gonna hit on the liber8 analysis first and relatively quickly but again please please ask questions so what we did in anticipation of this discussion was we asked our financial advisers to look at two possible scenarios and not that those are the only scenarios those are just the two initial ones we asked for us and that's what's in the packet our first scenario is a 500 million dollar bond which would be November this year with an anticipation of a bond in three years which would be for 900 million and then a five hundred ninety million dollar with anticipation of a bond and another two years also nine hundred and that goes back to again this idea of that long-term capital plan is still in place we're just breaking out into these these smaller chunks in what the analysis is is fairly long and there's a lot of detail in there but I think I'll hit with the highlights are when we talk about maintaining a level levy rate when we're talking about this graph on the left here shows what our current bond obligations are so this is this is what we have in place right now with the bonds that we have sold to date dating back from the 2012 bond authorization so this $2.50 is the level rate that we are trying to maintain so the gap as we look out future years between these obligation rates and that $2.50 for a thousand that is our capacity and what what the analysis has shown with these two options is that the idea of a resiliency bond followed by another larger bond is feasible it's given us two options which are not caps they're just two options that's really showing us yes you could do that and it doesn't have to be 500 it doesn't have to be 590 it can be more it can be last and then the next one if it's in two years or three years it could be em nine hundred million or it could be more it could be less what's showing is as it fills in this capacity we have options and if we were to look for something more for example what we would see is the financing of those options would just change here out in the future might get it might get longer and have a longer tail and go out future years but I I just think the point is to not focus too much on the specifics know that we have options and so this plan is feasible we just need to figure out exactly what that amount is that we want to go out for right now and decide on that final thing so I'll pause there I think people have questions about the financing so tan if you went or this is director Graham Edwards if you went for four years same rate what's the range of resources that you might have available
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she was saying who I'm four years instead of the two or three I think is that your question okay [Music] the answer is it's variable because we can vary what the terms of the debt is so certainly the longer out the more years the more can be but there isn't a cap there isn't a hard number that says this is the number and you can't go beyond it I realize that that's someone of a squishy answer and they can have we can have our financial advisors run different scenarios but there isn't gonna be one specific number but like for example you've projected out a 500 or a 590 for two years if here's your range could be seven to nine hundred million or you're saying we could make it you can make it fit to work with without raising the rate II yeah sure yes we can make it fit and we can provide different financing options to make it fit now of course there are changes and what that is is the downstream impacts so how long is your is your financing model now and then what are those rates as they go forward and so that is what changes but yes largely we can make it fit we just need to be mindful of what those downstream impacts dan I have a question and I'm not sure this is the right time to ask it but if we if we can contrast the workflow that we would anticipate with an 8-year bond versus a shorter bond and if we think of the flow of rebuilding High School's if we if we you know pretend like this didn't happen we are still on track for an 8-year bond when would we anticipate starting the next high school starting construction version and how would that differ under a two year or three year bond followed by a longer bond and over and over all at the end of eight years would we be still at the same place because in the follow up on we'd really jump into doing that and and again I realize there's there's a lot there's a lot to discuss there but in in your best guess would this delay our longer term work by a couple of years or not necessarily or yeah that's a very very good question I'll answer any you know part of the answer is it depends but I'll answer in this way so if we were to pass if we were to go with the original plan and we passed one point four billion dollar bond this November and it contains 100 more high schools we would be pretty hard pressed to get into construction before 2023 now not that it's impossible but our design planning and design schedules run about two years and we don't have finalized master plans yet on these high school so we would need to finish the master planning process and then get into so roughly 2023 if we go out we have a resiliency bond and we go out in 2020 that would push probably those high school starts back a little bit unless we chose to be specific about we want to plan for one or more high schools to start a time line therefore we want to add some funds into this resiliency bond for that effort and that's that's a decision that we can make but that would be that would be a way to really keep on the same schedule that said I think your longer question of well let's just go eight years out from now if we if we do this two-year and then a six year we might be the same place eight years from now or nine years from now so I don't think in the long term there's really much of a change if any change at all but there there's a good likelihood of a push back from the start for one or two
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so here here's where I'm coming from we've all seen what happens when we don't invest in infrastructure in a timely basis and how that's affecting our health care we have long-term needs around our infrastructure around seismic safety if nothing else along with of course learning environments in some a.da all those good things so if this ends up not changing you know if we end up more or less in the same place going with a shorter term and then a longer term bond you know if if in eight years were more or less in the same place I feel a lot better about being flexible going forward and that we're still doing what needs to be done to ensure safety and [Music] accessible and modern learning environments so thank you your answer makes me feel little exploring enough options and I you know as we get more specific hopefully we can get to a more specific answer that thank you absolutely other questions on the financing before I move on again with them we can always come back again two more questions dan yes this is Julia again so just in theory and I may already covered this I just want to make sure to emphasize just because we set out an increment and we discuss a particular time period that doesn't stop us from going earlier so for example right now for the local options and a five year local option we don't necessarily wait for the fifth year but we go in the in the fourth year early so in theory you could do something like have it be a three year bond and go into after two years or a four year bond and go in three years sure into yes absolutely can do that the [Music] identifying the duration of the bond or when you want to go back out for a bond doesn't constrain with the construction timelines nor vice-versa does the construction families constrain what you can go back out for a month thanks okay I'm going to move along and again I'm happy to come back here with there are other questions I want to switch quickly to a couple more documents or I just want to give a little overview of them before we get into the exercises they look over them in detail in the exercises and that is the educational and facility improvement summary and then the bond budget in a sample scenario document our last meeting is when we first presented the improvement summary and went over that in details and had some subject matter experts speak on each one of those what we provided tonight is an update of that document craf is specifically for this smaller resiliency bond and we'll go we'll go through what those updates are here in a little bit but that's sort of the the meat and potatoes if you will of what these budget options look like and to be clear that that improvement summary document is what informs the bond budget and that sample scenario so the same hopes of work with those budget options that are in the summary is exactly what is in the bond budget and the scenario so you can just think of the one on the does the detail in one right have sort of the shorthand but you could hopefully very quickly see the nexus between the two and just want a level set that before we go on and we'll revisit this and get into detail when we start into that board feedback exercise and with that I think we will move into this last document and our racial equity and social justice lens exercise so Danny I'd like to invite you hi everyone ever know I am gonna take you through just
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like a quick exercise where we prior to answering some of the questions as you consider options I wanted to introduce you to some ways to frame data to help help us all better understand some of the implications of our work together so if you don't mind I'm going to share my screen with you all and take us through a couple of different documents you I believe that folks have access to to these documents that I'll be sharing but so so if you have in your documents I'm just going to take you through and hopefully you can see this well enough I'm going to take you through some background data and some context the second document will be our racial equity and social justice lens and then there's a series of maps that I'd like us to consider as we try to visualize some of the data as we answer questions so there's 2.2 maps that look at historic information about our sort of historically underserved student population and sort of like where there's concentrations of those students we have an overlay of looking at children below the federal poverty level we'll call this the yellow map if you will we also have looking at where there's concentrations of folks with less than a high school diploma we'll call that the green map and then our purple map looks about people who don't have health insurance coverage and then the last map is a percentage of students who are attending private school so we'll come back to those but I just wanted to set the stage for some information and hopefully the state of his visualization will give you a much more textured ability to answer some of the questions and the racial equity social justice lens so before we get to answering the questions I wanted to just kind of Center us in a couple of the belief statements in the racial equity social justice lens so on page two we learnt with Danny yes this is this is Amy I'm sorry can I interrupt you for a second I think that we did not receive all of those documents I know we didn't receive all of those maps and so if people think it might be easier to look at them from an email file on their own screens you might want to share those with us now so that we have another option besides just your shared screen all right we're assuming that we had them but we we don't have all those that you just referred to Amy I know there was an email from Roseanne shortly before the meeting and with a couple maps is it not all the maps is that what you know just two or if you think to do it Danny this way go ahead I'm just I'm thinking that as I talk about my beliefs that Roseanne and Cara and Courtney wants when they're gonna send out that that documents and those documents with those maps is that okay perfect all right thanks for that interruption also let me know if you have a question feel free to feel free to interject there so I wanted to just focus in on a couple of beliefs as we before we go into answering the racial equity social darkness lens prompts the first one in this belief and that the district should adopt a student-centered racial equity and social justice focus lens and all decisions so today we're gonna look at what data that what we think will impact students the other thing is the other statements I went to read was that we believe all students should have equitable access to enriched opportunities in school we believe we have a collective responsibility to ensure our schools provide a caring supportive environment and school communities can support healthy positive development of students and help them grow their unique gifts and talents the other thing I wanted to point is the statement that says we believe we are uniquely positioned to affect change broadly across our community because of our role in educating and caring for close to 50,000 Portland children every day we believe in being courageous and bringing a sense of urgency to this important work only to crannis and these statements as we think about the physical environments that were contemplating the physical improvements are set in a context of our larger community that impact our students and therefore our students learning and social emotional well-being every day so I believe that you maybe didn't get
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this document but we wanted to kind of start to think about some of what we know some of the data that we know about loosely and so in our community unfortunately we know that our students of color are disproportionately impacted by by several key things the coping response is certainly highlighted that students of color or disproportionately experienced the digital divide both in access to technology tools as well as connectivity we also know from data that students of color are represented in special education we also know that the students of color and in cues of color are disproportionately impacted by violent crimes and real people of color face greater economic insecurity at higher rates families have come to have disproportionately less wealth they faced higher unemployment and experienced poverty at higher rates and own homes at lower rates and this economic insecurity place the students of color at higher risk for homelessness so if we if we think about and granted parking some of that data what we know about disproportionality and our focus on students of color some of the line of thinking that we might think about going into the bond projects oh I'm sorry oh sorry okay we you might sort of consider a couple of statements about the way that we prioritize bond projects and specific the specific scope of work so if you can get students and educators rely more on technology to implement distance learning during school closures and stay-at-home orders then PPS should typically provide resources to students most impacted by the digital device if PPS identified schools and higher crime neighborhoods have outdated security systems then PPS should prioritize those schools for updates if people at invest in physical pieces that meet the special needs of children students then more students of color will be better served in special education and then if people if PBS students living in poverty have access to safe and warm learning the environment then students will have the conditions to learn and to do better academically socially and emotionally so that's some context to think about before we go into answering the lens questions where you just kind of wanted to ground you in and think about the physical environment some of the beliefs that we have and then let's look at some data so if we were together I might I'm at Republic that we get into groups and have a rich conversation about the maps but we want you all to do is to take a look at these first two maps that historically underserved student density and just notice the location and these are historical maps so in the the next set of maps in the colored maps we're gonna have of a different way that we're grouping schools but we just wanted to sort of show where there were concentrations of our historically underserved communities and also remind you and certainly Michelle and and Scott know about this the way that our community looks even as it is relatively soon as children to 16 probably look different as we think about how our city has changed and affordability has been exacerbated we may not have these types of concentrations anymore and students maybe even being pushed out further than the boundaries of PBS but here's what we have is just kind of a look back of where we have concentrations of historically underserved students let's take a look at those kind of reflect on that one and Danny how old is the map here you reference that somewhat you said it was a historic and that it might have changed since 2015 is this map older than that older that's right oh this this map is 2015-16 data okay thank you yeah thanks for that clarification all right so this second map Danny Danny is this census data or is this our student enrollment data or that is I have more information about the colored maps I believe this is probably a combination of because of our methodology I believe that this is probably a combination of ACS data and our boundary overlays thank you that makes sense because of because it's 2015 and not like 2011 data right yeah that's right I mean it makes sense that's from ACS not not the full census
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that's right but also our youth or enrollment either this is likely some some combination of enrollments and our boundary and ACS CUDA the next set of maps are ACS data but this one is it is not well I really want to give props to Dan and his team and Hawaii and Nicky Nowak and Levi and Sarah Sarah Thompson they with a lot of a lot of encouragement and maybe not as much notice pulled this pulled this data together for us and so we wanted to just kind of go through this exercise knowing that we can continue to refine and a data likely as you as as the Board of Education considers and and maybe even provides input on the type of data that you'd like to see we just kinda want to try to throw a little fun I'm going to take a particular team and so this is a different map so if you look over here I'm just going to take us down here and then up up again but if we look at the thing you'll notice that we are grouping schools by TSI title 1 psi and title 1 only and then we also have CSI at TSI schools and basically the the rudder rudder the map where you see the imagine this is like fire so the hotter the map or there's more heat or intensity of red that means that we have a higher percentage of children who live in households with incomes below the federal poverty level so we just wanted to kind of give you an opportunity to reflect on this map and as you think about the physical improvements that you're you're pondering with a bond with an investment in the bond we wanted you to sort of look at sort of where we see poverty and also looking at our schools I'm sorry my screen is a little bit wonky so I'm going to slowly scroll down all right I'm going to do the same thing so it's the same sort of scheme here so the darker the green means that there's a higher concentration of folks with only a high school diploma or less and this includes folks with a GED so the darker the green means that that's where there's more of that higher percentage and then the the coloring of the schools is the same as the prior map sorry I'm going fast but I just wanted you to take a look at that you can come back to that as we answer these questions so Danny I'm assuming technically that meant the adult population 25 and older you just usually have the census portrays educational attainments they're so smart so I would go into my inbox but I'm not too embarrassed for you guys to see my unread emails where I could clarify that but you're probably right ok so the this map is looking at folks without health insurance coverage and so it's the same same scheme higher the percent darker purple the higher the percentage and then the same things so we're just hopefully you're starting to think about different trends think about like the types of improvements that might be needed think about sort of like how those improvements by impact these different populations senorina and the experiences of our students of color all right and then this map we thought we'd just throw this out there for your consideration I don't know that any of us is making any statement about this but this is just looking at where there is a higher percentage of folks who are eligible to be you know of school age who are enrolled in private school in private school I talked with Sarah and and this is where they're paying tuition so it excludes like a like a charter school so this is something for you to think about and Danny do you know where this data comes from this is census data as well I believe Danny I'm just wondering share when you think that what context this provides us um I think it's just for me when I'm hoping that you're you're doing is you're just sort of like you know you're I feel like I hope that we're providing you with more information about our city and about the physical environments in which you're pondering improvements in the school what and I think specifically I don't know Julie if you're getting because the this this map
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about private schools really interesting to me because it seems like you could you could draw a couple different stations one an area with high private school enrollment is most likely a relatively privileged area and get a making a broad assumption there but on the other hand what does that mean for the kids who aren't in private school in that in that particular area and are they actually being sort of sort of left behind right so it doesn't speak to the kids that we're serving through our public school system it serves it speaks to the kids who aren't so anyway I could I can make like three different may be competing equity arguments around that data so not for today but I think that's a really that's a really interesting one all of these actually maps are fantastic Danny thank you for sharing them I really appreciate this too and the pub the private school thing is almost I mean roughly opposite if you I mean private school this could be a proxy for income it could be a proxy for race any of these any of these maps could be where we're seeing higher poverty fewer people insured with health insurance are all a proxy for race and I want to uh I wanted to just clarify in our chat the fabulous Dana White included that I think I just spoke and I said it was from 2015 it's 2017 ACS data that were these were the maps of color the color maps are from thank you for clarifying that verbally and I do is want to remind folks actually not to use the chat feature because not everyone watching can see it so again that was just clarifying the 2017 ACS data so thank you for saying that as well okay thank you sorry it takes a village for me in these maps um okay so um so so now that you have this data a lot of times what I what I want is to kind of like grow as a collective as we answer these questions a lot of times I feel like we we don't have kind of like a data foundation in which to sort of like answer and really ponder the questions and the equity lens so what I was hoping that we could do you know in our remaining 10 10 minutes is to kind of go through the questions and the lens and and think about back going back to this document here if we think about sort of like this these bond projects right like we're sort of making some we're making some forward-thinking statements about like a bond that a bond that sort of proposes to make investments and safety improvements you know it might be able to help you know it might be we might be able to do something or to censor the experience of students of color who might be attending schools in areas where there might be higher crime rates or less access to certain things and therefore security upgrades would be able to be able to sort of like help create some opportunity so I want us to and and as we answer the questions I thought we could you could kind of toggle toggle between all of this information here and just kind of start to ask yourself self these questions I think that the lens is best applicative is best applied when you're contemplating specific decisions and so I think you know what we want it I think I think the decision that we're contemplating here is whether to move forward with a bond or not and and to and then too so I would ask us to sort of start with that consideration and there are still plenty of opportunities to kind of apply this to other decision points so um I guess I'll if if the chair doesn't mind do you mind if we just kind of go through and ask ask questions and then I will sort of like take notes in our lens form but you all have you all have the questions before you does that sound okay yeah I think that's great and and just just to be clear so I cuz I do want to keep on schedule is for the next time is there a longer I mean is this are you sort of introducing us to the tool and then we as board members can spend more time with it later is that I know where we're headed with this I wish you could see my face cuz I'm such a big smile that that sounds great I mean I I think that the lens is really an opportunity for us to really sort of like develop our collective muscles and so the more we use it collectively and individually I think the stronger will be and will be able to be more coherent as a system so I think what why don't we sort of like jump in while the waters warm and answer these collectively and then as a
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follow-up I'll work with our board manager Rosanna Powell to see if there's a way where we could kind of collect your individual answers afterwards is that okay sounds great yeah thanks all right okay so let's let's go to the question about about surfacing any assumptions in the consideration of a bonds so if we look at the first question any any assumptions that come to mind don't be shy we only have ten minutes I think what am i this is director Lowry I think one of my assumptions is that a bond would benefit all students equally and that if we get you know like we're talking about curriculum or technology that that would benefit everyone but I don't know that that's necessarily thank you know that's a great one and it is a good one so I think there were from my perspective there would be some things that have sort of universal application that all kids would have access to but then we'd also recognize historic inequities that are currently exist and that we would over index in those areas and regions and types of investments in which there exists a historic equity already mm-hmm okay I think a good example of that we haven't walked through the specific scenarios and and what's included in the proposals for the modernization but the the proposal for attention to our special education classrooms and that they're just physically not set up to meet the needs of our students in there is a really good example of how our our equity lens can guide us in decision-making on facilities improvements great okay any other assumptions we can always come back to the assumptions - I'm just wondering if the maps as you saw them those sort of like brought to bear like oh it's thinking about the city this way or is thinking about the district or schools in a certain way one thing because I look at is that we've made a number of investments already in a number of schools in north and inner northeast and that we essentially will have one school left kind of the middle of the doughnut that's not and if we if we make a decision to continue to have some of those schools be schools of choice both Jefferson and Benson is that we will likely continue inequities and what's both in building and facilities and access to modernized buildings there I mean you can address it either by a bond or some of some other ways but we'll have a school in the middle of a hole but one school not modernized surrounded by other schools and the school in the middle everybody has an option to leave it thank you um can I can I kill ya I feel like you're you're a deep thinker do you mind if I push back - um I think there's an assumption within your assumption - do you would you mind sort of like exploring do you think there's an assumption about modernization addressing equity in there so there is because I think it's sort of on two levels one is just a belt basic you know health and safety you know the roofs not leaking or they're not exposed wiring you know or the carpets you know like not all soiled and damaged so that's that's one layer and then the other layer is I think there's an assumption well if you walk through you know Grant Franklin and hopefully soon Lincoln and Madison that you will like it feels like a learning a different learning environment than a 1920s learning environment which is pretty much what
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our existing most of our existing buildings are and so yeah I do I do think it feels and I think students feel then equity but I can say it's kind of it's two layers one sort of like just the basic safe structure structural piece and then the other is like do they have an environment in which they can you know optimize their learning great you for letting me kind of probe a little deeper let's go into the next question this is one I don't go ahead so how have you internally involved stakeholders who are all members of the communities affected by this policy program practice or decision is there stakeholder support or opposition to the proposal and why so I think this one will ask we there's there's really an impetus for staff to engage stakeholders but I guess for this one I'd encourage you all to think about like your your stakeholder engagement as board members as elected officials like how have you engaged stakeholders I'll just say I'm in the midst of just building out a website right now so I haven't had a real organized way of reaching out to stakeholders but I'm in the I'm very close to to finishing that work and so and I in plan to be more intentional about that work as well particularly around the Jefferson cluster with this close to where I live and anyway so yeah I I need to do a better job of reaching out to community members and have an up until recently had a real good organized way to do so thanks for bringing that I really appreciate being being you know really reflective about that Michele other folks I just want to clarify I think when you take this decision I think we're actually looking at multiple decisions one is to go after a bond at all another is when we go out and first how much and then there's a whole series of other decisions about what would be in a bond package you're now you are so wise I think that thank you for pointing that out because it can feel quite like cascading and iterative I think for tonight if we just do the the first decision that you mentioned is consideration of a bond yes yes or no um we can we can apply that to those other scenarios because if we try to answer all of them it becomes too too complicated so I think that you're you're very wise and in recognizing that it can be it can cascade down like that I think for the purpose of this exercise we just focus on just the consideration of a bond yes or no well then I'll weigh in on that okay thank you we've been talking to stakeholders and community members and at least 2011 about the need for modernization bonds and and and I think the response has overwhelmingly been hell yes we needed great other folks connected to the community and in fact after the last article about the bond that was in the newspaper the PTA leadership reached out and just asked me to come and talk and listen to them as as we think about vomit so I hear from them on a pretty regular basis that I have that weird hybrid relationship of both being a parent and a member of the PTA and on the school board so in that community and in a unique perspective inroads confrontations do you get a sense about support or or lack of support or any kind of feedback I think they have a update and recognize that both Wilson and Jefferson also need high school update and that we're living in really strange times and so definitely support for going out from want they see the need both in their building but also with the coronavirus the challenges too doing education in different ways and how unprepared our district is so there's definitely a sense from a Cleveland community yes we need to have bond and I think the people I've talked to you so far are supportive of doing a resiliency bond but are concerned about
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long-term future for not just Cleveland you know I'm Cleveland first because that's what they are but all three high schools that that doesn't somehow get lost in the shuffle you know I find this as Andrew I find one of the most remarkable things in these conversations is is the fact that the people who are most invested are the ones currently in the schools recognizing that they won't be there when these things are done and that just it's actually I kind of find it it's it's a great thing right to see that these people are saying like look I know my kids are gonna be leavin middle school you know parents are saying my kids aren't gonna benefit from this but it's really really important to do it they're actually the ones coming to the design committee meeting you know to sort of push for for these and so I think that that says something positive about our community right they're sort of looking out for the next then you know the next set of parents and children sort of coming through the process the other thing Danny I was gonna say that I like about this genre should now really what's important is to plant this question in our mind and we're gonna talk about community engagement at the end of this meeting and then and then really be able to answer this question a month from now two months from now right have we have we done this work in terms of putting together the the right bond package for 2020 that is an excellent segue so let's go to the next question and let's spend two minutes on the left of this next question and then we'll we'll sort of call it a close but so going out for a bond so so as you look at those maps and as you think about that of statements that we looked at before how does the proposed action expand opportunities for racial equity and social justice and I want to encourage you to be very specific about who which demographic groups are going to be affected so how will each group be impacted or affected by the decision or action are there any potential unintended consequences for groups of populations and are there strategies in place to mitigate any negative impacts and I know that we really want to focus on the the sort of like experience of students and of color so what I encourage you and your answers to really be specific about a population of students of color um this is director costume I just wanted to speak to the the technology piece in this respect because we have this odd moment that we're living in that is really showing us what the digital divide is and it's not just about getting laptops in the hands of kids but really digging into Wi-Fi connectivity I mean even even when we're able to provide hotspots I've talked to a number of families who who have Wi-Fi but it's weak or it's overused or it just doesn't function well enough when the kids are dependent upon it all day long for their learning and I think we know when we come out of this that we're going to be in a much more blended learning environment I think forever much more integrated use of technology so I think that that is a huge consideration for me here and that we know it's our historically underserved students and our kids living in poverty all over the district that are most affected by that and it actually it cuts at the most fundamental aspect of what we're doing here it limits their ability to engage and learn relative to students who have privilege and who have access to technology and that's the antithesis of the promise of public education thank you so a couple thing I guess I limit my comment to this and I think I'm finding it difficult to answer this question because it all depends on what we end up deciding on okay but in terms of the digital divide I guess I just want to say I think this is also an opportunity for PPF to look at what are the issues that our students and families are facing and what among those issues do we share with other entities so for example PBS is responsible for making sure that if we're going to be using digital stuff that all of our students have a device that they can use
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to do the work but I don't think we have sole responsibility over Internet access and I think this is an opportunity for EPS and other districts to start looking at ways to leverage other resources and then exert some pressure on other jurisdictions and company anybody we can find to exert pressure on to to do a much bigger much broader expansion of Internet access that doesn't come come out of our very limited public education budget Sarita I think that's a really good point and so do you I think because you're such a big brain I'm gonna I'm gonna push you a little bit so if you were going to to kind of consider that opportunity and sort of Center Center that consideration for a population of students of color is there is is there a population that comes to mind or that where you have more curiosity and you want to know more about your muted Rita you mean in terms of the Internet access uh-huh well yeah I mean I'd love to get more information in general I it would be helpful I think for us to know where the pockets are where digital access is particularly difficult and and look at what resources are available and are not available that we could leverage but I think this is a systems issue okay where we're out on with this is I think PBS ought to be advocating very strongly for municipal broadband that's where I go limit I I agree with that mrs. director to pass and I completely agree about the municipal broadband but given that that's not here yet and you're looking for specific communities I was sort of waiting for my colleagues to speak up but we're talking about black and brown communities specifically special IDI communities specifically and and and our kids that are living in higher poverty areas specifically and that that we know don't have the either don't have the housing or the the tools the resources to to be connected and so I'm hoping that we're eventually talking about what we can do as a as a learning community together as a district to address these not just the digital divide but we can use the bond to some what level the playing field for our most students if we if we don't do that we're looking at you know furthering that gap if we do if we do that we've done everything we can to address who we know specific communities that are being left behind I'm done and I'm you implied and I'm sure you meant to include families whose first language is in English as a particular challenge around this and I agree municipal broadband is a great idea I also hope we stand in solidarity with our rural brothers and sisters and yes well I'm here non-binary identified friends in rural areas who have very limited resources and broadband access sorry my jobs intruding here but I was just off a call with folks and clicked at County and when you're in the gorge if you're more than a couple of yards off the Columbia River you don't have broadband access so this is a national infrastructure issue yes absolutely it would be great to have some specific
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data around dead spots and have a you know another colored map that shows where we're where our families are or historic land or certain these are who don't have broadband access well I just wanted to thank the board for going through this exercise and I like the way that you sort of you came to the came to sort of like being more curious about the data and there I think there's certainly a lot of opportunities for not only for staff to kind of share some of our data visualizations with with folks but for but for us as a system to think about the sort of inner interplay between centering the experience of our students of color and thinking about sort of like the context of the physical environment that we're proposing to to improve and sort of like how those physical environments are set in the context of the larger the larger city so I'm gonna apologize excuse me I have one more quick question and that's that is there is there a way to map out by building on guessing achievement statistics I know that we have that information but we don't have it necessarily on a map and is it possible to come at those data points on a on a map so we can see the the interplay between the families that are don't have access to health insurance for instance or some of those other factors that we're looking at on the maps yeah I think that that as as you as you consider the sort of like layers of decision making and the program and the prioritization I think that we can contend continue to support you in providing this type of analysis that looks at that combination of sort of like demographics students academic and well-being as and as well as some context about the rest of the city so I think that's more to come and I think I'm gonna turn it back over I apologize for going over time and I'll follow up with our fabulous board manager Roseann Powell to give you an opportunity if you want to share some more of your reflections in the lens for this this this portion so thank you very much for your time yeah thanks very much for that can I make one final comment looking back and of course glass half empty glass half full but if you look at the majority of the buildings that we've either modernized or there are under construction or in works most of those have high concentrations of historically underserved students Roosevelt Franklin Madison Kellogg certainly will fabien and so on great you know and thanks and and and I just I want to sort of reiterate both the the information was great the maps are really great and I think as we go through this community engagement process over the next few weeks in a couple months that continuing to put this at the forefront and have those questions constantly sort of before us is going to be really important as we craft the details of this because I think that's that's where this is going to be really important in terms of how much we invest in each area and then and even within that where where some of those investments are going to go I think is where we can see some some incredible value at asking those questions so thank you for that Dan I think we're gonna turn it back over you and actually we're only five minutes behind schedule so we're doing all right Dan we're going to turn it back to you for board options right that is correct so we're going to jump right into our next exercise I'm going to use that again how's that look people see my screen again yes we can alright great so so the second exercise is getting individual board member feedback on a sample scenario on that we're going to present so overview the exercise going back to the very beginning the meeting objective is obtaining feedback that will inform the community communication process three primary questions are looking for feedback on what is the right size of the bond what are the board's top priorities and what specific information would you like to receive from the community during this process so two documents that we that you have in front
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of you the improvement summary and a sample scenario staff is going to walk through both of those documents and then hopefully all of the board members received this morning shared Google Doc because we want to use this as the tool of where you'll be able to put in your feedback obviously of course together you say but other tool to share some of that specific feedback as we walk through these materials and so I want to go over the Google Doc now so I think it has that toxin presents you might want to make comments right there and not wait until the end damn we got help materials today this can you remind us at 10:20 this morning has a link to the shared document great thank you Amy sure and it looks like this guy right here [Music] so like overview of the document you'll see in there at the sample scenario so to the best of your ability you please provide this feedback based on that scenario if that doesn't make sense for your feedback then of course don't there's a reason there's two different colored boxes the yellow boxes is where we think that those most aligned with those questions that were we're looking for feedback on that will help inform this engagement that said the green boxes are specific to every one of the different priority scopes of work so if you have other feedback and you want to add something more granular absolutely feel free to do that as well and just some sample feedback might be at a high level might just say that looks about right or I think it should be higher or lower priority or a higher dollar amount or lower dollar amount you might say I see the different options I would pick this option and so that or you might say I think you're missing the scope of work altogether I think we should include the scope so all those are car samples and at the bottom of the of the document are those specific three questions so if you if you would put some input into there about specifically those questions that would be great and again feel free as we go into these other documents to add the feedback as we talk through them so do we need any more purposing on the Google Doc just a question so I want to ask us what size of bomb you want it's actually coming up with an answer for us so like my inclination you know with the what data I know now and it could change but would want to go for a larger bomb than 500 to 590 so if and then so that's one question and the second question is I don't necessarily see some of these categories so for example a 127 million for technology like yeah that's a big number so it may be like 50 million of it like yes that's you know it should be high that's just right but like the other piece you know that's a lower priority mm-hmm things that may be missing altogether as well from this I'm wondering power supposed to use the sheet in that capacity because this seems to give us kind of a limited set of options and I was also dan can you direct us we've seen it but I don't know how to put my hands on it right now to the other document that I guess it's in the facilities report that breaks down each of these categories so like breaks down technology into infrastructure devices so a perfect segue into where we're going next and I think we'll answer those questions here in just one minute and I think if I understand Julia your initial question about in a scenario if you think you know there's there's a sample scenario spyler 90,000,000 if you think that it should be higher what option you might do is take some of the categories that you think are too low and say I think this this scope should be a higher priority and then you might propose our malady might propose a specific amount 750 or something or you know give a range or you kind of be as specific as you want but that might be a way to provide that feedback and if if there's a desire for more or more regularity I'm certain there are we supposed to be
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doing like what director Bailey's doing which is just dropping in the numbers or we supposed to be doing lower higher or just right I'd rather do it Scott's way well I noticed I was hoping there would be an additive so I could throw in what I think should be in there and go okay 1.7 billion maybe you have to trim a few things a little too granular is the wrong word you can be granular but so that this is not intended to come up with the answer I think what staff are looking for or some general feedback so if you have a number stick a number in if you have a direction stick a direction in if you have broad comments throw those on at the bottom a monetization and put in other under modernisations I think it's flexible enough to just type in there what what you're interested in seeing and then staff and sort of take that as as preparation I have a question - this is director de Paz I think he just muted yourself Michelle thank you haha how am I supposed to know if you know 127 I can't even read on that on the screen there but for instance 127 million is too high to lower just right compared to what where are we are we just giving our our sense of this I don't get it or am I missing some background information I think the culmination of those are good questions director Scott did a good job of sort of giving the overview of this document as put together because we assumed that some member would want to go into a little more detail and what's that you know I would think this option versus that one and you're about to see those options in a little more detail and others might just prefer to say yeah that seems about right with what I know and I see that staff is recommending this or staff is proposing these options this is what seems right to me or if there's an area where you're just not comfortable you don't feel you have enough information don't go obligated to put that in there really the feedback from this is going to be then handed over to our community engagement folks and there are those smart folks they're going to take that and say okay now that we have this information we're going to craft questions for the community and some of that will be on what's the total bond amount but others will be community what do you think should technology be a high priority should it be 10 percent or 20 percent of the bond there should curriculum be high or should it be more focused on roofs or things like that so they're going to break out those different pieces well it really it's to inform what questions do we go out to the community so when that information comes back you'll feel more informed about making a decision on the bond budget school under the sampled scenario are those stuff is that hard are these members or probably those numbers gotten that's a great question so all of those numbers are estimates from staff and we're going to go over that summary document but if if some more members were back at our last meetings I think was March 12th the doctor we were about to go over we're going to go over the changes that we went over that in detail in March I think you spent an hour or maybe more going over every one of those items so we're gonna kind of hit the highlights of those again but these are estimates that are coming from staff for these specific scopes of work also if I had the fun little breath out show here of the cone of uncertainty as it's called which really says we're very early on in the planning these dollar amounts these estimates they will change there's no question that they will change some will go up some will go down so we're very early on so these are these are high level estimates because they're all they're all derived from staff okay so I think I'm comparing against itself not against some future like dollar number dollar figure or but basically ranking I guess priorities there oh all right I'm going to start to fill it out and I'll just listen in as those other documents come forth so we don't take up too much time please please you know bring them up in every well certainly those questions and you know luckily we brought a bunch of smart people to this meeting so we can go into details about the specifics go as you walk through it so I will jump in to the next document I have one more sort of preface document we're going to talk about the facility the educational facilities summary which
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feeds this budget in scenario document which hopefully will give you the information to provide the feedback so we're going to walk through the summary I'm not going to try and scroll through it as we go I'm just going to stop sharing but we'll we'll hit each section where there are updates from last time and I think we are going to start with if you are on good evening yes I'm here dan good evening directors and superintendent Guerrero so to try and I've been listening very intently in trying to encapsulate all of the feedback that Dan just received and to include that within the little synopsis that I'm trying to provide and where we're going but one thing that we have seen particularly since the outbreak of this code and how we've ended up in a decision of how do we do a short term bond or a longer term bond is is how prevalent the digital divide is and and how necessary it is for a lot of our students to be focused on as part of what our next bond effort looks at and the opportunities it's opened up for us as a school system to take advantage of the real-time professional development and awareness and fear removal of being able to try things using technology and using digital platforms with our staff and with students so we've got a wonderful opportunity here to answer the needs for for students as well as take advantage of some real quick learning that our staff has been put through so the way this 127 million $500,000 number breaks down and again going back to what Dan talked about back in March was a much larger more robust number it into four very specific category our core infrastructure which we like every day to do all of our work to support our buildings to support the wireless access and the basic internet or class that is in this revised effort comprises forty million dollars the third part is device replacement how we focus on getting devices in students hand in our staff hands to support a one-to-one effort across the system where it makes sense three twelve to twelve and making sure that we have the appropriate devices in those lower grades engage grades k2 k3 to make sure that they have the experience and they can take advantage of what technology has to offer that's at this point a 34 million dollar part of that overall budget we have factored in to this plan the technology that was purchased as a result of the emergency situation with Kovac that factors into how we respond with school coming forward and where we will go in and how we purchase part of it gives us a little bit of flexibility in how do we address that Internet access divide or staff we're continuing to have conversations with our partners in the Metro in the city in the county on how do we partner how do we leverage our bandwidth providers to come up with a longer-term more robust response to to students that are without because it's not just it's also our families it will have an impact on the economy as we try to build that up those businesses that have or those parents that have access will recover more quickly so this is a broader term in a larger scope question is there some funny where we can partner together and open up some of those opportunities target those areas those neighborhoods with bandwidth from PBS that they can serve our our folks and our students and our staff because we have staff that suffer from this as well the third big category is our classroom modernization when we talk about modernizing our overall schools that's great but the the classroom and the environment that students walk in every day ensuring that they have enhanced access to to technology tools not not just a device in their hands but wireless access that's required still a large number of our schools do not have what we would call instructional wireless and with the recognition of the divide how do we provide fence defense Wireless so our campuses wherever you're at on a campus for school related but also in a situation like this if our Wi-Fi reached outside of our building into our parking lots into the park areas that most of our schools border that would provide a much greater access for those students in need in those neighborhoods ERP comprises a small portion of this it's about 12 and a half million dollars and that's using a three or four-year run up to get ready for in to build an RFP to build our skills within our within our staff within our human resources or business offices or
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Technology offices to identify what we need to let an RFP and then transition over to that so we'd lead into the next bond and the last component of this which were asking 15 is 15 million dollars for is the implementation our staff can't do all of this work we can't modernize we can't upgrade our infrastructure we can't do all of the device repairs and do our day jobs the same types of work will need contract support to help for all these efforts out I'll make sure that we're doing the right thing that we have people that are attending to the details attending to the contracts and making sure that the work happens to meet the needs of our folks so so do you have a lot yes sir and is Andy on the implementation services so that's that's implementation services for all of these infrastructure yep technology this is not just for the ERP yes absolutely and this is a little bit of a change I think for what we talked about back in February right so what you're saying on the ERP is that this would be sort of the run-up to it but it would not be the full cost of implementing a new ERP system correct that is correct the big distinction between what we presented back in in early winter and this is what this doesn't comprise is any of the Refresh of the devices or the equipment or the networking gear or the infrastructure that needs to take place in a healthy networking environment we've we've pulled that out and we push that off into the next bond effort so it'd be a much smaller number but still we have to account for how we refresh network and equipment and all of the components of the technology infrastructure and devices in our staff and our students hands can you I think you had a chunk that you said that we've already spent that we spent just recently is that have we the devices that we've miss purchased we're gonna pay for we'd pay for in the bond no that is not my understanding no all the devices that got the new devices that got purchased but were out of current dollars correct will the end but Chromebooks don't have a very long life right correct I just wanna make sure so right now we've purchased enough that every student who needs one gonna have a chrome a device we've purchased enough for the devices we've checked out we have enough chrome devices that we purchased to fill that need yes so if none of those devices came back we could replenish those with with the ones that we purchase and you're probably 34 million more for additional devices beyond what we just yes I am and and again this is a high level number but we're also including in that where were the opportunities to there is there is room in that number this was a number that we presented earlier on and I left it because there's unknowns of how many of the devices that we've lent out will come back what we'll need to use those just to replace to replace those devices and where are the opportunities for us to partner with our other local municipalities to provide bandwidth to provide things that are outside of our traditional bandwidth not in a hot spot but in a highly amplified Wi-Fi access in targeted neighborhoods around the city so I didn't peel all of those those numbers out of Chromebooks that that we've already purchased in this budget figure dawn for the folks back home ERP mmm its enterprise I always get the enterprise resource planning system is what we currently with PeopleSoft you know it does all of our HR and all of our financial work okay yeah so yeah I was gonna say real quickly explain what that means in lay person's language so that's base our basic system get for running the operation second thing is I apologize I got lost or missed in number you talked about core infrastructure 40 million new devices 34 million classroom modernization what was the number for that what point they said failure 26 that's the one I missed 12 for the initial when you call the ERP and I'm not sure
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offline if you could clarify in a little more detail how what you're talking about changed because I I don't quite grasp that million to implement yes do you have do you have the document because this is in the educational facility improvements the updated may 19th 2020 document does those dollar amounts I was it was a pretty frenetic day so I haven't yet if they came very late but I just wanted it is in your okay I want I'll take a look at that but again you know when we were discussing this publicly when we go out to give community feedback it's gonna be important to clarify what exactly these things do what benefits they have what are the risks not including this in the bond so that people can make at least some kind of intelligent you know there's there's always more that's needed than what we can pay for right now we have a lot of difficult choices to make but that would help the public as well as a sway in thank you I'll be happy to follow up with Roseann with that a little bit clearer explanation of what what that piece of this bond will represent great um Don thank you that was really helpful I'm gonna suggest cuz I I know I think we're gonna hear from from other staff is that right Dan about the the other sections here the physical facility improvements and capacity correct we're gonna yes let's dive into that let let people go through I think that this is a really this is actually a fantastic tool I think it's gonna I think it's good as we're doing this as we go along I'm thinking that we may want to take a little bit of time as individual board members afterwards as well but let's get the staff I'd really like to hear from them about some of the specifics in these things and we can ask some clarifying questions as well yeah definitely is dense no question and there's a lot of detail here and so what we're trying to do tonight is just hit the highlights of changes from mark and so the next one is going to be a curriculum we want to talk about and I believe the adoptions here on new years Louise thank you good evening board president superintendent board members first and foremost thank you for the opportunity to revisit the the opportunity to continue to move the work forward in the way that it had been envisioned from from its beginning one of the things that we've learned from the closures of the school is that while the focus continues to be providing equitable access to comprehensive and rigorous learning opportunities for each student this this experience is reminding us how challenging it will be to accomplish and one of the one of the areas that is foundational to that is the ability to provide the read the necessary learning resources and teaching resources that students and teachers will need to accomplish and so while we did cutback extensively on from the initial request the focus does continue to be on the areas that had been identified through data studying through survey through just our own understanding of the adoption cycle importance what has been absent in the curriculum cycle at PPS and so when you look at this list for option a the areas that that really encapsulate when we talk about the whole the whole child I believe these are a a core function of that which is providing visual and performing arts opportunities for students addressing the needs of our English language learners are establishing the foundational skills that since have been missing in literacy and then moving on to middle school in the high school one other thing is that will be required as a result of that is a comprehensive learning management system for our adults again the learning has been that I've moved forward or did what is the knowledge base and the skill said that our teachers and inside administrators and Center office leaders will need to implement our our core
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curriculum and one of a learning management system that allows for us to provide workshops and services and courses that are either synchronous or asynchronous to be available made available to our teachers and other staff members right now we are using a combination of things from pepper to Google classroom to YouTube and there are all they're all great but a learning management system allows us to track the learning to register for that opportunity and to even begin to offer certificates or certificates badges etc which is a way of acknowledging the accomplishments of those adults we've taken that the program or that set of courses the content area that will be the key priority for next year is mathematics and that is because our math program is pre common core standards and does require a clear refresh and so we're going to be looking at math k5 then middle school math we look at a math course sequence realignment and then supplement the working at the high school and mathematics in science we are looking at k5 resources because as you know the math the science program is 23 going on 24 years old and so it's becoming very difficult to refresh it with gathered material so that is one that we are very much looking forward to to adopting then the social-emotional learning I would like to ask Brenda Martin if she's on on to share a little bit about how every inch as we look at the instructional core work that we don't that we don't forget and that we do realign the social-emotional learning that is critical Thank You Louise thank you board and then for the bond committee meeting tonight we have also included social-emotional learning as part of the curriculum work we realize especially now with the pandemic that's occurring that social-emotional supports and mental health supports and a learning management system to help progress monitor and help support school climate and engagement for students is crucial and so what we've also done is included social emotional learning into the bond or the curriculum this one it'll help tie into all of the work that has to align with our curriculum and instructional materials go that's the additional piece thank you thank you Thank You Brenda and so we rounded out by looking at social social sciences which includes ethnic studies and on Indian education are an integral part of the social studies framework that we are hoping to adopt and then world languages to to move from the dual language programs at the elementary school and then into the implementation of world language programs in k in 612 one of the things that has become critical now as we look at the procurement of these resources is the digital footprint that they bring that allow for us to work both in the traditional analog environment but also in the digital environment and so the publishers that we are working with and have been working with have been really sensitive to the new need that has emerged to to accelerate the need to make that the content available in in digital format so that we can incorporate it into our platforms and our apps so that both teacher and students have access to them but also so that the the prep the preparation material such as unit and lessons can be uploaded onto our Atlas platform that allows for easy access by our teachers in our in our side side administrators so the estimates include projections for print digital and potential intervention resources for the content area that you see identified on in plan B it would be a reduction of some of the resources that we've identified so that it still maintains a focus on the specific area like math and language arts but it extends on in some of the other areas over a longer period of time knowing
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that we will cover those as time as time and resources become available given the given given our financial situation at any particular point on on that timeline and so that's where we are with with that work the original in ask was anywhere between 30 at the loan and 41 on the high end and so we've been we've cut back so that we can focus more clearly and and and take it deeper with the resources that we are asking for great thank you dr. Valentino I'm just to be clear so in the sort of document we have you talked about option a at about twenty nine point six million dollars and I shouldn't be at about twenty five point four million dollars and then on our on our sheet I think where we are is that I just had it in front of me it's funny it doesn't scroll super well my apologies I think we have it at twenty four just under 25 million so those are I mean that's sort of option oh that right I mean it's top yeah yeah thank you director Scott I think what you're hearing here is in the same way we believe every student should when they're attending on campus they're learning that it's safe that it's dry that it's warm and we have a lot of neglected buildings where the water is coming in where the boilers aren't working where security is lacking and so no one would argue that we're there with all of our campuses but in the same way that our buildings physically have been neglected so too I think you heard a description that our technology infrastructure has been neglected you know and as much as we've tried to mitigate during this crisis handing out devices and supporting Internet connectivity that's just hardware and without an investment in high-quality digital content that's aligned with an equal debt in the curricular side where investments have also not been made over time and perhaps out of necessity you know that was something that was set aside for a better day but two decades have gone by and so when we look at all of this discussion through that racial equity lens imagine being a native student 20 year-old social studies materials it's probably not very culturally responsive and so as we make these investments at whatever level the board liberates you know it's an opportunity to leapfrog not just the conditions of our schools but also sort of the experience and the affirmation and the acceleration that are most our students who most need those improved conditions to get equitable outcomes so we can certainly get into you know either more details but but I don't I want to make sure that the listening public and as we tell this story the community is clear that these are not areas that could be ignored Don didn't go into detail about this but in the same way we might not be prepared seismically the board and the public have seen what happens when districts are so susceptible to cyber attacks the security as we're embarking on this distance learning there are far too many holes that make me uncomfortable about how to preserve student safety data learning privacy etcetera and so we're not going back to the past so we have to sort of before thinking in how we would leverage any level of investment in technology or curriculum content so that students have access to something that's not a standard space from an academic point of view but you heard Brenda describe you know how do we continue to build on their healthy you know social-emotional growth as well - and there's a lot of training that will need to happen here with with our educators and everyone else who would need to count on some of the some of those learning platforms that that will either you know investigate to find the best fit for for our district that we could live with for some long term never mind our enterprise systems that it's miraculous you know payroll happens on time or maybe some of the efficiency and our HR could be improved if we had better systems etc go down the line our budgeting financial systems as well so I
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just want to underline I know that the board doesn't think this but there is some level of discretion in the level of investment we think we can accommodate in any media bond that we're thinking about but we won't be able to ignore these areas entirely and I'll just end by saying you know that's just not our opinion as the bureaucrats and PPS you know some of these areas resonate very profoundly for our school leaders and our educators you know when they hear we might actually make an investment in math curriculum you know you can hear sort of the cheers out there because they've been they've been rubbing two sticks together with really subpar material for our students and so here's an opportunity to impact everybody but of course the type of curriculum that we end up choosing and betting might also be material that better serves our black native Brown yell and spend kids as well so it isn't surprising that they don't have the same access to learning content because that content that they're exposed to was never built for them yeah thank you super Jenna I appreciate those I think as we do our community engagement it's going to be important to translate what we're talking about here into those terms and you know it's some of it's as simple as you know as a parent sometimes you see things that your kid comes home with and you just can't believe how outdated it is so you're almost being as simple as that's what this is gonna fix right this is this is the type of investment that will your kid will be bringing home material that that seems like it it makes sense right in 2020 no I'm sorry oh sorry I'm in here okay sorry you mean to cut you are the type of investment I think most people assume the district is able to make every year and then right the fact that both house that's of it is but also how limited how limited the resources are and those are the trade-offs we've made so I think I think it is an opportunity go ahead cut okay so having seen this again over the long term for 25 years we've been stealing from buildings to keeping the operations going when I'm you know doddering away in a rest home years from now drooling uncontrollably and the big earthquake hits I want to have a smile on my face knowing that all our schools are seismically safe and every time we spend $25 I'm not talking I'm fine with technology in the bond but to me your curriculum is should come out of operations every time we spend 25 million on curriculum that's a great school that's roughly the cost of modernizing your great school in that ballpark so we're we're falling one more school behind in modernization of course the curriculum need is huge you know I'm not denying that but there's you know there's other needs as well and if we ignore that infrastructure say well that's so far in the future we can kind of push that off I think that's a mistake let's go don't you think just to push back on that there's a trade-off no matter where money from and I just want to be clear it's not that there's 25 million dollars of operating money just sitting around waiting on curriculum that would be dozens and dozens of teachers or it would be administrators or something else that the district has to cut there's a good reason why we haven't spent that money on curriculum because it is also an infrastructure investment that can be put off so really I guess I want to be clear because I think what you're saying is there are all these infrastructure needs we can't meet them all you and prioritize buildings over curriculum but it's not so much a bond versus operating right in terms of prioritization is well to me there there's at least traditionally identified of what's what's capital and what's operating and to me the curriculum it is operating that's how I think of it I wouldn't want to I would want to avoid spending operating money on the you know fixing buildings or roofs even though we desperately need to do that in a lot of areas so that that's kind of for what it's worth that's that's where I draw the line and it's not a matter of saying what's important or not important working but I just have seen this nibbling away at a building site of things for years and it ends up costing us more money in the long run and I'm gonna push against that yeah two things I want to be clear about one it is it is a capital expense so I just want to be really clear it is allowable gatsby as a capital expense so
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there's about including in the body that's a publicly but I think the second thing though that is important is we clearly have also nibbled away at curriculum I mean to you know it's it's um I don't know if we first we do spend operating money on on maintenance you know in our buildings and I think that that's a normal part of operating plants but we haven't had the funding to do this and we can talk about how if we were at an adequately funded school model then yeah we would have bought curriculum the operating side but but we're not and and I guess to me it comes down to I I think it's an artificial distinction you're making between whether it's you know out of a bond or not if it's allowable in the bond then the only question becomes which is a higher priority for me they're both priorities but I think there's an opportunity to move both ahead and I think keeping our kids safe is important making sure our kids are learning with modern curriculum is also important and so if there's a way to do both in this bond I see that as a good direction I'm not gonna disagree with you okay I'm I'm just saying it's when something's long term like the rebuilding our schools is there's a tendency to say oh that's so far off in the future we can spend this money on what we see as an immediate need and that's I think that's a bias that we have but that bias can have very real consequences in terms of putting off some expenditures that are crucial for again not only safety in terms of seismic but also a DA improvements quality of classrooms all those factors are part of education as well besides adding to long term maintenance costs so that which affects what we spend on teachers I'll stop there I've made my point and and the and again this is not to say I'm right you're wrong that's not I'm just expressing a point of view that I hope everybody takes into account again not necessarily agreeing with me but at least conversation we need to be having and exactly the kind of conversation that our community wants to have as well yes is that I totally appreciate the discussion we had at her last time and I let off with some points of view and I heard other people's and I've shifted some of my thinking based on that give-and-take and so I want to say thank you to fellow board members the superintendent and staff because I think together went with this pushing and pulling and hearing from the public we end up in the best possible place proposal with one third for modernization one third for an improvement and roughly not quite fully one-third for the physical instructure so I think you know given you know exactly what you're saying director Bailey about those future long-term needs balanced with sort of our immediacy crisis in some ways there's there's definitely like a wisdom to the way this has been structured and I want to appreciate trying to have that balanced perspective to this bond proposal or fall into exercise um so I just want to point out it's 8 o'clock and you all know how much I hate when our meetings go over at the same time this is a really valuable exercise I know we have some staff teed up to continue talking and I also don't want to shut up or conversation down because I I think this is exactly the point of having this board session is to hear from board members about that so I'm going to propose that we continue going for a little while I would like to not go too long I'm gonna start getting distracted by my Twitter feed but Dan who else do we have to talk tonight do we have are we gonna hear about this bed classroom investments well I think that was a very good conversation and I think it was sort of apropos for this because the technology and curriculum is really what we want to emphasize because most of the other scopes haven't really changed very much from last time we talked about it when we spent them consider Ballentine and all the subject matter experts came and talked so I think I can probably go through the other scopes here myself relatively quickly if the others who are on here really wants to speak go ahead and yell at the screen but if there's questions we have we have people who can answer those questions and then we can cover the scenario quickly and then see where we are there and what questions have been answered so I will share again [Music] okay that's not going to go so go back
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to this the improvements summary document here are the curriculum options that were just discussed the special ed classrooms those options have not changed at all from last time so kind of a quick primer there is the facilities condition assessment notice that our spare classrooms were some of our most underperforming spaces we engaged with our special ed staff and they prioritize furniture and equipment so these are various furniture equipment options that we could do throughout the district and we've got three different options there but but they have not changed from last time that we met our roofing and I lump together our roofing in our mechanical those are largely a time-based scope of work so we're looking to do three or four roofs every year so the estimates the options here where you see two we're basically saying how much can we stomach in a spot for the total amount what we can do probably you know we look to go for a year or looking about 71 million dollars if we have to cut that back to three a year we're looking about 53 million dollars that's based upon our assessments of what our roofs are right now and what we think our capacity is to to complete that work there's certainly more roofs than that that need that below that's what we think a balanced floor capacity and what can be completed a dollar amount mechanicals similar we have not done a lot of large mechanical improvements in recent years it has a critical need it's something we need to start addressing on a regular basis as it is our our number one complaint we had over 6,000 workers last year for heat and cooling related issues in our buildings and we estimate our major mechanical replacement that could not be a number of different things at about five million dollars per major system so these options are really just how many do we think we can tackle we think we could do as many as five in a year which is probably a little bit ambitious at least to start but a lower option would be looking to tackle the three of the worst plus additional it wouldn't just do that big projects but you need to be capital of bid big projects we would also take care of target improvements as well our security improvements are the same as when we reviewed them in March there's really three discreet scopes here that we believe our priority scopes the first one the four million dollars is replacing all of the class or walks throughout the district we want to take on that we can achieve or about four million dollars twenty million dollars would be adding surveillance cameras throughout the district's additional surveillance cameras and roughly two and a half or upgrading our intrusion our security alarm systems these are all really one bite of the Apple scope so whether it takes two years or it takes four or five years to complete all those its we would look for an authorization to complete to approve that scope and then we would get it done and then that would that scope but be done and we would look for a reoccurring amount in each bond like we're probably going to look for for roofs and mechanicals our size make the only change here is before we had three options when we were looking at potentially nine full seismic retrofits I think was about 75 or 76 million dollars that we don't think that's achievable in a three to four year span the bigger option here six schools that would probably be a challenge as well but doable in three or four years and we're also coupling these seismic improvements while we're doing the roof replacements because those are two very invasive projects and it's good to couple those together versus doing them independently if you're going to need to do both of them and then the the taper down option there is looking at three three of our smaller schools that we think are going to get roof replacements and also have the ability for a full retrofit and lastly is our ad a that also did not change from last time where we have three options with the first option be getting the first level of all buildings throughout the district up to code the second option would be getting multiple schools within every cluster to allow students to remain in the cluster if they don't have accessable schools as their home school and the last option would be to have just one school from every configuration in every cluster so no I wouldn't do those quickly let me know if you have questions but also of course you have this document if you want to take some time and then ask some questions after the fact oh quickly pivot so board
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members can finish their comments if they would like to this on sample scenario so all those options that we just went through on that previous document are shown here so the same scopes of work and then you can see the various options if they have options this sample scenario tools 590 million and identifies the lowest of all the options we're not saying we're recommending that that's just we built one scenario based upon that and it just seemed like a good place to start for feedback so certainly some feedback would be I like to prioritize the special ed classrooms I think that that should be higher priority you can give a specific amount you'd say should be the highest priority or the highest option or I could just say I think it should be more something along those lines so then you'll see at the bottom again that told us 590 million the other one number I want to call out here and I know some board members picked up on it already is there's only one line where the other has a number in it and under the modernisations we have the amount that we estimate that we need to finish the Benson and pathways projects but also there's this five million for other and we put that in there just some board members you can remember that if there's something in here that you don't see you can add that to your comment you say physical educator very important I think we should put some funds of physical education or visual Performing Arts you can put that in here the other under modernization is a nod to if we want to target designing one of the school one of the high schools before this bond finishes so that we could get a running start for a future bond you can put some funds towards that but I'm not implying that five million would fully design a high school but that's the idea there's that you could have funds in other categories if the board members would like to propose that and the last thing I'll say before I stop talking is in this scenario there isn't any funds under capacity and we call that new capacity or supporting changing of capacity or enrolment we're obviously going through a process right now to help us identify where capacity needs to be and how that should be situated but as of right now there's been no specific capital projects that identified that are necessary to support that which isn't to say that there isn't going to be in a year or two years but none have been identified as of right now has a priority from from the group that is looking at those options so with that I will stop talking and take on any questions that we have allow everyone to finish their their feedback in the document and then I think we want at least briefly touch on thank you the engagement process dan it looks like it looks like the technology wine got dropped at least so my good luck I'm on it goes from the MPG building go in here maybe it's anybody else's saying I think what you're seeing because we put some comments in there Julia it's scrolling poorly and so it's a little it's a little clunky to use it's still there but it's a little clunky yeah yeah you go ahead and delete those comments then it should come back to normal something you said earlier um I I know for myself I'd like to be able to take this tool and be able to refer back to the details that we just walked through I'm not prepared to complete that right now I don't know how other people feel so why don't I propose this good I think I think me that's a great point I mean I think what a lot of us have filled in some things on it now but I think people are gonna want to think a little bit about it and so that that document is is going to continue to be live and something that you can put your your thoughts into so so let's just let's just keep that open and I guess I guess let's actually Dan if we could segue well yeah I'd like to segue to the community engagement piece because I think maybe that will inform when you need board members to finish their comments I know it's relatively soon because we're planning that engagement
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before we switch that are there any more very specific comments for Dan on the information yes go ahead Julia I said I have one that it's just the formatting I'm wondering if at the very bottom of every column so like say the bottom of director parameters column okay you just have a notes and then you could do like a cell at a row number and put the notes so that we have the upper part of the document just either numbers or just write higher or lower so that we have a place to drop the comments at the very bottom we can connect them back to a cell but it's gonna be this massive hard to read document so just a producer process and I I'll say two things one we went through multiple iterations and I promise you there as some versions that are much more detailed that we can provide and I say that one I might need this prozium Powell is still on I think there was some concern about having a shared document that all the board members were able to access when we weren't in a meeting and so if we do need to cut this off we I am happy to provide via email so individually everyone can have that more detailed one so you can have both we have this one that we talked about now and then a more detailed one that you can go through and add more after the meeting yeah Dan that's a great point as I was saying that I had that exact thought about how this works from a public meeting same way so you're right great point we can work on this in this meeting but we can't work on it simultaneously outside of the meeting because that would be essentially like a meeting dan why don't you do this why don't you send out a Excel version of this to people so it's not a shared Google Doc that that people can then use and I you'll find it much easier if you open an excel sheet on your onion rather than the Google Doc that you'll you'll be able to put in your own comments you can structure how you want to send it send it back to to Dan and that way we can and we can even staff gonna compile all the board comments I'm sorry I further just process piece we can just if we increase the overall size we can just take the formula from the admin program contingency and just pull it through so that we pull through accurate 5% 10% yeah what we can when I send out the Excel document what I'll do I'll give you multiple options one for notes and one where you can just put in numbers so those formulas won't work so more members can choose if they want to do one or the other or both okay great thank you I actually I think this is I like the really clean version just as a way to be able to sort of eyeball the whole thing on a one page also one pager okay any other questions before we do the engagement Scott yes Dan I have two information requests that I think are small dollar relatively small dollar numbers and it has to do with our climate justice sustainability practices one is I know we do we have leaf blowers that are the two-stroke engine gas powered things that are really terrible and carbon emissions what would it cost to replace those with non gasoline sources of power and there's probably the same kind of two-stroke engine on lawn mowers and maybe some other equipment as well I don't think that's a huge capital expense but that's something I'd like for us to consider a second thing is and again this is one of those invest now and reap the returns soon is around replacing blenders and improving energy efficiency in our buildings that will pay for itself when the within a very short period of time which we can either use to have lower operating costs so more more teachers more curriculum through the operating side of the budget or we could even plow those savings back into the bond and have it be a zero in that expenditure over time it either one sounds good to me but if if there was an option or two around
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an energy efficiency I'd like to see that or is that too onerous and I know for the energy efficiency there's matching or some kind of matching state funds lots opportunities for student engagement around that and in terms of project-based CTE and we have already currently prioritized a list of the energy improvements that one that we're doing now but the ones that we want to go after with more capital so I can get that and send that out to the board that would be great and finally I don't know if anybody's done reflection on where we are in terms of student engagement with bond planning and project-based learning when we're working on schools either the repair side or the modernization side and whether or how we can take it up another notch going forward I think we're doing some really good stuff and I think we could also take that up a notch yeah we can get enough data our student engagement it's something we do report on quarterly I don't know where we are at the moment but and we do have annual goals but I don't get an update to that as well yeah I think it's worth doing a little cross sectional piece about how we can you know both on the curriculum side CTE side take it up another step Thanks can I ask a couple of things this is Rita so I'm going to ask for data but I think you've already sent it I'm just asking to get it again so it's at the top of my inbox I would like to compare these proposals against the information that I think you've already done laying out the like the critical system that the critical systems that are at risk of failing so you know the room them system and I'm pretty sure you've already sent that but it was quite a while ago and if you could if you have it to hand and could send it to us again I would appreciate that does this is that doable stand absolutely no wonder that okay okay and then around the technology I am totally on board with improving the you know infrastructure technological infrastructure around security and basic systems and all that I do have a question about two to five degree are the request for technological investments being driven by the pandemic I guess I would like to hear from somebody and I think it would be coming from the instructional side rather than OSM okay what do we imagine would be the role of Technology in a post Kovach world I'm going to I'm going to be optimistic it's a there will be a post coping world and I'm curious what how we envision instruction will be happening are we envisioning that we're going to have much greater use of technology on a normal basis or is this kind of the bias of the now so if somebody can give me a little information on that I appreciate okay thank you hi um yes I can I can provide a quick um response based on the work that we have been doing on wooden things that the the closures have done is that they tested us into a word hold on at rapid speed in a way that we will not be able to return things so we will
02h 20m 00s
continue to move forward that said what we are looking at upon re-entry is three scenarios one is in person on instruction but given the accommodations that will be necessary uh it would still put us in a hybrid situation where calendars may need to be adjusted space will need to be adjusted or we will need to continue at least for the midterm to remain in a full virtual learning and teaching environment because of that we've been thinking about one what are the practices that will need to be applied using devices platforms and applications in supporting students with their that with their learning it has to look different than it did this spring because for one just the grading system has been adjusted the number of hours on tasks have been reduced the the amount of time to support and guide teachers has been lessened and so those things will need to be revisited as we prepare to ensure that we are more robust in how we're addressing that so the role of technology will be how will devices become part of the enhanced instructional tool that will support the teaching and learning process how will we provide professional development inside of the platforms through a learning management system like canvas or pepper or whichever one is decided upon so that we provide teachers with the differ Cerie professional learning they will be and then how are we going to take advantage of the individualized instruction that has become a natural part of the learning experience for many of our students many of our teachers are using to go back to director babies comment on project-based learning we have several students who are now working on credit recovery using project-based learning as their model for learning and then that means it's a model for the teaching we're also looking at that as part of the CTE experience moving forward with with our students because now we are seeing that there are scenes for thriving with with those opportunities and so that means we need to have the broadband for those students so that they can work at home or in any other setting so we need to make that available but a key feature of our work moving forward is that technology is now going to be a permanent part of our teaching and learning practice so that means that the elements that contribute to the instructional core which is a teacher the student in the content will be inclusive of a broader role that technology will play I hope that sort of begins to answer the question yes and no I can't what I'm asking in the future and you know I don't expect an answer right this very second but in the future how how are we imagining instruction is that a look incorporating more technology I mean I get in shorts normally you know no question we have to we have to do what we can for the next year but I'm just thinking you know these capital bonds are intended to support stuff that is going to last for a very long time you know where we're building buildings that are going to ask for another century so I I need to figure out how to think about the technology in turn in a longer term perspective not just over the next year but three years from now how are we imagining technology is going to be incorporated and it's probably a longer answer than you want to give me right now and that's fine but I would like to I would like to get some insight on that and I'll tell you why because I am NOT a fan of online learning I think I think simply limited I think she'd benefit to some hybrid model I mean I can see using an end up laments like you know I'm I'm not a another Luddite you know I appreciate technology but I guess I'd
02h 25m 00s
like some reassurance that were kind of thinking about this longer term I I appreciate I was predicting to myself with what you might say about this director more because I don't want to give the public the impression that the model we envision in the future the educational delivery model for our students that it's you know that it's driven by computers and not through the benefit of the professional judgment of our educators and so there's no substitute for that face-to-face relationship but we do have to sort of come to terms and acknowledge that there is a role for technology in our schools you know as tools as a way to access content that otherwise might not come in in the form of textbooks for instance and we would be ill preparing our students if they weren't able to capitalize on using tools whatever their post-secondary plans are so it's true we probably should think beyond the education of the industrial educational model over the last 200 years if anything this episode has made it clear what we adaptable and flexible and be able to hop on a platform and I think some students who have had less interruption these last eight to ten weeks is because they have some rehearsed experience with platforms and they're still engaging with their teachers but certainly we we like every other district that's really reflecting them on this question you're provoking director more is you know what's the right balance of Technology or I would add our assessment or any other sort of important variable in the educational experience of our students you know I would also say what's the right balance of the Arts in the educational experience and that's not you know we're not we're not teaching drama band or visual art through distance learning necessarily either and so there's certainly a role for that as well I have to say that the sector Larry the Cleveland High School director Gary Riley is knocking it out of the park in teaching band he had distance learning he has provided incredible resources for students of which my daughter is one I would say that for me one of the really interesting things is as this this crazy time has given us a chance to say what if what what could be what could schools look like we know that kids need to be with peers and with teachers but I think you know there are some things I liked better about Zumba meetings and I like about in-person board meetings and there are some things I like better about in-person board meetings and zoom board meetings but how do we leverage that for our students in the future so I think this opens a possibility because we know that our system doesn't work for everyone and so how can we use technology and dance in curriculum and other pieces to really bring our district forward so I'm excited about those pieces and the possibility of new methods so if I could take a stab at Rhee asking director Mars excellent question in a way that might be give us an answer that's short and doable so imagine five years from now when we finally have a vaccine and we're back to quote normal sorry a a little snark there well how would a third-grade class be the same and how would it be different maybe one example of each same for seventh grade same for tenth grade so that that gives us some insight into the thinking without requiring PhD thesis and and gives us something concrete that we can relate to that would that would be my request well I think we know everybody sort of our best description of how we might perceive that future but what I will say just as an immediate response is I hope at whatever grade level it is whatever business we get back to in our schools that it works a lot better for our black native Brown DL and spent kids that's going back to that normal it wasn't working for them so if that means greater access to curriculum more culturally responsive pedagogy the use of tools they're technology-based or otherwise I hope that the educational model we're talking about in the future better serves kids that are on the
02h 30m 00s
bottom vent that I know that the board shares and was urgent about or we wouldn't have outlined do these as our goals that we take this opportunity to reflect on what might we change up so that it better meets their needs hear hear okay I'm gonna wrap it up it's 8:30 Dan did we have a little talk about engagement and what comes next and then and then that'll help talk about a little bit about how we get to actually the packages that we're going to be engaging the community with yeah thank you I think Courtney whistling is going to head on what that engagement my plan is going to look like and then some specific next steps yeah hi everybody thank you everybody for staying on and for this really robust and thoughtful is mission I'm really been learning a lot and really appreciate the dialogue so yeah the next steps were engagement now that we are getting kind of zeroing in a little bit more it feels like every time we get the team together we get a little closer and it's really helpful to have you all having these discussions because this is what's helping us to refine how we communicate these options to the community the timeline right now is that you know I think we mentioned that the bond committee meeting but not all of I don't believe all of you were there I think Michelle maybe wasn't there we're working on a number of ways to engage the community the first is that we're going to launch a survey in multiple which is we're shooting for about June first we're gonna hold a virtual Town Hall in early June and then continue the direct engagement with community members through through phone calls the community can also we set up an email address school bond at PBS net so folks don't have to wait for the survey to open up if they have thoughts and feedback that they want to start sharing they can do so now it's live and ready to go if people want to share so again I'll say it again school bond at PBS net and that'll go out in other communications materials and those are all things that are also being refined right now or I guess this conversation will help us move those to the next step to get those ready to go so we're in that sort of now what do we do with all this information phase so we're gonna have a lot of meetings over the next few weeks to actually follow the next to get fodder for the community to to look at and contemplate and provide feedback and input and they may even have more questions than you know then even opinions at this point we don't know what what we're going to hear which is kind of the beauty of it so so that's where we are right now I'm happy to answer any questions I think Kathleen and aim you're on if there are other questions that maybe I can't answer but I think we're in a good spot and this is really helpful yeah well actually Julie just sorry before you jump in cuz I did I did want to clarify that that's helpful in terms of our of our next steps I think one of the things that we do we do still need to do as a board we've gathered a lot of information we are gathering it tonight and we'll we need to settle on what we're going to the community with and we were hoping to get there tonight but you know it's okay we didn't but I think we need to figure out how we do get there I know I think we need to get there very quickly like within the next week so I'm gonna loop back with chair constan and and vice sure more to sort of talk about what's the next opportunity where the board could come together what I would ask is that staff take all of this and essentially based on on the sort of develop it into okay what would be a couple different options community with and then we need to come back to the board with those options we as a board as a full board can agree that that is in fact what we want to go out to the community with and we just can't wait very long for that to happen so thank you for saying that Andrew because it's really it's really up to you to decide what you want to put forward we're just hoping to help narrow it and get you thinking about getting to that next step so this is this is not the end but this is really really the good momentum that we need to get to that next next step great Juliet yeah I still have two things one just the survey obviously relies on people having access to unfortunately just given the environment were in access to the Internet and being able to do it electronically I hope that we are thinking about some ways just going back to our original part of the discussion tonight that we're finding ways to solicit feedback from those communities that on the maps show have been historically underserved in a variety of ways so that's one thing and then the second is and I would have jumped in
02h 35m 00s
earlier when people were adding kind of their extra pieces but I'm gonna ask again and I I've asked for this for a couple times but the the the second middle school and outer southeast we look at those maps at the very beginning you know high levels of poverty historically underserved students and outer South East and they are it's the one place with so large concentration so I would ask Dan if you can give an estimate on what it would be to convert one of those buildings Harrison Park most likely back to a functional middle school so that kids and outer southeast have the same things as kids and other quadrants of the city yeah we can put some numbers together Thank You Claudine Julia yes we are having conversations with the Community Engagement Team Jonathan she needs to talk about ways to reach folks who may not have easy access to a survey and will work with other staff to reach out to communities that are that are more challenged in that way I mean I know like the other day Rita and I participated in a sort of community forum that sei put on that had I don't know 70 to 80 people on it and I thought it was a good opportunity to just get a variety of different viewpoints so if there's some ways to get some focus groups or opportunities other than just filling out a survey or you know or one Town Hall it'd be great yeah and I think we can also think about how we distribute paper surveys and I'm I'm even texting with Margaret Calvert right now about ways to think about this so this is great I'm a little confused by one of your statements on the one hand we're trying to get input from the public and what should be in the bond and you're also saying we need to make up our mind what's in the bond which sounds like we make up our mind and then we do public process and I might help me with the timing on that yeah no I think the idea is I don't um is that I don't think it's very productive to go out to the public with a blank slate and say what would you like so we want to narrow that down and what we've talked about it a couple of the last meetings is narrowing that down to two or maybe three options to go out to sort of say here are some options those aren't hard and fast right we're not going to say you have to choose option hey B or C we're gonna say here are options let's say options a and B how do those feel what missing what do you want to exit so very similar to what we did tonight to gather that feedback but but but having a starting point for them to thank you okay Shere Khan say I'm any final remarks just that everybody should get those comments back and then we'll figure out how we we narrow sort of the scenarios that we want to put forth to the public but I do think we made some progress tonight in the spirit of just it's so complicated having public meetings in which you don't actually physically have a place and I'm wondering if we can have on the district landing page so we can point people to it both the template that we're going to be using but also that narrative so that while we are going to be going out to the broader community with some options that we have that information available just in the short term somewhere that I say both people can look at how the board members are maybe thinking about it using that template but also the narrative behind it just so we're starting to educate and share information with the community I think all the documents are already posted but Courtney I think you can help to make that a little bit more accessible for people in terms of just pointing to this session and the progress we've made and and making it jump out on the website then we have some work to do under consideration any page going but but we know it's a priority and it's on the list the very long list thank you great okay thank you everybody appreciate the extra time and there is more to come on this its but it is actually a great conversation and I think we heard a lot of really key things from from board members and from staff as well so thanks for your time
02h 40m 00s
and we will be following up very soon


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