2020-08-11 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2020-08-11
Time	18:00:00
Venue	Virtual/Online
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: PPS Board of Education Regular Meeting 8/11/2020

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this board meeting of the board of education for august 11 2020 any item on this has been posted as required by state law this meeting is being 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 streamed live on our pps tv services website welcome everybody and thank you for joining us this evening tonight we look forward to an overview of the district's blueprint for re-entry and to hear in more detail about how students will experience distance learning this fall i know there's been a lot of interest in the high school schedule and i know that we don't quite have finalized information about what the high school schedule will look like but we will be getting that shortly we begin with the board consent agenda board members if there are any items you would like to pull we will set those aside for discussion and vote at the end of the meeting are there any items you would like to pull from the consent agenda so i would like to pull the uh portland state um iga senior inquiry courses question or agenda item sorry my dog's chosen the park of course the they the dogs know all right um do we need to have a motion and second that or can we just pull that off the consent agenda it can just be pulled off and then you vote on the consent agenda it's modified okay consent agenda and consider that at the end of the meeting are there any other items to pull from the consent agenda i just want to make sure that we have the right numbers listed in the consent agenda since we have some edits today cara can you make sure that we have can you tell uh director chair lowry what the numbers are on the consent agenda resolution numbers yes we are six one sorry six one five four through six one six one and the resolution for portland state is resolution six one five four so we'll just the casino general will be six one five five through six one six one great thank you okay um is there any board uh sorry i've scrolled down my script and i'm lost okay miss bradshaw are there any other changes to the consent agenda there was a resolution added about four o'clock which was posted okay um do i have a motion and a second to adopt the consent agenda second all right so director brim edwards moves and dr scott's seconds uh is there any board discussion on the consent agenda no but i will send my question clearly on the season okay dr um great the board will now vote on resolution 6155-6161 in the consent agenda all in favor please indicate by saying yes yes yes all opposed please indicate by saying no are there any abstentions the consent agenda is approved by a vote of seven to zero with student representative shu voting i know i saw nathaniel on here student representative shu how are you voting all right i can't hear him can other people hear nathaniel no give give us a thumbs up if you're in favor okay everybody okay yes i'm sorry director broome edwards was the item you pulled
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regarding the green thumb agreement with psu or regarding the senior inquiry project senior inquiry so i think that is actually item um six one five one six one and uh or i forget the first two numbers five four is the green thumb okay so okay so um 6154 should have been on the consent agenda it sounds like we made an error there in our resolution numbers sorry i'm trying to flip between screens and i i didn't have that uh can you confirm the resolution number of the psu um senior inc uh so that is six one six one um i show that six one six one is the resolution correcting the scrivener's error in resolution six five well maybe it's not up to date but i'm i'm looking at board book i'm as well it's six one six zero that's part of the there you go six one six zero oh it's part of the contracts okay okay so let's can liz how do we uh say that last vote didn't count we made an error so i think you could just re-vote have a motion start over with a correct enunciate the correct resolution numbers and we will deem those to be the approval of the consent agenda okay so we are gonna now vote on the consent agenda once i get a motion and that's gonna be six one five four through six one five nine and six one six one because six one six zero is the one that has been pulled so moved great so director constant should i have a second second okay is there any discussion all right the board will not vote on the board will now vote on resolutions six one five four six one five nine and 6.61 in the consent agenda all in flavor please indicate by saying yes yes yes yes yes all please indicate by saying no are there any abstentions the consent agenda is approved by a vote of seven to zero with student representative shu voting all right we're gonna go with yes based on thumbs up all right we now turn to student and public comment before we begin i would like to review our guidelines for comment the board thanks the community for taking the time to attend this meeting and provide your comments public input informs our work and we look forward to hearing your thoughts reflections and concerns our responsibility as a board is to actively listen board members and the superintendent will not respond to comments or questions during public comment but our board office will follow up on board-related issues raised during public testimony we request that complaints about individual employees be directed to the superintendent's office as a personnel matter if you have additional materials or you would like to provide to the board or superintendent we ask that you email them to publiccomment pps.net again that is public comment at pps.net please make sure when you begin your comment that you clearly state your name and spell your last name for the record you won't have three minutes to speak you will hear a sound at the three minute mark which means it is time to conclude your comments ms bradshaw do we have anyone signed up for student or public comment tonight yes we have taviandre thomas i don't see his name in the list but i wanted to call him make sure taviando thomas are you here with us tonight i've been in contact with tay he says he can't make it because his dsc meeting ran long okay you're next on the list so ian simpson
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all right superintendent guerrero chairperson lowry school board members and community members thank you for hearing my testimony tonight my name is ian simpson s-i-n-p-s-o-n and i'm here today representing cleveland high school and the student voice for the arts to testify against the switch to the four by four schedule instead of the normal eight period a b schedule well this would have been favor favorable for online school earlier this year when no teacher had a plan for online learning and how it would work it is not favorable for the upcoming school year students already spend the three months of summer break with no material to keep them up and i can personally say that i along with many other students forget a decent amount of what i was taught in that time now imagine if that time was expanded to more than seven months art and music are not subjects that you can cram for they require weeks months and years of practice and guidance from teachers that can not be provided in just a few months time just to be abruptly stopped in the middle of the year i would much rather be online with an eight period schedule than be at school with the 4x4 i'm here to advocate for the arts but this impact but this impacts all students no matter what their aspirations are i learned just today that cleveland high school and lincoln high school have been exempted from the 4x4 schedule due to conflicts with the ib program and i applaud that however there are still many other schools out there who have amazing art programs and whose students would be hurt by the 4x4 schedule bandit cleveland would not be the same if it weren't for our constant competition against grant or franklin in the short time the student voice for the arts has been operating alongsi alongside the district's master arts education program we have made huge huge advances towards giving all students an equitable opportunity to receive arts education let's not intentionally backtrack now that we have accomplished so much thank you thank you miss bradshaw is there further public comment yes stewart dear members of the board and community my name is lilly stewart s-t-e-w-a-r-t and i'm a rising junior at grant i've attended pbs school since kindergarten in the past few months i found myself frequently worried in worrying about a looming pandemic the rights and safety of bypoc peers and the state of the world at large i have also found time to worry at length about the future of my education and the system of education in general i see this time as an opportunity to rethink what's really important but also as a chance to vastly expand inequality that has always surrounded our school system it is with this lens that i ask the district to commit to specifics on what middle and high school will look like in my house i know that i will be responsible for helping my younger brother a rising sixth grader navigate his transition to middle school as my mom works to independently support our household with this in mind families like mine need to know how to plan for the year ahead high schoolers need to schedule asap and an opportunity to revisit the courses we forecasted for last spring this must include the ability to ask for a lighter course load for me that means evaluating whether i can really manage five college level courses from my house and care for my little brother at the same time for others it means reworking schedules at jobs they've obtained for all students it means having the tools to create rhythm and structure and be better prepared for the year ahead as the schedule is created please do not give up on the idea of an eight course layout visual and performing arts sciences world language and math programs all work best when students have the ability to learn consistently rather than trying to cram everything into a small window these courses give students an opportunity to build deeper relationships with teachers and peers that have already been stretched thin by the pandemic they give students like me something to look forward to and opportunities to see long-term growth condensing classes only provides more chances for struggling students to fall behind in addition to these requests please consider transitioning to zoom instead of google meets as a student who's relied on section 504 to participate fully in school zoom is a better option for me and my peers it has been consistently deemed more accessible and less overwhelming provides more options and flexibility for students and teachers and has updated security and encryption to protect students and data the interface means that students can ask questions privately and have a teacher answer them publicly or individually it gives students and teachers the ability to see anyone in class has elected to turn their video on rather than watching as each pass of a maps shifts the positions of my classmates in google meets while online learning cannot replicate in classroom instruction it offers new possibilities to work most effectively it must include ways for me to build relationships and check in with my teachers about how i'm doing not only in school but in the rest of my life there are many things that will be different about the upcoming school year but it is imperative that details arrive in a consistent and timely fashion
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for the sake of all students and families thank you thank you is there further student comment ms bradshaw yes you have adam calvary hi my name is adam calverley c-a-l-v-e-r and i'm an 8th grader at jackson middle school in zone 1. i attended stevenson elementary school and at this point of time i plan on attending wilson high school for my high school years thank you so much for the opportunity for me to talk to all of you guys today i want to give an additional thank you to principal cosmella miss barnes miss venture and of course my mom for the help you guys have given me i'm here today to ask you to accept our committee request to explore the renaming of jackson a committee is very crucial to get community data and input this committee would include the voices of educators parents and students as you know this committee would be one of the first steps in the renaming process this summer i was already able to get community to get community input with my petition on change.org with over 500 signatures and over 600 comments supporting the renaming of jackson the importance of time was a concern voiced in many of the comments people in her life have also expressed concern about the importance of time personally to me many people believe this is the time district to start the process instead of the 2021 year personally i would like to get this committee started as soon as possible the sooner the better the renaming is important to me because i would like to leave jackson better than i found it also i would like to decrease the amount of racial discrimination among ppf schools including jackson a building named after andrew jackson gives off a message saying pps and the community honors slavery oppression racism removing people from their land and genocide i hope this is not what portland public schools stands for as these are ideas we stand against to recap i'm asking the board today to honor our committee request to begin the renaming process of jackson middle school as in one of your last board meetings it was stated the community should take the lead and the board should support thank you thank you ms bradshaw is there any more student or public comment yes erica come there thank you for um adding me to the schedule to speak tonight my name is erica compares about c-o-m-p-e-r-e i recognize this is a challenging time things are moving quickly and we're all improvising to provide the best we can with the information available plans a and b are being judged with c and d juggled around and me personally i'm preparing for plan e which is whatever erica can figure out in this time of uncertainty that said there is one clear and present concern i have regarding equity and learning in order to do my best as a parent teacher i need to know what concrete actions pps is taking to combat the threat of widening pre-kovid disparities between bypass scholars and whites if we don't have an immediate response on the front end of planning we risk tipping over into the abyss that separates who gets what and how much as a passionate lifelong learner i feel it is my civic duty to declare that now is the time to revolutionize the public school system if we ever hope to thrive as a sustainable society we are at a point in the story of american education where we either shrug our shoulders and just do the best that we can until we get back to normal which wasn't great in the first place or seize the opportunity to open the doors of learning and transform education as we know it and it can start with just one action i am a solution-focused kind of person i don't plan to fail i'm not here to complain and i wholeheartedly support honest efforts in fact i was pleased to read that you are expanding the ways we support our students for the upcoming school year with trained social workers and trauma-informed care and racial equity and social justice expanding partnerships with mental health community agencies to help support our most marginalized students is also a good plan i am curious to learn more about the ways in which we can creatively support our bipoc students and families these intentions cited in the august 7 fall 2020 update read nicely but i wonder about the execution words are inert without direct action and right now we as parents are the first line of defense as guardians for our children's learning the execution of online learning will ultimately fall on our shoulders and the trenches are hellish right now trusting our own skill as facilitators of learning is too much to ask without in-person support
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i have a master's degree from an ivy league institution and 25 years experience in the field of education and i struggled to teach my second grader through the last quarter of school the tradition of disenfranchising communities will continue without extra support but few of us can afford additional resources to pay tutors or learning pod facilitators that could support equitable education so here's my question will pps proactively partner with parents by providing funds to hire tutors to facilitate learning pods intentionally designed for bypass scholars and learners with special needs if the answer is no what is your plan to prevent the widening gap that will inevitably result in from an action plan f for yet another failure is not an option my children matter and deserve to succeed thank you ms bradshaw is there further public comment no well i want to thank you again for your comments and i um i like plan e a lee with an e erica with an e um and i know that um we have many many people who are anxiously awaiting for us to get to the re-entry plans and some more of those details about how specifically pps is responding if you have any other follow-up or comments you can send those to us and follow up with our board manager roseanne powell if you have something specific that you want to follow up with on your comments we turn now to our student representative shu nathaniel would you like to provide us with your report this evening uh yes can you hear me yes yes you know ah great sorry about earlier um my microphones not really reliable at the moment um there really isn't much to report at this time as um i just gave one uh last week and of course it is summer um so i'm just going to keep this wheel brief um a few quick updates on what i said last meeting um just got out of a dsc meeting as you heard it ran a bit long and um i'm happy to say that we have finalized a um schedule for committees um we now have each committee and task force and i believe advisory council with a rep from the dsc most have two some have one some have three um and chair lowry that is the link that i sent you earlier today um also about 1.20.012 p our governing policy we have set up a meeting later this week to discuss our engagement policy our engagement strategy um as we as i mentioned um in the last meeting and finally members of the dsc thought that it was important to note that there have been a great number of students who have been really engaged in trying to figure out what this next year schedule is going to look like and that that is truly critical um but that i believe that's it um so thank you thank you student representative shu superintendent guerrero do you have a report to share with us tonight i do chair lowry good evening directors and to those watching our live stream a few areas i'd like to focus on um this evening we have as a main entree another regular update to the board on our re-entry plans hopefully a board members and community have continued to hear evolving and continued details around some of our planning so in a few moments our team is going to provide yet another update on fall 2020 planning they're going to walk directors uh through some of the key parts of our school district's plan for reentry this fall which is expected to be captured in an oregon department of education template referred to as a blueprint we're in good shape there and even as we continue to make adjustments to department of education guidance today superintendents receive some additional changes modifications and new guidance so we continue to incorporate those each week our directors should know that school districts up and down uh the willamette corridor in the state are all in real time uh supporting one another uh in developing their plans for for re-entry so uh and that includes all aspects whether it's instruction our nutrition our supports uh health and
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safety protocols etc so directors will get it this evening another dose of information and details and we'll make sure to make plenty of uh time and staff available for for your questions normally i want to acknowledge august is always a busy month getting ready for the launch of the school year and this is not a typical back to school and but i want to recognize students families and staff have many questions at this time for example and we've already heard again this evening and thank you those who have written in uh folks want everyone wants a firm understanding of what to unders what to expect with our school schedules so we're continuing uh to work with school leaders educators and our labor partners we'll be sharing this evening some sample schedules for certain grade levels this evening and we look forward to sharing some of the flexibilities for secondary students that also accommodates high schools with ib programming as well as some of the arts program you heard advocacy for earlier from from our students wherever possible and just to keep up to pace with the adjustments and uh and planning and implementation for the school year just to let the directors know this week i've also transitioned some of our internal work to focus on firming up our goal of identifying things like a menu an array of supports for our students and families appreciated the advocacy earlier i also want to thank all those parents in particular from communities of color who provided input um throughout the summer and participated in some of our focus groups we're looking forward to incorporating many of those good ideas and suggestions so encourage everyone to stay up to date with information posted on our website we try to get out a community-wide news update uh uh as we collect substantive information and uh many more details will continue revealing themselves uh and they even come in the coming week before the next regular board meeting so uh you'll hear more from the team in just a moment second thing i wanted to talk about because in the midst of even this pandemic the school calendar where calendar moves on and one of our traditional milestones is to always welcome back our school leaders our principals and assistant principals we did have our leadership institute not the typical leadership institute that's typically almost a week long and a really nice culture and professional learning builder for us this year we went with the virtual abbreviated two-day version oriented to our school leaders a theme of which for this 2020 institute is together we will i have the privilege of welcoming back our school leaders and making a few opening remarks and these couple days were an important opportunity for our school leaders to come back together recalibrate engage in some very targeted and specific professional development and training that will help prepare them for the launch of comprehensive distance learning on all of our um sessions and i want to thank all the staff who provided uh these sessions hopefully uh have helped to provide our administrators uh with some of the nuts and bolts uh regarding our learning platforms and some of the digital resources uh which we're going to give directors a little bit of a taste and preview of uh this evening so um so i'm truly hoping that the next leadership institute will have us all back together again in person including with our directors uh which we always like to to have present along with many of our community stakeholders uh i also want to give a shout out to last year last week was focused on our administrators this week is focused on our teachers so we also have uh over 150 teachers yesterday who were participating in numerous sessions related to our digital resources uh as well and uh we're going to continue to make much of those learnings available uh asynchronously as well for our teachers so speaking of school leaders uh a number of the participants at the leadership institute were there as new uh pps school leaders some were actually new in their roles and some not necessarily new to portland public schools but in fact 14 of the administrators on this slide and the next uh have received uh promotional leadership appointments our folks who have been in our school district and continue to grow in their career pathway so we're really proud of our our leadership appointments folks may have caught these individually announced i just wanted to make sure you see them listed here and on the next slide just a few highlights uh five of these leaders began their
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education careers at pps uh four of these new principals have uh particular backgrounds and special education uh and not to be outdone two of them have a strong background as as music educators so we're we're all with that's for your channel we always aim to and now that's my dog we always aim to draw the best and the brightest from both inside and outside the community and uh a handful of our new leaders are coming from uh many miles away including places like michigan georgia and even the people's republic of china and i also want to share a listing of the names of our new assistants and vice principals also finding themselves in new leadership appointments we all recognize they play a really critical role in the success of our schools and our students uh and we're really pleased to welcome them in their new roles so all of these leaders are preparing uh for what will be a beginning of the school year unlike any other uh but i have great confidence that they will be up to the task uh i think uh all of them spoke to to some extent in our interviews about uh the aspirational vision and their role in galvanizing their school communities towards that graduate portrait so i hope you will all join me in congratulating them and stand ready to support them uh we look forward to kicking off the school year with our new leaders so i'm going to pause it there and that concludes my report for this evening chair larry and directors thank you thank you superintendent um it is 6 37 some of us have been in a meeting since five tonight so we are going gonna take a three-minute stretch uh bio break um we'll get back at 6 40 to move on to our reentry plan so um i encourage everyone even if you don't leave where you are to stand up it is good for your brain to move your body a little bit during these long meetings so let's go with our three minute break you you which according to my agenda means that it is time for us to start our re-entry update superintendent guerrero are you there great did you stand up um i confessed that i did not
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i also want to put out the disclaimer that no animals were harmed sorry that's all right my my cat uh sometimes when i was filming worship at home still decided to like meow in the middle of my sermon so it happens to all of us the breather uh i think this evening uh board's looking forward to yet another re-entry update uh so we're going to go ahead and do that next uh i do want to say we're going to try to hold the staff to 20 minutes because the board has lots of questions we're eager to ask and we want to have the full 30 for the board to ask those i'm positive there are stop watches being set the moment i stopped talking uh but i did want to start off by saying in advance i want to appreciate chief brenda bartnick who has served to sort of facilitate and convene an advisory committee in numerous work groups and as we allow our chiefs to get back to the core functions of their work uh and we streamline on our implementation phase i just want to thank kern all of the other work group leads who have been working and collaborating with other districts and other technical assistants that's been supporting our district so thank you for your leadership and i'm looking forward to having directors here from our other senior level staff that are going to talk about all the important components that continue to take shape okay start the stock watch take it away chief martin thank you superintendent uh thank you board chair the board our families in our community tonight we're going to focus on the draft of our ode blueprint submission to ode and we're going to share some of the main components of the plan next slide we continue to ground all of our discussions and our actions in our racial equity and social justice work our theory of action and our strategic plan so as you can see i'm not going to go through these again tonight but this is how we have been using our guiding principles to plan all of our work and that is not my dog that is a neighbor's dog so next slide uh so we're going to be submitting our ode blueprint uh in regards to our comprehensive distance learning plan which is our virtual learning plan and that's going to be submitted on this friday there's a number of parts to the blueprint such as community engagement operations nutrition or meal sites uh professional development and attendance but tonight we're going to focus on four main pieces of our virtual learning or our comprehensive distance learning there they are our academic conditions our digital learning needs our racial equity and access and student and family supports so right now i'm going to go ahead and turn the time over to uh dr luis valentino good evening um board charlarry superintendent guerrero uh board members community um can you please um go to the next slide please so to ensure comprehensive distance learning we have to be clear that there's a premise that informs our work and one is that every student each and every student will receive an engaging and comprehensive rigorous academic experience every day of the week um and every week during the the closure and even after the learning day will be organized so that the teacher the time that the educators spend directly interacting with students will be of high quality and focused on meaningful learning tasks families will receive focused support and training for digital learning tools and you will hear more about this in a second and the comprehensive distance learning planning and instruction will include centrally and teacher design lessons and there will be integrated district-wide support services available to the students the teachers and and staff and um i will when we think about the kindergartners and the re-entry we really have to think about the the early learner and so emily glasgow director of early learning will share information that actually focuses on that group of students thank you dr valentino and we can go on to the next slide so we did want to pause and take a minute to talk about the kindergarten transition and the kindergarten experience the early learning department always puts extra extra attention and extra support and extra planning into kinder transition and we know that this year that's even more necessary than ever so we wanted to just highlight some of the things we're working on in the spring we launched online registration for kindergarten that continues to be open and has made it possible for families to register and continue to register in a digital environment we're working with our technology department to make sure that there are developmentally appropriate devices that will be available to kindergarten students whose family need them for home
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learning and also working on physical material backpacks that we can get out to households to support families and students with learning we're working on community meet and greets both at the central level and at the school level we're hoping to organize a kindergarten family town hall at the central level sometime before the end of august and we're working with principals to make sure that schools are also hosting unique meet and greet virtual opportunities for kindergarten families to connect we are working on orientation to the virtual platforms that are going to be in place for kindergarten families um that that will begin as soon hopefully as next week when principals will have a kindergarten specific document they can start sending out to families to start orienting families to the digital platforms that they'll need familiarity with to do learning at home and then we have a team that's working centrally on creating multilingual videos and graphics to support families um through the end of august and ends of september so that they know how to use the tools that their kids will need to use to access learning we're also asking that teachers um take the time in the first couple of weeks of school um to make a one-to-one connection with every family that might look like a call it might look like a video chat or it might look like a virtual or a distance home visit as we're thinking about the actual learning program for kindergartners this year we're leaning heavily on our new early learner core values you can see that document here and it's also linked in the presentation last year we convened a p3 advisory council of 35 people including central office leadership school-based people community partners and we work to backward map the graduate portrait to an early learner portrait to really flesh out what do early learners need to be able to meet the graduate portrait by the time they they graduate from high school and pps so we're using that document this year to drive our planning and thinking we're using it to think about the soft start that will be kind of the entry into kindergarten this year which will really focus on building community and relationships with both our kindergartners and their families we're leaning in to make sure that our kindergartners are getting small group instruction that's appropriate for their developmental needs and we'll be doing some specific kindergarten teacher and ea professional development in early september and throughout the year focused on how do you apply these core values to create developmentally appropriate practices in a digital learning environment so i'm going to pass now to kevin crotchet from learning technologies to share a little bit more about the specific platforms that i've referenced good evening to all uh next slide please uh there we are um you know as we continue to discuss and plan and work towards the opening school year we truly wanted to provide community and board the board with um a visual for two of our virtual entry points um for our students this year um before i do that i do want to thank um alexandra sagan who is a tech smart coach and teacher as well as chris bartlow uh math computer science at wilson as well as sarita flores and doug miller who have just spent some time over the weekend wanting to and being willing to share their virtual spaces with us um our our first um look into this space as you know uh this fall our k5 classrooms will provide instruction and content in a digital platform known as seesaw next slide um this clip comes to us from alexandria fagan and it's just a short two and a half minute clip to introduce us a little bit to what seesaw looks like from both teachers and student standpoints will it play i'm just waiting to know if we have a a solution to uh the technical difficulty or you know the video will play roseanne are you able to get when i click on it on board books it opens a youtube link so i'm not sure if that's the issue you're running into so i'm not sure do you hear the video play i don't know roseanne so when i hit it i hear it play i'm not quite sure why that's not working yeah just uh roseanne i've tried this before often youtube videos won't you can hear them but they don't um project through um the video call there is a way to embed it but i don't know how to do it
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okay um i just couldn't ask link was embedded in the powerpoint because that can be a way to get around what andrew just mentioned it is embedded in the powerpoint it is okay um i can try closing in this powerpoint and sharing my screen instead let's try it okay in just a moment [Music] i don't think that's the video i think that is that the neighbor's dog again brenda no i'm actually on mute and i'm wondering do does our 20 minutes keep counting no i'm gonna be nice and not count the technical difficulties in your 20 minutes but i do think i mean this is perfectly illustrating the challenges that we're all facing and that i think our students are also facing of um this is a lot to navigate and even for us to use computers all the time and do these things a lot it is challenging so we will we'll give you credit we'll show grace which i know is is part of what we all will be doing with our students this year all right man are we ready okay let's give another try you'll need to play unfortunately the video is not uh the audio is not coming i had to unmute it when i played it on mine roseanne so on the like uh on the bottom yes about how students would be thinking of different animal traits that they would compare themselves to can you start that over roseanne at the beginning yes we started the lesson with a google me invite it was sent out through seesaw for the students learning management system i shared this slide deck and defined what a simile was i provided a sentence stem i am as blank as a blank and we talked about how students would be thinking of different animal traits that they would compare themselves to then we zoomed in on our learning targets we talked about animal simile examples so that the students could start to get some ideas for their own simile this was an opportunity for guided practice with teacher support as well as class brainstorming so that kids could learn from each other and get ideas from each other and i told the students that they would be creating their animal simile in seesaw and that would be the asynchronous part of the learning when students logged into seesaw later in the day they saw the activity at the top of their feet i embedded a video to model use of each of the tech tools the students were expected to use in this activity i modeled how to take a picture with the camera how to use the drawing tools to draw my animal and then finally how to record my simile using the microphone and they would click on add response as you see in the directions in order to finish their simile students submitted their similes and when they first submit a post only the teacher and that student can view it once the teacher approves the post it can be viewed by the family but since this was a collaborative learning experience we talked about how we wanted to share our similes with everyone in the class and also to get feedback from teachers and peers so as i scroll down you'll see i changed the viewing to everyone and here is a little guy who took his picture outside and here's his simile i'm as quick as a chica so this guy is quick as a cheetah and he receives some feedback from me
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and you can see many people have viewed his post thank you um next slide um our second clip also about two and a half minutes um takes us from kindergarten to uh high school with chris bartlow's classroom in canvas canvas is the platform that will be used in our 6th through 12th grades howdy folks my name is chris partland i teach computer science over at wilson high school and i'm here to talk a little bit about canvas um so this video i'm going to talk about my my canvas course and how it's set up for students last spring when we switched over to covid this right here is the student view so when the students click on computer science in this case six they they are loaded up to this page and this is how i organize and show it to everyone um right here i put my main announcements so i always have a module at the top that's sort of like the first thing you see so that you you don't miss anything i organize it into weeks you'll notice that the dates don't correspond exactly when we started um because i tried out some different um methods so it turned out that a weekly schedule worked out a lot better for the students that they could um lay out their week and so you give them everything right at the beginning of the week and then they sort of divvied it out so this one is a embedded page here so they click on this and you can see that there's a page that has the content that i want them to go through so i've linked to a couple of videos that i want them to watch here and so these are three videos relating to the machine and alan turing and so that's kind of the one content that i want and then i give them um here is an assignment you can tell it's an assignment because it has this little paper and pencil on it um i didn't assign things at points i was just marking them completed or not and so here um you can see here that this is just a you know did you did you do it i didn't use the rupert chronicles this was our first one i just wanted them to do it i gave them a few points that i wanted on the topic so they could see exactly what they wanted and then they click on the submit assignment button which gives them a text entry box and then they can submit it and then it shows up in my my grading where then i can have a dialogue with them you know through the chat on the side you can see i i also added some messages and things like that so these are links to um uh you know i it was really important for me to to do all of the content asynchronously it's it's so essential for the kids to have the content be available asynchronously they cannot access this material live very often mostly kids have a very disruptive schedules um poor internet connections things like that and so being able to see a video from me or or see the content written down was was pretty essential for them um then we have a couple this is it was a multi-week assignment so here we did some skill building activities learning about um interactive fiction and then we had the the final weeks be about building that and turning in um like an actual prototype of interaction piece so thank you um thank you so much for getting the videos working um and honoring the teachers as well um i just uh note that the links there are to the full videos which are five to ten minutes long from both teachers are available for your uh post session review with that i turn to dr bird and scheduling considerations thank you before dr bird comes on i would just say that you know after our kids are able to go through all of this and have the teachers show them how to do the pictures and draw and record themselves they are going to be so seamless at this tech that what they're sitting in these seats in you know 10 20 years they they won't have these hiccups we have because they'll they'll have mastered it for sure dr bird all right thank you chair lowry we get the slide show back up oh it's coming back up i just want to just talk to you about the schedule considerations that we uh used when we were creating the schedule so we used the guiding principle that we're going to center the needs of our black and native uh students we wanted uh small we had small groups of uh teachers and principals work on the schedules for elementary middle and high school we want this to look different than the spring so and we it needs to because there are some guidelines from ode that we need to follow and including daily uh engagement and attendance and grades will be taken we want to make sure that there's opportunities for both small group instruction and that we're prioritizing engagement for both in-person and applied learning okay next step so i want to just show you a couple of uh sample schedules so if you're a first grade student so what we're basically saying to to school leaders is uh here's the box these are the things that need to go in the box and uh then you can arrange the time uh that you want to do things so not everybody
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will do necessarily literacy in the first thing in the morning some people will do math first so we just are providing the the framework for it and then um certain elements need to be there so in this first grade student uh they'll have some time in the morning at all levels uh elementary middle and high school to go to nutrition hubs to get their food uh their breakfast and lunch so that they'll have uninterrupted time during the day to learn because we needed to schedule a lunch period in the middle of the day but you'll see here that this uh first grader will start out with a class meeting after they go and get their breakfast they'll have their breakfast have their classroom meeting then they'll go into a language arts block they'll have a break for recess going to math uh and their specials classes and then another break so you'll see in the what what i would just point out about the first creator's schedule is that there is um there are breaks in there so they're not in front of a computer screen for hours on end so we wanted to provide some breaks in the day when they come in from recess they'll have maybe they'll have some small group work or intervention work for those children that need it quite enrichment work for the children who need that then they'll finish out the day with science or health so you'll see that the the and they'll be doing some uh synchronous meaning live work as well as asynchronous work in in these blocks so they will not be necessarily on the computer from 9 30 to 11 they might be breaking to do some asynchronous work okay next schedule the next one is an eighth grade student so eighth grade students uh this would be one day and then i'll explain the next day so they too are going to have time in the morning to prepare for their day and access nutrition so school for them will actually they'll have some time to to get ready and this is uh as kids get older because they are tired in the morning so they will start their first class at 9 30 and these classes will be comprised of whole group and small group instruction all throughout the day so this would be one in the morning the middle school schedule works in the morning that they have their synchronous or live class time with teachers then they have a break for lunch break to stretch and then the afternoon they're doing applied learning so they're applying what they learned in the in the morning there are also opportunities for uh teachers to check in with them uh in the afternoon and there's an advisory which is a very important component of middle school or other small group opportunities and there's also time built in these schedules when students are doing their apply learning for teachers to evaluate and give feedback do planning so we built in uh additional time for planning for teachers and these um schedules so this would be a monday for an eighth grade student the tuesday would be periods uh four five and six on the opposite day so they'll see all their classes in the in the morning hours okay and then uh the the uh schedule that we are finalizing right now is the high school schedule i know there are lots of questions about that which i'm happy to address at the questioning part of the uh of the presentation but i do want you to know that we'll have we are very close to finalizing that and we'll have that done uh uh this week and we'll have communication out and i'll turn it over to danny ledezma to talk about racial equity and social justice hi everyone uh so uh i wanted to uh let you know uh give you a little bit more information uh like two weeks ago i uh the superintendent and i uh provided a memo just a short memo uh about this redesign work uh and so what we thought we could do today is talk a little bit more in depth about the specific strategies that we hope to employ uh tell you more about our partners and then uh talk about how we're working with them to do some uh aligned and collaborative planning going into re-entry so in our theory of action we talk a lot about the sort of um racial equity social justice strategies right it is these strategies that are combined with uh the the work around uh the instructional core and so we wanted to be really clear that when we're talking about those strategies we're talking about these five strategies um and so we will be partnering with culturally specific organizations to engage in this really important research backed strategies that have been proven to be effective with specifically with students of color to really help catalyze and boost student achievement so the first uh strategy is culturally specific family engagement uh we've worked to align this so that it's really focused in on making sure that our families are connected and supported at an early age so as early as possible in terms of pre-k to k-5 and our research shows that like when we're building dual capacity both at the system level and within families that uh students do much better when their parents are not only sort of aware of what's going on in their in their students lives but really are empowered to be uh to be advocates and have some agency and their students learning so our partners for culturally specific family engagement include organizations like black parent initiative immigrant and refugee community organization erco latino network uh sort of deploying the junto software demos program self-enhancement inc or sei horizon's counseling um kairos pdx and native american youth and family center
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our second strategy is wrap around services and this is really uh it is what it says it is but i want to be really clear that when we're talking about wrap around services we're talking about a specific model that at a bare minimum includes academic supports and the wrap around is what are in addition to academic supports what are the other uh suite of service needs and or referrals to ensure that not only the student is doing well but they're family supported and these services are really focused in at the high school level so that we're helping students get across across the stage for graduation and into the career and college of their choice and our partners for wraparound services include erco latino network in early escala as an escalara as well as collegio de padres um open school the step-up program uh portland opportunities industrialization center or poic sei and neha family center and then our last three strategies are really focused in on providing direct services to middle school students in three key areas as you think about like the adolescent and the pre-adolescent uh student who's really important that we're supporting their uh development in terms of a positive cultural and cultural identification as well as developing that agency so that they're taking charge of their learning uh actively engaged in their learning and setting them up for high school success um and so we're engaging in mentoring and leadership development extended learning and enrichment and positive cultural identity development programming and our partners include uh the center for intercultural organizing the coalition of black men erco latino network michael greis and the ambassadors program poic reap incorporated the im academy horizons counseling chess for success urban league black parent initiative mia family center erko we really have a robust set of culturally specific partners the reason why i want to just key in on culturally specific partners and why we think that's really important is when we talk about culturally specific partners these are organizations that not only have culturally responsive or targeted programming aimed at a specific population they have expertise they have experience same lived and shared lived experiences are students of color but they have a deeper level of accountability to the communities that they serve so they're bored their staff their leadership teams are all reflective of those communities and they have what i like to call grocery store accountability so when they're in the grocery store they see the families and the students that they're serving and they are they're held accountable because they're in community with folks and there is that that structure so overall we're partnering with 16 culturally specific partners we're prioritizing services in our csi tsi and title schools and we're uh in the process of finalizing our contracts you'll see those coming up over the next couple of board meetings as we move into the school year at the same time we're also meeting with our partners in three sort of key groups where we're looking at ways that we can really collaborate across all of the departments at portland public schools to make sure that our re-entry plans are successful and that we have some alignment not only in services but we're thinking about how we can continue to collaborate so last friday from 4 to 5 p.m on a friday we had just amazing folks from pbs who met with our high school providers to identify places where we can collaborate uh this friday at noon not at four not at five we're gonna meet with our culturally specific family providers to talk about that access to technology to devices to think about how we can support uh through professional development for our partners so that it's aligned so that they can really support our parents in terms of the learning and the new the new technology platforms um and then we'll be meeting with our middle school providers to really sort of key into how they can leverage a lot of the a lot of the work that you're gonna hear james talk about next around really solidifying those connections between school and community students and families and their their school sites so i'm really uh looking forward to to continue to work with our partners you'll hear a much more robust update once we've got all of our all of our contracts negotiated and our uh our work uh solidified but we are in um we are in a lot of alignment and it's been really thrilling to see how all the different departments are coming together at pps to really make sure that we're not just talking about the partnerships which is a very key but we're really going keying into those key strategies that are going to support our instructional core so that our students are succeeding in the fall so i'm going to turn it over to our senior director james loveland who's going to talk about some of our internal supports we have at pbs and james this is chair lowry and we want to hear what you have to say and i know it's vitally important but i would also say that you guys are already at half an hour of your 20 minute presentation and i know that that included technical difficulties so just want to ask you to be sustained as succinct as possible with all the details we need if if that's not too big of an ask
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absolutely chair i will try to try to be succinct um good evening everyone uh so glad to be here to speak a little bit about plans for mental health and wellness supports as we move towards reopening in september i think i'd like to start with what i think is the most substantial way that we will be able to provide enhanced support to our students and that comes in the form of adding a additional student support staff directly to our schools as a result of the student investment accounts funded through the student success act thank you to continued support from superintendent guerrero his cabinet and the school board and prioritizing building-based supports we are in the fortunate position to be able to add 55 new ftp in the form of social workers counselors and qualified mental health professionals to our buildings to the extent that every pps school will will receive additional support and on top of that we are adding uh additional school psychologist fde to our csi or our comprehensive support uh improvement schools we're not taking this opportunity lightly afforded to us by the student success act we're working hard to develop guidance uh for our new support staff that will help them serve students across multi-tiered systems of support i just want to talk you know i'll try to be brief here but just wanted to give a picture of how it might looks for a student a pps student returning to distance learning in the fall with the addition of this new support staff at tier one that that looks like coordination with with our our teachers in re-establishing relationship um building connections and delivery of social emotional learning content throughout the soft start and into the fall at tier 2 that may involve participation in student intervention teams with the task of identifying students at risk or students who may not be responding to this learning and connecting them with with intervention that also looks like delivery of small group supports sometimes in collaboration with community partners that dandy described in detail we know often that especially for students of color our community partners have relationship and trust that results in much successful and enhanced support beyond individual counseling and therapeutic support at tier three pps will continue to contract with our mental health providers all of whom which all of whom stand ready to to provide uh teletherapy uh throughout the fall um we have we are working to expand uh and fund expanded partnership with culturally specific uh mental health providers which we're thrilled about we've also expanded our crisis recovery capacity to include community partners particularly around our response to acts of discrimination and hate in our buildings lastly as we prepare to implement senate bill 52 addie's act um a new policy will be presented to the board this fall that includes uh building on pre-existing work around suicide prevention um that really targets uh district-wide uh training for for all pps educators uh that includes foundational information around identifying warning signs uh connecting students to support um and really working to amplify students strengths and identities not just pathologizing with that i turn it back to chief martineck thank you i won't go ahead and go through the next areas but as you can see on the powerpoint these will be the next things that we really focus on in our next board presentation which will be in two weeks and so i will turn it back over to you chair lowry uh in case you have any questions for us thanks all right well i know that board members have lots of questions we've been getting public comment and um there's lots of of interest so i'm gonna have us go in reverse alphabetical order tonight um trying to mix it up so the same people aren't always first so we're going to start with student representative shu nathaniel do you have a question for the staff yes i do can you hear me now great uh yeah so um as i think i've mentioned in the past the dsc and i have uh substantial concerns about the 4x4 schedule and um i guess this is a kind of following up on my question from last meeting um how was it that how was the decision to switch to this schedule reached and i guess who made it and why that makes sense yep so a lot of things went into the decision to change the schedule as i said at the outset we were really centering the needs of our native black students and students who
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we know at the end of last school year we had high school students we had 2 500 high school students who had a incomplete eight classes is a lot to juggle in a distance environment and so we want to make sure that students who actually heard from a speaker tonight who is also going to be going to be watching a younger sibling and helping younger siblings manage their their education while their parents are at work so there's lots of factors that go into that decision about lightening the load for for students high school students and the 4x4 schedule is it's being widely adopted across the country so we also look to districts that are similar to ours and in making that decision but it is so 4x4 schedule you take four classes in one semester and then four classes another semester eight credit opportunities the same as an a b schedule except that it's compressed into much like a college schedule so it's 18 uh weeks and um and there are flexibilities in that schedule though and that's what i think maybe has not been illuminated for people so we are giving principals flexibilities to make adjustments to that schedule as needed so for example there are students who took world language last year they may have taken spanish one and two last year they could be scheduled for spanish three and four in the fall semester and so then there they have their two years if they want to go on you can schedule in the spring you could take world language all year if you wanted to you could take two years of it in one year students who there are principals who are double blocking math for some subset of students who are struggling with math so there's an opportunity to double block students who are taking ap classes so i'll tell you that um i taught on this schedule 22 years ago as a teacher i taught ap english lit and um and then i'm at the school i taught at switched to an a b schedule there was no there's no significant difference in the scores that's just one i'm just one person but there are uh options that the college board has developed because they have been dealing with the schedule for many many years and so there are review modules that the college board has available there's opportunities for students to take lab classes uh to in the spring semester if they take the class in the fall uh there are we've also given principals the opportunity to uh to to uh uh a b block you know two classes so if the student was taking two ap classes they could uh do that in the schedule so that's why the high school schedule is not exactly finalized yet because there's still some modifications that we're working on there's one um oh so you asked me yeah so i think i i think i answered the question yes but there's there's lots of options for that schedule that you can uh make work but you know and in terms of why we made that decision um it was you know we really have to be sensitive to the needs of students and um there's no you know i guess there's there's probably no perfect schedule because some people are very happy with the 4x4 some people want a period but we have to do uh what we think is in the best interest of of uh you know the student body in general and at large thank you dr byrd uh director scott did you have a question um thanks sir larry um it's uh maybe more of a comment that might lead to a question later but i really appreciated um nathaniel's question and and dr bird's um response and i guess sort of a comment um which might be a little stream of consciousness so i apologize but i'll try and keep it quick uh sure lowry um i really appreciate that explanation of why we're going to the 4x4 and and i think a lot of us are getting and i'm sure staff are getting emails as well from parents and students you know who are really concerned and i think really um it's gonna be important for the district to articulate the reason and the rationale um i've engaged with a few parents um in terms of some of the rationale and they've been a little surprised they said oh we hadn't thought about it quite like that um so i think you know making sure that in our communications we're being really clear about that um and i think centering equity in the conversation and and particularly racial equity is is really important and it it doesn't surprise me at all that the staff were doing that that's part of our res j policy um but i think being really explicit about that moving forward is going to be important i i will say that i every email i've gotten whether it's in support of the 4x4 or or um or in support of going to the you know back to the class schedule um always talks about equity and and and you can sort of apply that lens anywhere and i think this is one of those policy issues where it's really important for us to be very clear about what we are trying to do and you know um i'm getting a lot of there's a lot of attention right now being spent on on ap and ib and that's important right and i think that to the extent we can accommodate those programs and those students that's really important and i'm glad that that staff are working really hard to do that but i'm going to be really frank and maybe this is a little bit more for for parents or public words listening or even some of its teachers and principals i wish i was getting as many emails about the 2500 students who had
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incompletes in high school over this last semester um and i'm not really seeing that right from the community and i think this is one of those moments where what i think i hear you saying is um we're making this decision in the best interest of the student body in total it doesn't necessarily mean it's going to be in the best interest of every single student in the district because unfortunately we have to make decisions for everybody and and it's not going to be the best for everyone but we do need to think about who the students are that we're helping and again if there's a win-win here i think i'm really interested in finding it and it sounds like like there may be and we're going to get more details about that as we go through the week um and over the next couple weeks i think really talking about why we're doing it we really are doing it to focus on those students who who are you know desperately in need of the help and and really frankly at risk of not completing high school at all um if we don't have some interventions there so so again not a question just a comment thanks thanks dr scott director moore did you have a question um yes uh well i have many many questions um but you get to start with one and then we'll go from there okay um so i wanna um i wanna just echo uh what ms compare was saying during the public comment um can can somebody speak to the kinds of um supports that are going to be available to students receiving special education services and their families to ensure that they um make best use of the uh you know whatever is available during the distance learning environments uh thank you uh chairmoor uh this is brenda and we will be providing special education services as per the students ieps what we will be doing is we will be having to meet with families for students ieps that we cannot meet in a comprehensive distance learning model one example might be for students who receive one-on-one paraeducator support since it's in a virtual learning setting we will be able to support uh in a individual way in person however we are working with our instructional technology department to see how we will be able to individualize student supports in small group settings within the classroom or during the instruction time additionally we are working with our speech pathologists our occupational therapy our occupational therapists and our physical therapists to provide some of that small group or individualized support we did provide training for our speech paths so that they are able to provide the teletherapy supports for students in a virtual setting and so those are some examples of things that we will be doing for students in our learning center classrooms they will participate in their general education classrooms right along with their typical peers and then we will be providing additional supports with our learning center teachers with our in partnership with our general education teachers and then when uh dr byrd showed you some of the specialized instructional time or uh uh electives or other different areas during the day that's when we would provide some of those extra supports not just for our students with special needs but also students in our tier two and tier three of our mtss needing additional interventions or supports all right my my question i'm next in the alphabetical order is um i know that the governor has said that um we want to prioritize k-3 and special education students as we look at reopening and re-entry and i'm wondering if there's any thought about um november and bringing or before then bringing back any cohorts of students to provide extra supports in buildings in person outdoors however we figure it out so the governor has specifically identified thresholds for us to be able to open up hybrid learning
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for our students in our pk through three and our students with special needs and so we're still not meeting those so we will continue to follow the health and safety guidelines from from the governor and then we would apply those metrics and then look to see how we can open up schools through a hybrid model within ode's parameters and so what we would do is look at that pre-k to 3 model and special ed which actually is the hybrid model scenario that we had started uh planning around actually about eight or nine weeks ago uh before uh the the infection rates uh got higher and higher so so it is something that we've actually already started planning for we've done the building capacity maps uh already so we have um a list of that our special ed classrooms have already designed what that would look like in a hybrid model and we have ordered and actually have in the warehouse some of the ppe and the the protective equipment for for us to be able to to open that up in a fairly quick fashion uh if that were to happen thank you sure um next is uh director constance i just had a couple quick questions one was for james james that's amazing to hear that every single school will see additional mental health supports um in some way or another which is just so incredible given the climate that we're in but i just was wondering um [Music] what your professional development looks like for your mental health professionals right now um around the particular needs in distance learning and in fact you know when kids when teachers don't see kids who need help before they ask and when counselor kids aren't accessing their counselors as they otherwise would have um what does that sort of pro-active outreach look like in remote learning for mental health supports uh absolutely director constance so you know i think one of the things we will be preparing our support staff for as they as they return to work especially our new our new folks is is is just making sure that we are taking time to honor uh acknowledge and meet students where they're at uh having suffered the collective trauma of this of this uh past spring and summer through through the coveted crisis um and so you know we will we have worked really hard with uh hr to identify dates for individual training of of each of each group our our counselors and social workers especially the new folks in preparing them to to you know address the you know the very substantial need that our students are facing with increased rates of anxiety and depression as a result of of cover 19. so that guidance really looks like making sure we are um working continuously to make connections with with our teaching staff who will be uh you know the the key points of contact uh for our students make sure we're reaching out and connecting in a way that's that's that's organized um and fluid so we don't get you know families receiving uh inquiries and calls and and uh from from various educators all at once um and so i think it's it's really just guidance like i was speaking to uh earlier about making sure that at each tier where we're we're working to to support students really really being a a key player in delivery of social emotional content that uh our jill bryant in our mtss department has has worked tirelessly to develop uh over the year um and then you know just like i said staying it's it's case coordination um staying attached to to other educators um working through our our student intervention teams to to continually track and progress monitor um so that yeah does that answer your question or um keep it posted i was gonna ask director to pass to ask her next question and then we'll come back around okay uh yes i do i actually have a couple of them but i'll keep it to one for now um i'm curious if the district has any uh plans for uh a pay to play you know what i'm curious about what we're doing with kids that are you know say fifth grade and under um whose parents need to leave to go to work
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what we're proposing for those kids and um the other thing i'm curious about is how our contracts with those culturally specific providers um stack up how they compare to last year and the year before are they are those increased contracts i also want to echo um and and support what andrew said about those families of the 2500 high schoolers um that got incomplete and i think that we i just want to say a comment that i think we need to do a little bit better um trying to reach those parents and i would i would benefit by hearing uh more from those parents um however that we can get that information from them because those are the people that we that we want to serve right thank you uh i'll go ahead and talk about i i think this uh might answer your question but please let me know if it doesn't uh in regards to child care what we have done is we have provided a survey to parents and to staff in regards to what their child care needs are we will be talking with the superintendent tomorrow in regards to what our recommendations are based on those two surveys and from that work uh we will move forward from there to see what is feasible how we can partner with different agencies and our community partners uh to provide some supports for working uh parents and for our staff and um so hopefully that answers answers your question it doesn't give you a specific answer but uh we are working on it and then uh i'll pass it over to danny in regards to your uh and and like my question about that piece um really was about this thousand dollar a month option um i'm trying to square that with the families that that you know the black and native families and frankly any family that might not be able to afford a thousand dollars a month and and how we're how we're looking at squaring that uh for families it's for those of you a few nights ago you heard your superintendent speak on this topic and goal of making sure we offer an array of supports for students and families and so there was some initial surveying and focusing group around what are the express needs of our families because we're very conscious of the fact that for some people the need might be paying a fee to a licensed child care provider for others we may need to establish some learning hubs for some it might be a culturally specific partner or mentoring and checking in with a student or maybe it's with one of our classified staff tutoring a student online during indirect uh time with their teacher so uh you notice on the last slide smartneck ran out of time to describe for you this is one of the topics we're actually going to come back to the board and describe as soon as we have you know some additional moments to really sort of talk about what is that menu of supports that we want to make sure and are very conscious of uh in our underserved communities that they have access to for for sure all right ms ledesma did you want to respond and then we'll move on um to we've got director medwards and director bailey who haven't had a chance to ask any questions yet uh yeah the answer i'll be sure the the answer is is true these contracts are uh increased thank you to the board and to uh the the legislature as part of our uh as part of our investment package we increased these uh contracts by about sixty percent of the total of the total funds so uh through after our aria rfp process um we're seeing that most uh you know all of our contractors are getting some some level of increase thank you uh director brim edwards did you have an initial question i do thank you um so just the staff i want to say i appreciate and i'm sure a lot of parents appreciated seeing the sample schedules um both at the elementary level and then the middle grades level because i think it gives us a better a better sense of kind of what that day looks like because i think we're all grappling with um the question of uh it's going to be different from last spring but what does what does that mean so really appreciate the staff doing that and then also i think complementing that with the information that was presented on the culturally specific strategies um and the counselors and the social workers adding those things together um i think i can start envisioning um a what what that universe might look like so i want to thank staff for that um obviously strong consistent implementation with lots of supports will be key um and so my question really revolves
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around uh supports and i think it sort of complements some of the other questions that have already been asked but one of the things i know as a parent when my kids were struggling with an assignment or learning to read that as somebody who's not an educator um there was how do you best support your student i know this fall because i heard about it this spring there's going to be lots of parents in that same position and there's going to be a variety of reasons why they may or may not be able to help their students and it won't be any deficiency on the parents part because they're not educators so the question that i um had and it sounds like maybe this is going to be teased out in the future but you know have we considered sort of um the idea of paid tutors um it sounds like our learning hub is the same thing as the micro schools and would we provide some sort of additional um educator support for those sort of micropods or the places where people where parents are looking for how they can better help their their students or support their students um or you know to director to pass pass's question about parents and who are essential workers and aren't going to be able to be home so i'm just interested like how we're thinking very specifically about supporting parents supporting their kids knowing there's going to be a huge variety of needs and i guess the last piece is also have we considered like open sourcing all the curriculum so that um we have people have the ability to grab that so we have like the whole village helping out um with this sort of i think monumental challenge i guess i'll start with the question for the superintendent and um you can go from there or pass it off to somebody else well so repeat what i said in my last response that's exactly the kind of package of menu of supports and options we want to make available for our families um so we've launched uh well we've done a little bit of reconfiguring internally by jonathan garcia to talk about some of those ideas that we did here that we do want to make available to our families it's the right question uh it might be a week early and being able to offer you a concrete response quiet on it but we are aware of sort of those questions and some of those desired explorations that the families want us to be able to make um jonathan thank you superintendent guerrero uh jonathan garcia chief engagement officer so as part of our efforts this summer we have been working and and partnering with uh parents with our culturally specific providers to bring together parents uh uh in small focus groups and in some of those focus groups uh our our parents have generated really interesting ideas that we're currently pursuing uh and looking at as as viable options so uh director burnhead words to your point about uh you know tutoring and uh those types of supports we're looking at a variety of means right now uh with danny ledesma uh we're we're going to be meeting with uh the county uh uh to look at the way in which the sun system can really uh you know augment and support the work that uh that uh our educators are are providing uh so we're in conversations uh around that um and then really thinking about how we might uh in enlist uh college age uh students to to mentor or not mentor apologize to tutor uh provide academic tutor and support to to to ours to some of our students uh so uh and and we're also exploring the idea of uh physical locations for um uh for families who need that extra support or that extra handholding uh to navigate you know the complexities of uh of this uh of this work uh uh so they they have the support so so um uh i guess what i'm i'm trying to allude to is that we have a number of uh of ideas that we are uh looking to um that we're exploring and and we're aggressively working to to talk to our community community partners to ensure that um that that we're not overlapping in services but we're uh we're really uh augmenting and supporting one another as we're supporting our students thank
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you director bailey do you have a question uh yes like everybody else i have a number of questions but here's my top of mind uh when i want to thank director scott for emphasizing that the four period high school day came about due to our focus on equity and our highest priority for those students um and i i think we need to uh i agree with them we need to continue to articulate that strongly going forward there's no perfect solution there and um i have a question about the middle school schedule um are we expecting middle school and middle grade students to do six periods or six classes or seven classes uh wouldn't that same principle in terms of high school students apply at the middle grades as well that's my question yeah so thank you for that question so they are middle school students are pure middle school students are on a six period uh schedule but there are electives built in so they're not all they're not six academic you know like homework every night and those kind of things so they're also on a shorter time block so their classes are 45 minutes instead where high school classes meet 75 minutes in this model so um they will uh and they're not credit bearing classes so uh we needed to get the four core classes which language arts math social data science and we didn't want to not provide any elective choices for middle grade uh students and we would pretty much have taken their electives away if we if we didn't offer them their uh the schedule that they have now all right uh that's been almost half an hour and half an hour is about enough time for us to each get through one question which to me does not feel very satisfactory i know that we all have lots more questions um so let's run through the list again and see if we can do that quickly instead of half an hour so student uh representative shu did you have another question uh yeah can you come back to me in a minute i need to um get something set up yeah um so andrew did you have anything else it sounded like you kind of made your statement and are good yep i'll pass this round thanks okay um next is rita did you have another question uh i did um and i don't know who would be able to answer this um so how will we be assessing um students um engagement um not just attendance but engagement and will we be doing it in a way that will permit course corrections if necessary dr brown do you want to offer a response yes um so one of the things that we're um well good evening uh director moore um pleasure to be able to speak with you um engagement is one of the things that we're very much interested in at this point in time and like you said not just attendance and so like a couple of you have mentioned this evening we are very much interested in trying to ensure that we engage with all our students and iteratively work to to engage with those students that we weren't able to to effectively engage with in the spring beyond just simply making contact and trying to get them in in the process we're also as you saw today with the learning management systems we're looking to leverage the information within the learning management systems to understand the degree to which kids are participating in activities as they move forward and we're currently working on being able to use that to have some some sense of the proportional engagement of students over time so that we can course correct and again iteratively go back to reaching out to families and one of the strategies that we work through this spring that i think was particularly effective uh was working with our community partners to to further uh engage and get kids back on track so um working through that plan right now so that we can again leverage all the resources we have to get kids back in school and get them back on track all right i am next after director moore and my question is um about music and i know that you know a lot of i've been hearing from music advocates about the 4x4 schedule but i also um i just for me it's this whole question about is music even going to be safe right if we our students can be able to play their
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clarinet or their trumpet in a classroom full of others given what we know about um airborne particles spreading the virus and and higher risk activities students not being able to be masked so just wanted to ask what is the thinking around that um and i'm i'm sort of wondering if the 4x4 schedule isn't better for music so students can take music when they are remote and it's safe to play their instrument rather than in in person when they'd be sitting in the classroom without it being able to sing or being able to play their instrument so could someone talk to me about music so that was a um consideration of course the viners are critical to a student's well-rounded education and we think they're very important but there are um you know we have seen the the story of the choir person that uh they were singing together and then multiple infections happen and we know that just the distancing that you need to have for choir and is is problematic in a in a school setting uh when we have we do come back in a hybrid manner um and it is possible still to take those uh courses on a 4x4 there's nothing that precludes them and and when you see the schedule that we are making up for high school particularly uh there's nothing that precludes them from working like on there there are times built in the schedule for sort of flex time so there's nothing that precludes them from taking uh working with their teachers at times when they're not necessarily enrolled in the class and that's a consideration that we have talked about with poor music teachers and particularly music and coral and band class thank you all right um i've lost my list next up is um director constance just a quick follow-up again dr byrd on the schedule so if it sounds like you are looking at making some accommodations for some of our schools particularly ib would that mean a hybrid schedule so that they would have um you know two or three of their subjects condensed and then one say one ib class through the whole year or would it be just going to an eight period schedule for all yeah thank you for that question we've looked at a lot of different options for ib and we even we talked to the head of north american ib schools uh last week and because of the number of students that take ib classes which is a good problem to have the number of students that are going for the full diploma it does present uh unique challenges the ib is is unlike ap in one major way it's really a two-year program that you have to think about so students start the journey for a ib diploma well they actually started their freshman year but they really uh the junior and senior year are there are two critical years there are requirements for minutes for those classes there are extended uh assignments that they do and really ib teaches the habits of mind so it's really about kind of reflection and and how kids are going through the world uh how children are going through the world and thinking critically so we uh could not find a way to with the number of students that we had to uh limit that to to a four by four so it just it just couldn't work so we are going to uh for those two ib schools that's cleveland and lincoln allow them to run a period of schedule but there's going to be there will be uh guard rails up for that so um there have to be support classes so they're not eight academic classes they'll have there have to be support classes in place for students that are uh in those iv um seeking the ib diploma there have to be for freshmen and sophomores that are not taking heavy loads of ib there are they're going to have to be some modifications to their schedule so that they're not uh taking a full eighth classes people have asked me about uh well why don't you just let the ones who need eight periods take eight periods and then schedule everybody else differently that that is problematic in a couple of ways the first way is problematic is the teachers don't just teach one grade level in high school so you often have times have a ninth grade and an eleventh grade teacher so you can't run two different versions of a schedule because with the staffing that we have the second problem is that um we uh i can't remember the second problem anyway i'll think of in just a second but um there is uh there just it's just problematic in a couple ways that doesn't mean though i want to be clear about this that we're not concerned about students who take ap classes that is also a rigorous program and we can accommodate those those students in a 4x4 schedule so um we are we're making that modification for ib schools and we're going to make sure though i've talked to both principals and uh they have to do a couple of things they have to um review every schedule to make sure that students have support classes in place and will be monitoring that and they have to have a plan to intervene if students if they see that students are um are falling off uh are not keeping up with the work there has to be plans in place to support those students uh along the way so i
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feel um you know the every schedule oh i know that's second thing every schedule has trade-offs and and so besides having teachers teaching at different levels you know the the trade-off for the cleveland and lincoln is they're not going to meet face-to-face as often because they have more classes so that's the trade-off that ib schools have to now uh they have to they have to deal with that because we only have i told you at the beginning we have a box these are the things that have to be in the box we have to follow ode guidelines and so you have to make your schedule fit in that box so um so there's sort of some built-in guardrails just because the constraints of time that we have thank you dr byrd for explaining that um we're gonna hear from directors depos brim edwards and bailey and then i'm going to open it up for any lingering questions after we get through those three i've already talked to liz and roseanne and we're going to push the executive session a little bit so we can get through all of our questions so director depos do you have another question you'd like answered i don't have a question at this point um but just a comment that um this is a terrible time for woodwinds uh really hard to play saxophone with a mask on but an excellent time to take up a string instrument um i think music is really an important part of a well-rounded education and so i'm i'm sad that uh for kids that are invested that way but um take up a string instrument or the drums yeah grass is bad but you can do like you said uh and i know that guadalupe is the um advocate for violin so yeah yes all right director permit should you have any other question another question do um so i'm interested thanks for the last question for answering that i guess we'll have a preview on what the some of these additional supports will be before the start of the school year because i think that will also um really put parents um in a better place that is like the big question i get asked about these days um so the the question i have a question and then also uh just data request um my i'll just state what my data request is um and this is for future but the 2500 students who had incompletes last spring like who those students were what schools are they are they actually making up the classes now or is that why we're going to four by four but just getting more data because um i think it sounds like we um they'll we'll be moving to two schools to an a-class period jefferson is fine because they are connected to pcc you have the the other you know six uh schools that have ib pro i'm sorry ap programs and just how that works and um i'd like to see current data of how successful students um are if they take a class in the fall but don't take the test of the spring or they take the class in the spring but don't get all the way through the material before that the test so that's like just a data request i'd like to see in terms of like how across the high schools we're setting kids up to be successful and be able to obtain college credit my question that i have is on the feedback loops and of uh i know everybody gets um because i get it it is on an um informal feedback through like when you're at the grocery store or you're out walking or are you at work um you run into parents and staff who give provide feedback i'm this is going to be something unprecedented time um that i think we need to absorb feedback and as a system of adjust and so um i'm interested in superintendent guerrero um in how you see the district absorbing feedback from you know 50 50 000 focus groups that's going to be happening across the district in in homes and how we're going to incorporate that to stay agile and nimble and make adjustments for our families and students well i'll start off by saying i have a great confidence in our school leaders and our school communities and our educators who are going to be working closely even if it's virtually with our students to to see what those actual and expressed needs are and i'm well aware of the feedback i'm i'm receiving it on power all day long all night long so uh i'm sure i'm hearing from our constituents as often as probably each of our directors are so not unfamiliar with the themes and concerns that are on uh our family's minds and those are exactly the kinds of conversations that we're having so that we can develop an approach that's that's both
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responsive to the express need but um that observes a lot of sort of other uh over overlapping uh considerations that we have to uh take take into account so um i'll just say that but uh i don't know if you want to add anything there dr clare or dr bird yeah i i would say that um i'm certainly getting that feedback about the high school schedule and um and we are and i do want to be clear that uh i understand people's concern and we are i'm meeting with high school principals tomorrow again to talk about uh how we can make modifications uh to the schedule and so we will do that and we will we have also time set in the schedule that the teachers can meet with small groups of students so it's not just you know the typical class where you're where you're there and to teach you know and and then you don't see the teacher so all throughout the week whether they're seeing the teacher whether they're attending their first period class for example or not there are times uh each day of the week that there are opportunities for them to meet with uh with their students and um so yeah i think we have built in some things we will continue to be reflective and modify as we go along but i've talked to principals uh just to give you a couple of examples director brim edwards there are principals who are scheduling ap classes all in the fall so stu you know students are taking maybe two classes ap scheduling those in the fall and then they'll put them in a lab class in the spring to prepare for the test that's a very common thing on the 4x4 um and the same with math there are principles that are double blocking students in that so there are some you know i'm i'm counting on our principles also to work within the constraints of the schedule but to look at student data and understand uh how you need to creatively uh schedule because all of these schedules the the research is clear you can find research on any schedule and the one that works is the one that is well supported by the school leadership and the teachers and so we need to be very mindful of how we support uh teachers in this endeavor and if i may add this is jonathan garcia again chief engagement officer we're also uh and i appreciate the question director from edwards we as a we're also looking uh from a as a system uh we're doing some analysis and we're actually having a meeting later this week to look at some systems that we can build within the organization to really capture in real time that feedback and ensure that we are uh really you know being able to absorb all that data so hopefully we'll have more information to share with the directors if these meetings pan out in terms of our ongoing conversations to to look at that but that is a an area that we are definitely wanting to uh to look at just as a as an organization right how do we capture uh feedback uh on a continued basis uh and use it to to be responsive to the needs of our community i know we have a lot of questions and um you know it's it's always one of those uh pieces for us as we're hearing from constituents and people like me who are a parent to want to get in all the details but i want to remind us to to keep our questions at that board level governance um place as we kind of think about the operational piece of all of this um director bailey did you have another question yes i did um so first i want to say um i've taught community college uh using canvas and it's a great tool and uh i i could tell uh when i gave out an assignment who was on that assignment right away and who left it until 11 o'clock at night the day before it was due um so it's a great tool for tracking engagement in that sense um along with you can have group discussions and all sorts of good stuff with um a question director bailey if the board staff to use canvas who do you think would be the board members that were first to engage [Laughter] you don't have to answer that i'm just teasing all right continue with your question it would be the last because i am an a1 procrastinator um i'm not recommending that challenge i'm not recommending that as a way of life um i know michelle and i were pretty superior that we turned in our uh stuff for gigi's evaluation first so uh michelle and i gave ourselves gold stars there we go again uh how do i mute you um okay a question um i'd like answered in another venue is i'd love to volunteer as an economics tutor um uh and i know there's probably a lot of other retired teachers for example out
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there who would love to volunteer um so that's that's a later question um i'm happy to provide a quick response director bailey that's not my question though he's trying to ask a few questions at once jonathan but he's only going to claim the second one i'm just following uh director to pass as example i'd also like to hear more about the supports at lincoln and cleveland for a little bit more detail on that for the students who need those supports and sean i love you but i didn't quite grasp your answer around middle uh grade schedule so i want to check in with you later on that my question is i've gotten a couple of questions uh from parents about hey my rising senior is just three credits away uh from graduation why not just enroll them for three credits um and then we've got more resources for everybody else and my response up the top was i get what you're saying and that means your student would miss out on a half a year of education uh that's valuable stuff um you know why would you not why would you want that but that that's something to consider but uh i wanted to know if that was under consideration or not and i'm guessing director brim edwards among others might be having a little attack right now but i appreciate your answer to that okay so i want to um so i want to be clear he's the only question he's legitimately asked is about the graduating early and the other stuff you guys can follow up with offline if that is that just to honor our time so i would have to absolutely i'd have to follow with all of them offline probably director bailey i i asked the uh graduation uh question earlier today scott and got an email back saying we're working on that we'll get back to you so um all right so i wanna i know there's more questions from some of us so i wanna just kind of open it up if there's any else anything else burning question or statement that needs to be made as we head into re-entry and again just wanting to remind us that i know we all like i i want to know like my daughter's schedule and what all is going to happen and she's at cleveland um but knowing that some of this is is operational we we are going to continue to wait on so what other questions do you have before we move on since i didn't get a question really um what's our what's our current state of connectivity uh do we expect to have a good wi-fi connectivity with every student by the time that those first two weeks of opening are up we have that capacity that's exactly the operational goal that we're striving for director bailey we want every student to be able to have the device have the connectivity with enough bandwidth to access the platform and the instruction this afternoon our deputy superintendent hurts our cto participated in a statewide meeting with telecom executives and internet providers because every district has this exact same challenge even in here in the city of portland uh different providers are wired to different communities and neighborhoods differently and so we're having to navigate how we make sure our students don't have that digital divider barrier so as of right now we have a healthy stockpile of laptops uh as well as mobile hot spots from different providers we're encouraging our principals to continue to message their students if anyone is still lacking please let us know please don't wait till the date before we don't need any lines at each of our schools um get them get them while they're available early so we're still working that out um and we're following up on some of the initial survey results where families had indicated they were going to need support in these areas but uh trust me this is uh this is a daily uh topic of conversation for us so uh i don't know if i don't see uh cto wolf on on the screen here uh if he wants to add anything superintendent guerrero i think you covered it yeah i think we're initially set for a big push and we want to get that word out early and um and give us time should we be overwhelmed so
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yeah it's it's a primary concern right now is data usage an issue for some families and do we have a solution around that um no so the hot spots we are using and we have confirmed with with comcast uh there are no caps immunity on any of the hot spots that we're getting so they are they are not capped we don't have any issues with those comcast does cap the the limit at 1.2 terabytes which it would take 364 days of seven hours a day of streaming um streaming meetings to to reach that 1.2 terabytes of data on some rough numbers so we don't feel like that's going to be an issue either all right i i feel like we're getting really operational in our questions so i'm going to go ahead and have us move on to the um our next parts of our agenda and if if school board members do have further questions please feel free to email staff and we can get some of those details and get the rest of our questions answered as we move forward does that sound good to everybody maybe just just maybe as a wrap the district can provide or somebody from the district can provide the web page information about where the frequently asked questions are and the resources so that um some of those questions that have already been answered that are posted um i don't have it on hand but maybe thank you it was linked in the last slide of our powerpoint and so it is on the main webpage and so if you go to the the last part of our slide presentation we didn't get through the last slide it'll be there and you can also just go to pps.net and look for the re-entry logo great so the average parent they can go there there's frequently asked questions a lot of resources for them to tap into yes pbs.net thanks yes and director brim edwards is david roy i would add that uh some of the things covered this evening were things that were finalized this afternoon and so you may find a couple of things that are not there right now but will be by tomorrow morning awesome thank you uh what time tomorrow david i'd say about 802. okay i'll be checking no i i will not be checking at that time um a couple of things as we move on uh one is that i'm hearing rumors that the timbers won um so congratulations uh to the timbers if i'm spoiling that for anyone and the blazers and the blazers ones firmly in eighth place so let's go dame portland it looks like representative shu had something you wanted to add nathaniel yeah i never got my question in could i ask that yeah go ahead all right great thank you um yeah i'm i'm sorry to focus on this so much but um i'd like to go back to the 4x4 schedule um just briefly um could could someone clarify how specifically it is intended to benefit students who have been struggling in this environment because i'm concerned that given that it's got twice the intense twice the intensity per class per week that it would be much easier to fall behind and more difficult to dig yourself out sure so uh it's in it's intended because you to help students because they only have to uh have four teachers instead of eight and so you're meeting every day for 75 minutes instead of every for 18 weeks instead of every other day for 75 minutes so the the minute the time is exactly the same and so yes is it um is it uh and is it condensed yes but you will see that teachers are able to uh adjust their um you know their instructional um uh strategies to meet the needs of students but it's based really on the the need of so many of our high school students that have to either care for a younger sibling perhaps they have a job perhaps and so they're not going to be in front of a teacher every day like they would normally be so while it may seem like oh it's fine because it's online but you know you're juggling eight of those classes and you're doing these other things like perhaps you're watching younger excuse me watching a younger sibling or perhaps you're you have to work part of the day so it really is desi is designed to focus on the students who uh our two data shows us uh need um you know some some support and um and as i said at the outset every schedule has um has its uh setbacks and has its advantages i know that you and i are scheduled to talk i think later this
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week so i think we can go more in depth in it and i'll show you some different um things that we can do to make it flexible thank you and thanks for taking the time dr bird to really answer that question with nathaniel later this week um danny texted me that lulard scored 61 points tonight so we can have portland pride with the timbers with the blazers with all the amazing things happening um i think there's a lot of amazing things happening that we've just heard about tonight and again um i think our commentator erica compare talked about um nice words um and i think that what we're seeing especially with things like our four by four schedule is really trying to live into the racial equity policy that we have and the language we've put out there and i i appreciate your questions nathaniel trying to help us really fully understand why um district leadership is letting us know that the four by four um they think will benefit our students who have most struggled um and it's one of those times i think to director echo what director scott said to um really um line up behind what we say we're about i mean i think we are getting a lot of pressure to move to an eight by eight schedule and to consider that and i think we are trying to go for that win-win and look at being flexible when it comes to ib and really appreciate that and at the same time how do we really center our by box students and really make sure the choices we're making um are benefiting them in that idea of targeted universalism and this feels like one of those first big moments where we have a decision to make that is going to impact a lot of students and how do we make it in a way that is in alignment with our stated values so thank you to staff for a comprehensive review tonight for answering all of our questions and i know you're available to continue answering our questions the other thing i want to celebrate um tonight is um it was about three years ago uh exactly i think that we hired um superintendent guerrero i think you started in october but i think the decision was made in august am i correct in that um superintendent guerrero yep i'm not very good at uh calendar milestones if i could keep my anniversary straight then that's a plus but i think you're right i think we're i like to say finishing the three years and going into my fourth school year um staff earlier was pointing out the same uh anniversary so uh i hope there's no buyer's remarks uh we're trying to give it our all here uh and looking forward to yet another school year with fresh challenges it was august 10th okay well director broome edwards would know yeah and yeah julia we have you to thank for doing a lot of the work to get superintendent guerrero here um and i want to say thank you for three great years and um here's to at least a few more as we continue in the pps reimagined vision and the work that we're doing i know that when you came three years ago you did not sign up to be superintendent during a pandemic but um i honestly can't imagine a better leader for us to have had during this incredibly stressful and chaotic time so yeah i will follow dr o and give a round of applause to i know he doesn't like this but to superintendent grow and to all of our amazing staff thank you for that and just remember i wanted to hire you a week earlier than that but everybody else wanted to go through the whole process all right before i completely lose control of this meeting we need to move on to the items we pulled from the consent agenda um so director from edwards what uh question did you have about um do i need to move the item first list and then we need to have discussion i think that is the correct i'm looking for liz's nodding yes okay so um before us now is a resolution number i have to scroll back up to find the correct number because we don't want to have to do that again 6160 do i have a motion to bring this resolution before us don't move do i have a second second okay director constant moves and director brim edwards seconds resolution 6160 is there any board discussion dr bim edwards thank you i also have just a couple questions um and this is something that's come up um quite a bit over the especially parents of seniors um and when their whole issue of college credit came up and so we on this particular agenda item it's um we're paying about 250 000 for psu classes for um
02h 10m 00s
for students from three schools to take a senior inquiry and so the question i had for dr crayar was how many credits if the students who take these classes how many college credits they get and whether they also get high school credits that's the first question yes ma'am they get a total of two pps credits and they will also receive 15 psu credits and then um so given that that's three of our high schools and i know and jefferson has of course their partnership with pcc so the other the other high school students um would this be something they'd have access to or what do they have that's comparable would be comparable right so we have a roughly about um over 400 students combined through jefferson madison and roosevelt um that are involved in the senior inquiry program through psu and through pcc and through you know you asked the question specifically for benson franklin grant do they have access well they have they have a variety of different courses they have like a ela a variety of ela level course work through you know dual credit they have ap courses um and and then of course there's a 125 student fee if they wanted to access that program um that was not connected through what we discussed through the psu program so if other students wanted to access it their alternative would be they have something in their in their school already sorry correct okay um um this is just flagging and maybe i could take this offline um dr bird the whole question of uh whether we have a a solution um that works for the students taking ap classes those those students are at the ap schools sounds like there's a solution for the ib schools and for the other ones um so i'd be interested in having a conversation offline about that i'm supportive of the class for [Music] the psu class for these students i'm just also curious just in the changed environment about other schools students having access to it yeah all right oh sorry i'm sorry i will follow up with you because we have some information about how we're doing for those challenger students i have some information for you thank you dr bird um is there any further discussion on 61.60 well just want to reiterate one thing um chair lowry doc um director brent edwards also with ap it's important to know that that's also free um so i just wanted to make sure that um you know we also were aware of that that was not an added expense for our students taking taking that advantage of our ap program great thank you and dr cuellar sorry haley one second um so the dual credit uh is subsidized and the ap is subsidized but iv testing is not is that correct dr bird i i uh i have to find out i'll get back with you about that and we need to review with our res j lens because historically students in doing ib testing i've had to pay um i don't know if this is still the case but um when my son was in high school a while back um any student on frio reduced lunch was subsidized by the state for the ib tests i don't know if that's still the case so it was best we can check into that i do know that in college and career readiness we do have a budget for subsidies and i know that pps has historically found creative ways to help also in testing costs but we can absolutely give you a definitive answer response to that tomorrow all right is there any further board discussion on resolution 6160 all right the board will now vote on resolution 6160. all in favor please indicate by saying yes yes yes all opposed please indicate by saying no are there any abstentions
02h 15m 00s
all right resolution 6160 is approved by a vote of seven to zero with student representative shu voting yes all right excellent is there any other business before we adjourn tonight i can give a very brief uh update from the lincoln high school steering committee uh just that everything is proceeding swimmingly they've done their first big concrete pour they're waiting for their first second set of major permits they are they negotiated their guaranteed maximum price at below the budget estimate um they're on budget uh have have uh 95 of contingency remaining um just check it out if you're ever on that side of town everybody it's looking good it's looking like a real high school is being born any other board reports or comments this is julia i'm just a some on the kellogg dag and one of the big issues with the dag that has come up is or that is now rising to the surface is the issue of setting the enrollment boundaries and i know that um director scott and depas have been um engaged in the conversation about that and i think it would be great um at a future meeting to get um support from that committee so people can see you can see the physical building of this of the school happening um and how's that so at some point that would be great to share with the broader community about just the process and everything else slight correction director bailey i'm director scott i'm sorry if you guys could if you guys could change your names to be more different that'd be great i was just interested as well yeah i'm sure director scott was worried about that report he was gonna have to give i was trying to figure out i was having to study up real quick so all right anything else before we adjourn uh just a a note that the next uh meeting of the policy committee is on august 24th all right um student which coincidentally is my birthday in case anybody's interested happy almost birthday um i did want to make the announcement that director moore shared with me earlier when we were talking about sports that the red sox lost tonight and that they are in dead last in the al east so you can just you know um commiserate with her or cheer like jonathan depending on your your um sports preferences there rita you really want to draw attention to that [Music] i don't know that she meant for me to read that text but yeah i think it just helps explain when she's grumpy that it's we can always just blame it on the red sox so all right um nothing else we are going to go ahead and adjourn our meeting the next meeting of the board will be held august 25th at 6 pm um and this meeting is now adjourned and i will see all my board colleagues in our next executive session um let's give ourselves a five-minute break and we will start at 8 30. all right thanks everyone [Music]

Sources

PPS Board of Education, BoardBook Public View, https://meetings.boardbook.org/Public/Organization/915 (accessed: 2023-01-25T21:27:49.720701Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
PPS Communications, "PPS Board of Education Meetings" (YouTube playlist), https://www.youtube.com/playlist?list=PLbZtlBHJZmkdC_tt72iEiQXsgBxAQRwtM (accessed: 2023-10-14T01:02:33.351363Z)
PPS Board of Education, PPS Board of Education - Full Board Meetings (YouTube playlist), https://www.youtube.com/playlist?list=PLk0IYRijyKDW0GVGkV4xIiOAc-j4KVdFh (accessed: 2023-10-11T05:43:28.081119Z)

2020-08-11 PPS School Board Regular Meeting

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Event 1: PPS Board of Education Regular Meeting 8/11/2020

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