2020-08-25 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2020-08-25
Time	18:00:00
Venue	Virtual/Online
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: Regular Meeting of the Board of Education-August 25, 2020

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zoom i'm not sure i know how to change it in cisco webex though i'll look around that's all right i figured out your secret all right so we're going to go ahead and call this meeting to order and i'm sure that terry is there and getting us all sorted um as always so that we can broadcast so this board meeting of the board of education for august 25th 2020 is called the order tonight's meeting any item that will be voted on this evening has been posted as required by state state law this meeting is being streamed live on ppt pps tv services website and on channel 28 and will be played throughout the next two weeks please check the district website for replay times all right welcome and thank you for joining us this evening everyone um i'm having a hard time believing that summer is already winding down and that our teachers are coming back to work this week in preparation to welcome our students on september 2nd we're going to get another update on re-entry and i know we're all anxiously awaiting that many of us have questions about what it's going to look like for students and i know that my sophomore at cleveland high school is anxiously awaiting her schedule but before we get to re-entry we're going to begin with the board consent agenda board members are there any items you would like to pool to set aside for discussion to vote on at the end of meeting so are there any items to pull from the consent agenda tonight so just a quick question is the resolution around um the preschool measure is that part of the consent agenda or has that been added somewhere else in the agenda or consent agenda where is that going to be on the agenda it is um it will be right after the consent agenda okay um so i have uh three contracts i'd like to pull and ask questions about at the end of the meeting okay great which of the three contracts are those director medwards um open school immigrant and refugee community organization and the im academy okay so we will need to pull those from the consent agenda are there any other um items that board members would like to pull from the consent agenda okay hearing none i'm gonna double check so that we have those resolution numbers correct so we're pulling six one six two but not all of the contracts in six one six two is how do we um clarify that to make sure it's clear which contracts we're voting on and which ones we are not so so the three contracts identified by director brim edwards have been removed from the consent agenda so you can recite the resolutions as and 6162 as amended okay and include the others that are in their original form i'm actually i'm actually gonna have one question about the catapult one but um it's just one question so i can you can let that one go just ask the question so we're just pulling the three that you've listed open school i am academy and um erco correct correct so then uh so do liz do we need to we could just amend the resolution or is uh director medward's request sufficient her request is sufficient excellent okay um ms bradshaw are there any other changes to the consent agenda no all right do i have a motion and second to adopt the consent agenda so move second i thought that so moved was michelle but was it amy yes okay because then i'm like i don't think michelle's here but i'm trying to hear voices over speakers so director constance and director from edward seconds is there any board discussion on the consent agenda so i just have one question and um i don't know if this is for deputy superintendent hertz or emily courtney with contracts but it's about the contract term for the catapult
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learning do you want to include that in your questions at the end is that okay yeah is happy to do that okay um is there any other board discussion on the consent agenda all right the board will now vote on resolution 6162 as amended to 6164. all in favor please indicate by saying yes yes yes indicate by saying no are there any abstentions the consent agenda is approved by a vote of six to zero with student representative shu voting yes all right thank you nathaniel all right now we're gonna move on to the item that director brim edwards referenced that director moore has requested some time to bring to the agenda director moore would you like to introduce your item yes thank you um i would like to offer a resolution to endorse the measure on the november ballot that will establish a voluntary program of high quality tuition-free universal preschool for all children in multnomah county ages 3 to 5. early childhood education fosters a range of early early skills including cognitive skills social emotional development and executive functions that are foundational for success in k-12 intuit and into adulthood research over many decades has convincing convincingly shown that participation in high quality developmentally appropriate uh preschool programs has a positive impact on all children and especially for children of color and children living in poverty but preschool has been out of reach for the majority of children in this county because of high costs and limited capacity oregon ranks fourth in the united states for the cost of child care and it's not unusual for families to pay upwards of 30 to 40 percent of their monthly income for preschool even if they can find it there's been capacity to serve only about 43 of the children in multnomah county and in the aftermath of covid that capacity is expected to be substantially less this ballot measure will support the development of a diverse network of preschool programs program options over the next five years prioritizing support for families who historically have had the least access to preschool including bypoc families families of children with disabilities families who speak languages other than english and who are experiencing poverty and economic challenges moreover in addition to preschool's clear benefits and better educational outcomes for children public investments in universal high quality preschool have been shown to be one of the most effective economic development strategies with a return of almost 8 to 10 dollars on every dollar invested high quality universal preschool is an infrastructure for families that allows parents to safely and securely participate in the economy and sets children up for educational success into adulthood i think this program could unlock enormous potential for children and families and it's directly linked to pps's success in fulfilling its core educational mission so i am asking my colleagues to vote to endorse this ballot measure okay so what we'll do is we'll bring forward the resolution with emotion and then we can have discussion on what director moore has brought to us um so the board will now bring forward resolution number 6165 resolution in support of a ballot measure a stabbing establishing universal preschool in multnomah county do i have a motion so moved [Applause] more moves and director bailey seconds this motion is there any board discussion hi this is director constant my only discussion is i sent a note to uh director scott today asking him in his role as the um head of the intergovernmental uh relations committee to um really codify how we're going to go what what kind of process we're going to use for endorsing measures we've talked about this for a while but we haven't um we haven't really set up a process and these things always seem to come to us hastily and they're brought to the board without deliberation and without criteria about um you know whether or not we should or should not be weighing in so um if the intergovernmental committee could spend a little time just creating some some parameters around that i think that would be helpful for us and i support this measure
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so this is director berm edwards um so i i think that's a great suggestion um i also think we should have some sort of process by which uh resolutions get added so this um board members found out about it last night um at least i did and it i believe our process would have was that anything that we were going to be voting on needed to be um part of the board packet that went out and posted on on thursday so just again getting at some sort of established process so it's not a sort of random um activity um and just also letting the public know that we're gonna you know agenda anything we vote on should all be posted on thursday or um you know 24 hours in advance um so i also actually had a question and i'm not sure um director moore if you're the person to ask or if it's courtney wesling and that question i have is i haven't been following this um i was following the preschool for all measure um and had a pretty fair amount of engagement with uh commissioner jessica vega peterson but there was another measure that qualified for the for the ballot and i'm looking at the obama county website and it's not clear um there's two different measures um there was a reference to universal preschool which makes it sound like not the one that the county referred to [Applause] rather it's the one that this interest requested for so i'm wondering like are there two measures going to the to the ballot and what are the differences and what is it that were voting um in support of so there were two ballot measures that um two measures that qualified for the ballot um one was sponsored by the county one was sponsored by i believe democratic socialists of america and there were there were substantial conversations of over um quite a long time between the two groups in an attempt to come to some sort of agreement to avoid having two competing ballot measures around the same topic and just recently a couple of weeks ago they announced that they have merged and there will be only one ballot measure on the ballot for preschool um they are they're working on paperwork right now so my understanding is that um there will be right now there there is no uh ballot measure number that is assigned um but it will be i'm told it will be next week um and and therefore there will be only one measure on the november ballot for preschool and and what which measure is it they were uh they had some universal uh well they had some commonalities there also were some it's essentially the county measure okay um great um so i'd like to just capture that um in the in the uh board discussion that that's what we're since we don't have a number yet nor do we have the language thank you director director moore any further discussion on this resolution um yeah sure larry yeah no i appreciate um the comments um from both director broome edwards and and um director constance i think it's a it's a good topic for the government committee to discuss um in terms of of criteria um and and and what what is a board we we should be looking for in terms of this and and and i also agree on the timing you know i think unfortunately sometimes things do come up last minute this i think director moore would agree that that we would have loved to you know have have known about this and add a little bit more time i i also personally think it's an incredibly important issue and um you know in this case um even though i would have rather had a little bit more time to see the resolution and discuss it i think given the deadlines um in terms of endorsement i i'm um i also think it's really important that we take a stand and and talk about this and i think this this is the kind of thing that will have a a really clear impact on our goals as a district on our student outcome focused goals um and so that's why for me um it's a really important issue and one that i'm happy to bring my support behind so i actually had a question also for the superintendent um i think uh superintendent guerrero you were on the county uh task force or some of the early discussions around the
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preschool for all and i'm wondering how you see the interplay between the early learning money that was in the student success act and this this piece same different complementary i i did have an opportunity to be a part of some of the early people for all task force meetings uh as i know a lot of our early education team was the one thing that i think all stakeholders around the table whether your school district in portland or a community partner out there also providing services or interested in expanding services there was there was very broad consensus about the benefit of increasing that access uh coming to agreement around quality standards for that experience and the value of the investment in encouraging kindergarten readiness so as a superintendent i can't be anything but supportive of efforts to to make sure that every child has access and equity to high quality early education i'm thankful that uh that student success act set aside a priority in early learning [Music] we know that even with those monies and our ability to deploy some level of head start seats that there's still a much greater need uh than even those funds can um you know are helpful uh in opening up access so um i i i'm supportive i'm supportive of that investment sort of going into uh early education uh knowing that many of those four-year-olds in most cases are going to be enrolling in pps so i think it is a complementary investment that dedicated resource all right i mean further discussion before we can move on to voting yeah just just one more thing this this is going to be a huge step forward for children in multnomah county and part of the measure is raising wages for the workers um which they are notoriously poorly weighed poorly paid so it's it's a win on any number of fronts and i'm glad they were in a position to endorse it all right the board will now vote on resolution six one six five um do i have um i guess we've already moved and seconded uh so we just need to vote so this is a resolution in support of a ballot measure establishing universal preschool in multnomah county all in favor please indicate by saying yes yes yes all opposed please indicate by saying no are there any abstentions [Applause] i don't know if that was an abstention or just static so we'll just go with that it was static resolution 6165 is approved by a vote of six to zero with student representative shu voting yes all right thank you all we'll turn now to our student and public comment before we begin i would like to review our guidelines for comment the board of course thanks um the community for taking the time to attend the meeting and provide your perspectives 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 any board related issues raised during public testimony we do request that any complaints about individual employees be directed to the superintendent's office as a personnel matter if you have any additional materials or items you would like to provide to the border superintendent we ask that you email them to publiccomment pps.net please make sure when you begin your comment that you clearly state your name and spell your last name you will have three minutes to speak and you will hear a sound after the three minutes which means that it is time to conclude your comments ms bradshaw do we have anyone signed up for student comment this evening yes we'll start with rio briggs rio are you there rio riggs all right miss bradshaw i see rio is here on uh
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webex and is unmuted but i i'm not hearing them um do we let's see if we can get them connected somehow um while we're doing that uh can we move on to another student who was here to comment yes we don't have another student but we do have um two members of the public deb mayer all right deb hi can you hear me yes okay um i just wanted to make sure i'm not too loud um so superintendent members of the board my name is deb mayer m-a-y-e-r i'm an education advocate and a member of 5g free oregon i'm here to address two issues food security and families for families and they use the safe use of technology pps can deliver good food and lessons to students i'm proposing that we employ bus drivers and teaching assistants to literally deliver education to pps students i understand i just made it so you don't have to do it number one delivering meals to students who would ordinarily be eating at school at is is the least that we can do feeding kids good food is the most effective intervention to improving learning currently limited food delivery is available to some students we're proposing that pps make daily deliveries to every family number two you may recall that um i advocated for senate bill 283 last year while running for pps school board i took a lot of heat for that but the bill i brought attention to harmful health effects of wi-fi radiation and wireless devices on kids the bill passed unanimously the law directed the oregon health authority to produce a meta analysis of studies on the topic that report was due out in july but it has been postponed so what we want to do is to let you know a little bit about it today and we are in um so some so what are some of the health effects that the wi-fi radiation has on kids one cancer changes in the dna damage to the immune system infertility addiction dizziness nausea headaches fatigue eye problems sleep disturbances and memory problems so since kids are being asked to spend much more time with wi-fi and screen devices we want to inform parents now we're proposing that students be provided with composition notebooks lessons and books so that they have an alternative to online learning then even students without internet can be able to complete assignments and communicate with teachers on a regular basis there is something intrinsically satisfying about such a system we're not asking that virtual education be terminated only that everyone is aware of the risk and knows how to use the device devices and wi-fi safely to recap we're asking that bus drivers and staffers deliver good food and education materials to all elementary students for health for healthy and safe learning at home we know of another school district doing this and it is working for lack of a better analogy we are in a better cause all moment we need to fix this we can start by telling parents and families about the the harmful effects of wi-fi radiation and screen devices and where we're asking that you inform the family for more information for more information you can visit us at 5g oregon free and parents across america oregon all right thank you for your testimony um let's see if we can get rio briggs back um rio are you there ms bradshaw could you unmute them
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hi rio are you there all right um miss bradshaw we you said we had another public commenter yes we have joshua lecroot okay let's hear from joshua and then we'll try rio one more time and and hopefully they will be there then joshua welcome one more time all right joshua there we go yes hi there thank you for your time my name is joshua lecroot l-a-c-r-o-u-t-e and i am talking about equity and technology for the upcoming school year there we go so uh i have a few questions and comments about the readiness of every student for online learning and [Music] i know that you can't answer the questions but these aren't rhetorical so at some point i do hope that i do get a response for for these do you know if every student in pps has access to a computer and the internet did you conduct a phone or paper mail survey some families don't have internet access so sending an email or having the survey online for others would be difficult to say the least in short what i'm asking is every student ready because of kobe 19 and the need for online schooling has pps increased the technology budget by reallocating funds from other areas so your department can fill the demand and be successful what added techno technology services are going to be given to children with physical intellectual and or emotional challenges this goes for iep 504s english as a second language will one on one teaching for children that do need actual physical presence will that be available will those educators be tested for coveting will the student and family be tested for covid to assure safety also i'm looking to find out the status of the student success funding to support tutors for bypass students so i hope that that would be addressed very soon i'm presuming that all fall sports practices and games have been cancelled so how were the funds for the athletic departments used to bolster and enhance academics there was a speaker at the last board meeting that mentioned that schedules particularly for high school students were made so they could help young their younger siblings on their schoolwork my question is why some would retort well it takes a village to help raise a child but older siblings should not i repeat not be burdened with teaching a younger sibling it diminishes the older siblings time to concentrate on their own education period also earlier this week i read an email from pps that there were going to be home classroom kits that were going to be available quote the home classroom kits will be sold directly to families and who who have financial resources while pps is identifying additional resources to cover the cost for families who are not able to afford them why is public education suddenly a pay to play system even if you're gifting it to another family these kits should be free to any and all students full stop a lot has been mentioned about student equity but the example above and the allocation of funds in the community really show the opposite at times bypac and special education students are still not receiving everything that they need to they are receiving less funds and opportunities this is your opportunity to show how equitable you can be and it needs to happen now thank you thank you all right we're gonna try to connect with rio one more time i hope you're there we'd love to hear from you uh so ms bradshaw would you unmute rio and we'll see if they are ready to speak hello um this is rio's mother she got stage fright so we will have her write her concerns and email them to you totally understandable it's um really hard to speak in front of people for many folks and especially online can be challenging and then in
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this environment with so many um adults so rio thank you for your passion and your willingness to to want to speak and i really look forward to your comments that you'll share with us in writing so thank you again thanks to everyone who spoke tonight um it takes a lot to be willing to sign up and to care um know that you can connect with our board manager for grandpal if you have something specifically you want to follow up with the board office all right nathaniel would you like to provide us with your report this evening uh yes i would thank you um just one quick note i've had fire alarms going off randomly so sorry if that happens um anyway um i really don't have much to report on um today i imagine that by next meeting at which time of course school will be back in session these reports will be significantly more substantive for now i'd just like to note that the dsc and i are currently working on the dsc and student representative board policy 1.20.012 p and that um we are currently in the process of onboarding new members in that regard right um well i think that's it thank you all right thank you nathaniel um we turn now to superintendent guerrero um what would you like to share with us tonight superintendent i echo i can get a little anxious speaking to a large group of adults sometimes uh good evening directors uh staff colleagues uh good evening to everyone who's tuned in and watching on our live stream uh as you know tonight's meeting agenda takes up a little less of a page than usual uh with the major focus being on the start of the school year plan so my report this evening really is mainly going to serve as an introduction to this evening staff presentation which we hope will provide directors and the broader community an update on our plans for students and also as a message for the broader community particularly during this fluid and dynamic reality and constraints under which we're attempting to operate so by the time the board comes together again for a regular meeting the 2021 school year will have begun everyone across our district teachers administrators central office staff they're continuing to prepare for what we're referring to as our soft start next wednesday next slide please this school year will begin differently of course uh it won't begin the way we would all prefer uh with open doors and excited students uh full classrooms uh but we are doing we are working to make to do our best to make a successful launch uh a launch that's engaging and supportive of a learning experience for our students as we can make and uh next slide you know that part of making sure that learning experience exists for our students is that you pay careful attention to those questions of access and equity they were brought up earlier and their supports are are made available you're going to hear from the details of a growing list of supports that will continue to be messaged to families there's many challenges that have been brought on by this pandemic we recognize especially for students and families of color who have been uh disproportionately impact uh impacted uh and the reason why we're spending some deliberate time and energy uh so that we're we can be as helpful as we can be in as many ways possible we're very thankful of the focus groups particularly for many of our families and communities of color uh who have led influence the soft start that i mentioned uh because of that concern for our students well-being will be focused on our educators building those connections with our students as you know these are new classes they hadn't been together before which is a bit different from the springtime when campus is closed so there'll be uh more attention to orienting our students and families uh we are dedicating topics for professional development with our educators who are coming back this week uh and helping them uh with guidance and giving them opportunities to exchange ideas with one another regarding how to really welcome and meet our new students how to engage with them academically and virtually how to get comfortable with those digital resources in the platform that we'll be relying on um but i will reiterate uh many plans are under underway for providing more support services to students and families than ever before
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we've certainly ramped up our social emotional supports you'll hear a bit later how we're partnering with our culturally specific partners to provide some deeper levels of family engagement to promote that student learning and support with the focus on reducing the institutional barriers for families of color and advocate for their needs the partners will also be providing some important wrap-around services which include academic tutoring extended learning enrichment and programming uh to provide that cultural identity development that matters now especially particularly during racial uprising uh that there were that we're feeling um and a lot of this is possible it's important to underline and appreciate is our student investment account resources at work that includes 55 additional social workers and councils that i can't think of a better time for them to come aboard i think we've we're down to the last handful uh of openings so really appreciative to hr and our school leaders uh and our student support services office uh for identifying those professionals uh to start connecting with our kids we've also we're also staying close with our our local partners including multnomah county uh to make sure that we're collaborating and doing everything possible to connect with families uh and services that may be available to them including housing assistance and medical care we're continuing to think about the nutrition of our students over 1.2 million meals have been served since we closed school buildings i feel like we need to sign outside the desc maybe we're going to resume meal distributions at exponentially more sites than we've done over the last five months thank you to our nutrition service workers who prove to be very essential and regarding the question of you know have we shifted significant resources absolutely particularly millions in ensuring technology access and equity has taken place uh to make sure folks know what to do with that hardware and that connectivity uh we've stood up a technology help desk for families to get questions answered they can dial in uh and get acquainted with the learning platforms and and get assistance with how to use it effectively so that our students are properly set up and comfortable the help desk like the virtual orientation content we're publishing this week is accessible in all pps supported languages so we welcome any additional feedback and input as that help this comes online for for our parents so just a few mentions uh honorable mentions on a growing full list of supports being made available and uh will continue to be advertised at the school level as well uh we'll also be describing that array of services at pps.net by the end of the week looking ahead um next slide i know that for all the plans uh that we've made there's still many more questions we have them i know our families have them uh we will get to some of your questions uh this evening in just a few moments uh we may not have every answer this is an iterative process friday evening we were coming to conclusion in a few areas so we're more prepared today now to talk about specific schedules for instance which i know everybody's anxious to hear more details about but this is an iterative process we are making adjustments particularly after working and hearing from our school leaders our educators and certainly we'll continue to make adjustments as we hear from students and families as the school year gets underway so we understand that uh and many of these questions are the same ones that other districts are contending with both across the state and across the country as we connect with our colleagues they're contending with these same challenges uh you see a variety of responses and approaches and frankly a variety of impact on those decisions so we have further work to do to clarify plans in certain areas uh spoiler uh such as you know what is that availability of child care gonna look like what is the prospect of bringing in small groups of students to campuses for some specialized learning support and what about athletics so we're working continually on these almost daily particularly with the department of education we're thankful for their collaboration we'll continue to be guided foremost as we have been from the beginning by our highest priority the health and wellness of our students and staff so stay tuned for an update soon regarding some of these items if you don't hear a lot of details there it's because they're still very much being deliberated but as the first day of school year approaches our family should know that we're we are thinking of those next stages of
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work to implement so for when students can be allowed in buildings uh whether that's in a hybrid cohort model or we're planning for that eventual and much anticipated day when we can actually just open our doors to all students and staff at once uh so we're also giving thought to what intervention support opportunities and enrichments are best gonna address those learning gaps and social emotional impacts but this pandemic has a lot we recognize that uh it's not easy uh this next month uh this school year it won't be easy uh but we will do our best to remain focused on delivering on our educational mission as best we can we're here to support our students uh to serve them we will need everyone's support thank you board and our broader city uh uh as we anticipate state budgets are going to get tighter uh in the coming months and certainly in the new biennium just at a time when our students and our families are going to need more from us so we'll continue to be as strategic and efficient as we can be moving forward next slide so things may not get easier soon but they will continually get better next week will be better than this week because we're going to see our students we'll see their faces we'll be better at delivering distance learning to students because of what we learned this past spring and we have we will have had more time to plan than we did last march when our educators have very little time to make the switch to online learning so one day hopefully very soon we'll be inviting our students back to to seeing them in person face to face so things are going to get better um so i want to thank you for for your patience i'm very grateful to our staff who have worked tirelessly to get us to this point i'm grateful for the patience shown by our families we're all navigating something very unprecedented here in our community we appreciate the partnership of our labor partners whose collaboration has been uh essential especially as plans get underway uh we're as focused as ever uh to get through these challenges that we're facing uh we may be virtual here at first uh but we are excited for learning to begin once again uh in the coming weeks uh so it's with these opening remarks and message to community chair lowry uh staff's prepared to to provide our next school opening update we've switched it up so now on the pitchers mound coordinating our district efforts is dr russell brown our chief of system performance he'll have supporting roles this evening from danny ledezma our senior advisor on racial equity our chief of schools dr sean byrd and additional staff who are all playing a critical role and certainly everybody's here on screen to take any questions we'll do our best to answer as best we can to provide those details we're excited about the learning experience ahead that our students and our families can expect and we're excited to share some of those plans with you this evening let's go for it all right let's go for it so with your permission chair lowry i think dr russell brown is ready to kick us off good evening um don't wait for the presentation to be pulled up please perfect and if we could go to the the next slide so uh good evening members of the board uh superintendent guerrero and members of our larger community that are watching this evening um pleased to have this opportunity to provide an update to the board um i always like it when the superintendent steals the majority of what i'm getting ready to say it makes it a little easier for me uh it is an ever-evolving evolving environment and we're working to to respond to it as quickly and as iteratively as possible to improve the experiences for our students throughout our work in in terms of our response to coca-19 pandemic we've consistently centered on our theory of action in our planning and i'm just going to reiterate that if we break racial equity and social justice strategies into our instructional core work with our students teachers and content and build our organizational culture and capacity to create a strong foundation to support every student then we will reimagine portland public schools to ensure every student especially our black and native students who experience the greatest barriers realize the vision of the graduate portrait and we will continue to focus on our black and native students as we move forward throughout this academic year and as we iterate to
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to continue to improve services for our students in our last update we uh provided an overview of kindergarten registration our expectations for our young learners uh we provided demonstrations of the learning environment seesaw and canvas so the folks would have a sense of what it would be like for students to be in those environments we provided a brief overview of scheduling and a brief overview of planned engagement for our students today's presentation we're going to switch it up a little bit to borrow from the superintendent's baseball analogy um and we're going to provide a deeper look at schedules and you know what the day and the life of the student look like at the elementary middle and high school level and also then to um what what does engagement and support look like and and again from a student level uh in in support of our students who have additional needs we're also going to switch up the format a little uh so tonight we'll start with dr bird dr bird is going to give a deeper dive into schedules and then we'll break and have a question and answer session connected to the schedules and then after that then we'll we'll pivot and danny vadessma will come and speak about engagement and support and we'll have a q a session after that as well and then we'll move uh on to closing so with with no further ado uh if we could go to the next slide and then i will hand off to dr burke all right good evening everyone to continue the baseball analogy this is the first ending of the presentation so if you could switch to the next slide and we're going to talk about uh schedules today and before i start i just want to remind everyone uh that's excuse me watching that we have two terms that we use a lot that not everybody is familiar with so asynchronous and synchronous those are terms that you'll hear and you'll see in writing a synchronous you can just think of as that as uh is live interaction with a teacher uh or some interaction through through technology through text messaging uh video conferencing etc and asynchronous is work that students will do uh sometimes on their own sometimes it's independent work such as reading a book writing in a journal sometimes it's watching uh videos online such as khan academy uh topic math some some other kinds of apps that we have that students will use so just want to remind you of those terms as we go through the schedule next slide so we have taken feedback since last we were here you could flip to the next slide there you go thank you and i just want to just remind us oh we'll go back one sorry that there are things that we were uh firm about and then there are things that we've given our building leaders flexibility of so there are certain things that we required such as uh teachers have to have office hours there have to be supports in place for students so that uh that they can access the technology so we'll talk more about that in a bit and there uh there has to be um some element of family engagement and then time for teachers to give feedback to students but what is flexible is uh the start and end time so we've heard from families that you know we already arranged child care uh we have elementary children so we'd like to start at the same time that we start during the regular school year so we allow that flexibility to our building leaders and we've also told our building leaders that you we've you know here's the box you need to fit these components in the box but how you arrange uh math and language arts what time of the day that is that's up to you as a as a building leader but your school needs to be consistent so if your teachers are going to if you say that you're going to have second graders are going to have language arts in the morning then across your school you need to have second graders have like charts so it can't be individual teacher decisions about the structure of that and then a reminder that we'll be taking attendance and i'll talk about how that happens um in a little in a just a bit next slide so today i want to take you through uh a couple a few schedules for each grade level and i want to um uh introduce you to a second grader at harrison park a fictional second grader named maya and so maya is a second grade student and she uh if she goes to harrison park she is going to start her day we'll just say for uh illustrative purposes at 9 15 in the morning where she'll uh start preparing for the day she'll have they'll have their get their things ready to go have their breakfast and be ready to uh set up at 9 30 for their social emotional lessons so in these slides you see that green highlights those mean that as synchronous instructions as the teacher is live and uh and delivering instruction so the teacher will deliver a social emotional lesson a morning meeting from 9 30 to 10 and then students will start working on their language arts and social studies lessons now here is where uh there's some differentiation because we know it's important that students are especially young students are not online all day long and so we want to be very clear that there are opportunities
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that students will work independently and then there are opportunities that students will be with the teacher depending on their needs in maya's case maya has a specific learning disability so she's she's still striving to read on grade level so at 10 30 she's going to be working uh on some while the rest of the class is working on independent reading and writing tests she's going to be working with a special education teacher online so she'll actually be online some additional time to get some additional help and then she'll join the rest of the class at 11 o'clock to do a small group for language arts at 11 25 they'll have another break and they'll do some independent work uh in this case they're going to be doing their journal writing for their independent reading and journal writing then there's going to be a break from the computer completely and they're going to have lunch and a short recess time before they dive back in the afternoon to some independent math tests in this case maya is actually going to be online she's going to work on dream box which is one of our other apps that we have so she's going to go online and do that work independently um and and then move into some other uh work two o'clock is gonna have her math small group so she'll be back online with her uh with her the rest of her class and then at 2 20 is when we have time for independent math tests but in this case maya's mom is um working and she's not able to to uh you know sit with maya at exactly 220 to do her independent math test that's fine they're actually decided as a family that she's going to do her math work at six o'clock this evening that's why we have time built into the schedule of synchronous and then we have some time as asynchronous so families have flexibility in the asynchronous time to do work at their own pace we do know that some older siblings will be will be watching after their younger siblings as their parents are working or they just have parents at home that are working and trying to manage a lot of things so we want to have building flexibility for our families you'll notice on this schedule that there's time built in for a library there's also time built in for pe and so every elementary school student will have those specials classes as we call them so arts pe and um and time in the with the library media specialist so that is uh that's how maya's monday and friday would look and we could go across and you would see that she would have different opportunities next schedule then we're going to move to middle school and we're going to want you to meet kyrie who's the seventh grader at beaumont uh kyrie is uh going to be on monday he's going to start school also at 9 30. uh he's gonna have language arts uh in a live basic in a synchronous class uh that's his first period class so in the morning from 9 30 to 12 15 kyrie is going to be engaged with his teachers he's going to follow his his schedule uh the first three periods of his schedule so in in his cases language arts pe and math then he's gonna have lunch and have a little break from the computer and while he's in those classes in the morning language arts and math particularly he's going to have some opportunities to not just have the teacher talking to him but the teacher is also going to break them the class into small groups collaborative groups online so they'll be able to collaborate with one another because we also know it's important especially for middle school kids to to be able to talk to their peers to collaborate with each other we don't want this to be an isolating event for them we know that you know social emotional uh wellness is important and that includes collaboration for students after lunch uh kyrie will go to advisory his middle school has advisory uh and then the afternoon he'll spend on applied learning tests now that doesn't mean he won't have access to a teacher he may very well need to check in with the teacher or the teachers that have assigned him work in the morning he may get stuck and need to uh need to have access to some staff member that will be possible in the afternoon so it's not that he's done at 1 45 but again kyrie has to look after his younger sibling so he can't necessarily get all of his work done between the hours of 145 for so he'll work on some of that uh later in the evening and and that's that's fine too and tuesday kyrie will continue his schedule he'll go to choir for so this his fourth period class uh then he'll go to social studies fifth period he'll go to science during sixth period have a lunch break uh he'll be doing uh he's in a school that has actually a seven period day so at 1 45 while schools that have six period day will be doing applied learning he'll actually be in his 7th period class which is a spanish class and then he'll have some time for applied learning now wednesday thursday and friday will look different for every student so you'll see there that it's all highlighted green but that's uh that's based on the teacher discretion so in kyrie's case he's doing really well in language arts he uh did well with his uh his uh his applied learning activity that he turned into his teacher so he's gonna he will have an opportunity to drop into office hours if he needs to but if not he'll just
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continue working on his assignments but his math teacher would actually like to see him in a small group so he'll be actually at 11 30 he'll be logging on the computer to see his math teacher with some other students who are trying to accelerate in math and there are they are trying to go into algebra by 8th grade so he's going to be working on some on some advanced math problems this and so the same thing will be true on thursday friday middle school students will have the opportunity to see all of their teachers if they need to otherwise they'll continue working on their on their um applied learning activities um next slide now i want to meet marcos who's a 10th grader at roosevelt high school he's a rough writer he is going to be engaging in um in the morning applied learning from eight to nine and this is um specifically laid out here teachers will generally be in professional development or they'll have uh time to meet with students now um marcos is he plays in the band and he's going to have band first semester you can see that he has a third period but he really wants to make sure his band director really wants to make sure that he is uh keeping up with his practicing his music and making sure that he's he's uh keeping up his skills so we're gonna he's gonna have a chance to meet with his band director uh later besides his class he's gonna have a chance to move this band director later in the week and that'll be throughout the year so let's just go with his monday schedule he's gonna have first period spanish uh third and fourth period i'm sorry first period spanish three four in the second period you'll have english and these blocks for high school students are a little bit longer they're 75 minutes than middle school students then there'll be a lunch break everybody will go to lunch third and fourth period third period is banned and fourth period is algebra so those on monday that will be an asynchronous day so he will either be working on uh practicing his his trumpet by himself or he will um maybe he'll do some uh small group instruction with his band director if he might have sectional rehearsals on uh on his asynchronous day um and algebra same thing he may do his applied learning or he may work in small groups if the teacher requires that in the afternoon he's going to have a break from 3 15 to 3 45 to to do whatever he needs to do uh you know catch his breath from the day and then he's going to have his club meeting from 3 30 to 4 30. so we know it's very important for our secondary students to be able to again connect with their peers and we want to make sure that we are running clubs and activities that we would normally run so marcos who is is uh is in a club and then the next day tuesday he will have banned live so he may practice his trumpet on uh on by himself on and or in sectionals on monday tuesday is going to be with the full band and then fourth period he's going to have his algebra class live so whatever he was working on yesterday he'll be able to practice that and then his first and second period will then be uh will then be asynchronous and in marco's case uh spanish uh he's uh going to be working he took a quiz on monday and he didn't do so well he uh he actually made a deal on that quiz so he's going to be working with his spanish teacher in a small group for about 20 minutes just to kind of remediate that and so that he can uh improve for the next time and maybe do some uh makeup work so that he can improve his grade on wednesday uh marcos will actually have the opportunity to see all of his teachers uh for a period of time uh there if then again that's just like the middle school it's a teacher discretion if they need to pull him so if he needs to do some more uh intense work in spanish or english or any of his classes that he can uh do that with his teacher and then we have uh from 12 35 to 150 he's gonna have office hours for any of us he'd be able to drop in by appointment to see his teachers uh until uh 1 45 afternoon he'll have applied learning and then at 3 30 he's going to have band practice again because uh marcus is in symphonic band he really wants to uh you know prepare for when we go back to school and we have are able to have a concert and his band is actually going to practice every wednesday at this time so teachers that would normally be in a in a plc the band teacher will have some opportunity it may not be at this time throughout the day but they'll have some opportunity to work with those groups of students and ensemble groups and in uh in other classes marcos also he if he were taking for example if he were taking an ap class he could also use some time either in the morning at eight o'clock in the morning to do some modules with his ap teacher in the semester that he's not in the class to prepare for the ap exam beginning september 1st the college board is releasing a bunch of video modules for all the ap courses so that we because so many schools are going to this schedule so there'll be additional practice that'll have access to a teacher to help them through that you can also do those on your own so
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depending on what you need to do and then thursday and friday we'll repeat that schedule that we did on monday and tuesday so there's some continuity of instruction next slide and i want to introduce you to tasha she's my last friend tonight she's a junior at cleveland high school and she is really dedicated to the ib program she has really decided to go for it and go for the full ib diploma so we admire her uh her dedications her studies so she is on a very uh uh she's on a year-long schedule eight periods schedule but there's some modifications to the schedule so again from eight to nine some of her teachers may decide to have some groups for ib extra ib practice or she may have some other uh she's inquired so she may have some time to work with teachers but she's going to have her first period class uh similar she's going to have her ib english class it's going to be live and then she'll have biology second period live and then she'll have lunch just like the four by four schedule then third and fourth period very similar to the other schedule she's going to acquire so she's going to be practicing for her solo that she's preparing for and this is going to have uh ib math uh in the afternoon she's also very actively involved so she's gonna have a club meeting in the afternoon she'll have a chance to do that the next day uh she'll go to periods five and six so she's going to have history and then sixth period is going to have an ib boost class because even as dedicated as natasha is we know that these are uh it's challenging to keep up with that many academic classes so we want to give her an opportunity to be in an ib boost class which is uh you can think of as sort of a support class for ib students so she can work on a variety of topics in that class to prepare for those exams so that she can score well and get her college credit seventh period she has digital media so that's an elective that she chose uh and that's going to be uh in this case our teacher is going to call them together for 30 minutes to do some uh group work uh they're working on a project so her group will get together on the platform that we have and work on that in the eighth period she has study hall because again looking look at her schedule she's got a pretty tough load there so we want to make sure she has opportunities to have some time to um to make sure she's keeping up with everything and has time to check in with teachers if she needs to on wednesday she'll actually see all eight of her teachers if she needs to so she'll have there's a short period of time that the teachers can call kids together to drop in or they can have some structured time with teachers again just like in the afternoon in the 4x4 schedule she'll have opportunity for office hours she'll have some time to work on her projects from monday and tuesday she's got that history project that's coming due so she'll spend some time on applied learning and then in the afternoon she too is a an accomplished musician so she'll be practicing with her choir in the afternoon on wednesdays then thursday and friday we will repeat that all over again so that is uh a view an overview of schedules uh it's for me it's chair lowry i just wanted to say that it looks like on thursday they it's the sort of the reverse they have third and fourth period and then first and second and it looks like there's a typo it says period three and two but i think it should be three and four okay clear on that yes you are correct i'm sorry i don't know i just i i have a very interested cleveland student who's going to ask me lots of questions after this meeting so i want to make sure i tell her the correct answers yeah that's right so we did wanna yes so they will have uh their classes will all be in the morning that are live and then the afternoons will be uh asynchronous now and then i just want to say this uh in all of these schedules the times you know will follow the schedule of the school and principals are now preparing to communicate out to their communities their exact schedules i know they're building they're they're populating their master schedules so they will um they'll be sending those out shortly i know some schools have started to through the registration process and that is a conclusion of a day in the life of maya kyrie marcos and natasha and many other people just like them and we'll take your questions down all right let's open it up to board members for questions um i'm not going to do alphabetical order this time we'll just see uh i would ask that you only ask one question and then allow for another board member to ask a question and then we'll come back to you so um does anybody have any questions to get us started chief byrd this is director constance um i guess my first question is um do you expect that office hours take the place of flex is that the primary time when students will be able to individually um have have one-on-one time with their high school teachers there's actually so several
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opportunities that is one of the times they can have one-on-one time but they're also in the in the asynchronous times uh teachers could just have uh they could say hey when gonna have office hours this time while you're working on your applied learning those of you who need to see me can come here but yeah so there's multiple opportunities for kids to do that but that's the specified time in the schedule that we asked uh we asked that there's a specified office hour time and it's a good chunk of time at that period thank you um i have a question about um the primary grades if we've anticipated um a reset time or i mean what if we're a month into it what do we do when we're 30 days into this schedule and we're finding it's not working for families do we have a plan b for those families so thank you uh director so we are going to be monitoring um schedule and we'll monitor the engagement of students and uh how individual school principals will be responsible for monitoring um how it's working for families we do have some supports that danny's going to talk about in a few minutes that are sort of built in to help people you know with technology with uh and we've done some front-end work with our particular csi schools with our summer connections academy where we've done orientation with our families and that is continuing with other schools we have a that's the template that we've used but where they've sat down with the family and said you know this is how it works i do want to also stress that the asynchronous time is not locked in you know we're not going to be calling um we're not going to be calling uh maya's house at 12 30 to make sure she's working on her asynchronous math lesson you know that is up to her family to figure that out how that works best for them what is uh fixed and it may not be those exact times you just saw on the schedule but teachers will have a routine that we're going to be online every morning at nine nine for example for for our morning meeting and sel so those log on times will be fixed but we also want to be sensitive that uh you know young children cannot uh sit even big children like me cannot sit for hours on end in front of a computer so we just wanted to be uh sensitive to that so there you'll see that's why the breaks are sort of built into the schedule like that thank you but we will monitor and make adjustments as we need to yeah to answer your question i don't think i actually said that but you will make adjustments i have a question about printing um i i think uh this you know we've got this will increase i think uh the need for printing a lot of families don't have a printer their computer schools notoriously don't have enough budget for paper a lot of the times and so parents and teachers and whoever you know throws money at it um how can we how are we going to deal with this in the fall so that's that printing need is is fully funded and fully met in terms of getting printed materials out to families and students sure so we are you have a we're developing it's pretty much developed but we're putting the final touches on the development of a process for schools to be able to uh print things at the at the school so if we do know there are a number of uh teachers that may have the desire to come in and teach from their classrooms they'll have access to copy machine those kind of things that they can print we can use our bus service to deliver things to um families uh that those our plans are being uh finalized we also have a central uh warehouse central print shop that we can print things at uh and we have a system to uh you know uh just as you would do if you were in school if a school assistant a print job they send it there's a deadline and it goes out through the we would deliver in this case through bus service uh many of our uh most of the assignments however that kids will do will be actually completed online and there are um there are uh mechanisms in the platform to submit your work you can do teachers can create assessments online uh that are uh you know multiple choice kind of assessments in canvas for example that are actually even auto graded um so there so a lot of stuff will be handled online it can be randomized to make sure that students are not getting the exact same quiz and you know for obvious reasons but um there will be opportunities for most of the work to be submitted will be submitted via the technology platform but we do know there'll still be a need for certain things will come up and we have plans for being able to print those those things and disperse them through our transportation system can i ask a question about the um this is rita um about the uh applied learning uh at 8 am at the high school level yeah can you talk a little bit more about that sure so from eight to nine that would be this time where teachers are either in plc's or pd or um as i mentioned uh we wanted to build some more flexibility
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into our high school schedule so that those students who are involved in ap ap or band or choir or those ensemble groups that may need to meet some of those teachers that you know there's only one band director at school so a plc of one is a bit challenging so they could be released from that time to work with the band on certain days other days they could meet with other branders or other schools but that so there's flexibility in that eight to nine o'clock hour uh and it's for uh students to they will do their own they'll do their own uh work they'll be you know have projects to do throughout the year it's also time for them to kind of get ready for their day and uh and get set for the have breakfast do all those things and then um join the class at nine o'clock so are they um is that our going to be potentially required time for students it's it's required yeah it is a it's part of the day for students and that they'll be it's asynchronous time so they'll be working on a project they'll be getting either they could be me with a small group of maybe they have a project in social studies it's a group work and there's three people in the group those three students could meet together using our platform uh to um to collaborate or whatever or they could or they could just be getting you know they could be working on individual work at that time okay but again that's it doesn't have to be done between eight and nine that's that is purposely flexible so the kids that can't do it at a time maybe they'll do it at i mean when i was in high school i did my best work at 11 o'clock at night that's not great but maybe that's when they choose to do it ditto um yeah i i'm just a little concerned that um it it looks on paper like we're moving in the wrong direction um for high school schedules um i was hoping that we would be moving later not earlier um but if if this is intended to um intended to be really flex time it is yeah okay the actual live class won't start until whatever time that was on there yeah it was a bit later for them i i still i i'm just going to say this i'm still concerned that um some schools and some teachers may end up requiring that students be functional at 8am and everything we know about physiology for adolescents says that that's problematic so so what i can what i can say with certainty is that no teacher will be requiring a student to log in because teachers will be engaged in plcs or professionally developed so there will be no uh there's no instruction that's delivered at 8 am in the morning unless it's arranged between you know like the band or the choir you know this is something like that but that's usually happening in the afternoon we built time in the afternoon before that schedule so teachers will be uh involved in plcs and so there will not be any if a student chooses to get up and do their their math homework at eight o'clock that's their choice but there's no log in time at eight o'clock okay all right thanks thanks is there a log in time at any point yes for their for their classes that they have to follow that their spell schedule their first period they have to show up to first period uh in them so high school is the morning uh really from nine to around 12 is is actually uh they're engaged in a live classroom and when you say show up does that what does that mean they're on a video screen or they uh have you know in the chat uh logged in or what is that yeah so thank you for that question i'm glad you brought that up actually so uh you know the true truest form of secret is learning would be uh if you were my teacher director at my words and you and this was your class uh you would see all of us our bright and shining faces here and you would uh deliver instruction to us um so that would that's the truest form of synchronous learning that's how we'll record that's for that class period now you notice that the kids are going to like two classes in the morning and then they have the afternoon asynchronous so how do we know if they're participating in that at some point in that day in the day they'll need to log on to canvas and it doesn't have to be at you know two o'clock in the afternoon but they'll have to log on at some point and do whatever task is required to them and we can uh we can detect that uh login and then that counts as uh as our positive attendance for that student during the day now will they uh so they should log in for their class and they should be just like we are looking at each other now they could they could definitely participate uh via chat but they have to be logged in to do that so um there'll be a variety of ways that teachers can um engage with students so we have a variety of apps that uh luis and otl team have uh procured through the which we call the digital backpack so there's uh sometimes in their applied learning time they may be working on a lesson for history using nearpod which is a is a
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highly engaging um app that students can it's very interactive it's video and there's check for understanding in there so there are things that all of the apps that were chosen were chosen because they uh they sync up with canvas and so teachers can get assessment data about students uh on a regular basis so it's not always just you know the kind of what we think of as a normal test that we take in a class but there's lots of uh assessment for informal assessment data teachers can get to make sure students are learning which is how they'll decide that uh julia uh that you know um i may need to see andrew because andrew is just he's just not doing well in history that i look at his nearby he's really not logging in he's staying on there for 35 seconds i can tell that so then i'm going to tell andrew hey i need you to come on small group day and uh and work with me so we can we can check that out so there's lots of different kinds of checks and balances in the in these uh in these plans so the teachers are able to respond to the needs of students can i just say as a parent of a high schooler uh this is great and i really appreciate you know all sort of the flexibility for students but also that rigor and the a way for you know i was telling someone today that grades are a communication tool you know and so the goal is to help students and parents know where kids are um and so that having that ability to look at all of that information and be able to respond and be able to say okay we need you in small group or like director deposit you said like are we going to be able to be responsive and flexible you know these kinds of things allow teachers to see where students are and adjust and i think that's going to be really key so i thank you so much for the work you and your team done on this chief bird all right are there any other questions before we move along to the next portion of our uh time together today director uh one other question um and i realize uh this is an incredible undertaking uh with not enough time and sometimes conflicting directives from the state we did have some families request to see if we could do some evening instruction presumably these are parents who work during the day and would want to be there to support their child or at least part of the instructional day can you talk about it did you consider that incredible challenge to do that part of doing one schedule yeah so and we really um you know uh we really wanted to have uh students have the most uh routine as possible so we wanted to kind of mirror the schedule for a couple of reasons also because our teachers we have to give them a predictable schedule to to work as well so um the schedules uh that we consider all you know daytime schedules again with flexibility built in so that if uh their um you know their parents can certainly check in on them and see what's happening but uh we'll have opportunities to to review the kind of work that they're doing these platforms are 24 hours a day seven days a week so anytime that a parent would like to uh be able to see progress at a child they can't but we won't have any instruction um outside the regular uh school day except for what um you know we already have with coordinate portland evening scholars or you know those programs will still operate the way they're operating the multiple pathways to graduation programs their schedules are they are going to be slightly different from the ones you saw here because they are unique uh programs that are offering very unique uh you know they they're they're tailored to a unique group of students so those programs would op would operate a little differently than the regular high school program so these families would probably really appreciate the kind of technical assistance so in the evening they can with their student log into csiro canvas and really see other students doing what their student has been working on yeah and thank you and communicate with the teacher yes thank you for that and we'll uh develop some topics so uh i have uh two questions um and they're totally different um one is i have some people i work with who are taking time off from work from home in order to be able to help their k5 students get online and you know make the transition is going to be required and obviously a lot of people aren't going to be able to do that whether if they're essential workers or they don't have that option to take um time off um whatever the set of
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circumstances how um how would parents get help from the school district if they're in that situation like i am an essential worker say i'm a hsu nurse and that's my shift and so i can't be there where do people go to raise their hand is that like at the school level is there a centralized um yes so directly to a learning pod or what so that's coming up actually in uh daniel odesma's presentation she's going to be talking about the supports that we offer so i will just say that there are those are um coming online as we um you know more and more as the superintendent said earlier are coming online as we are continuing to develop those but we do know that people have unique needs and um we our principles are sort of our frontline uh advocates for those and and they have reached out to us about a variety of situations so there are definitely um um alternative solutions that we are working with and so i'm gonna that would be part of danny's presentation then we can come back and ask questions again after she okay let's go ahead and do that let's um it's 7 23 which means we've been here almost 90 minutes so let's take a um three-minute stretch break i'm gonna let everybody stand up including you superintendent guerrero uh just so that we stretch a little bit it's good for our bodies it's good for our brains thank you director bailey for following directions um and then we'll come back at 7 26 with danny ledezma and then we can ask more questions after that all right three minutes go at 26. ms ledesma are you here and ready i i am i'm here and really ready all right ready and excited well thank you everyone for your patience i know that folks are anxiously awaiting hearing a little bit more about family supports um so uh you know as we heard from uh chief byrd uh we know the power of the instructional core and the education of students we know how critically important it is that we're focused on that instructional core but we also know how important it is to ensure that the cultural emotional and basic needs of our students and families are met so that we can really make sure that we're ensuring that our students are six are succeeding and as we all are aware given the challenges of covid the economic fallout as a result of coved and the struggle for racial justice our students and families are in need of quite a bit of set of supports
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in order to be able to thrive and realize their potential in these challenging times so to that end the superintendent charged a cross department committee to scan our district in our community to document and to publish all of the student and family supports are currently offered at schools so the team is charged with publishing this menu of supports and interventions that were specifically aimed at making sure that our black and native students and students of color can successfully engage in learning and positive relationship building these supports we were charged with making sure that they include a continuum of services that meet the needs of students and align with our tiered systems of support our vision pbs reimagined our emerging strategic plan our work in racial equity and social justice and culturally responsive and sustaining instructional practices so the team has been considering uh these supports while also trying to align um school-based and external partner-provided supports while also making sure that we're integrating the stakeholder in input and feedback from the work that our chief of engagement jonathan garcia has been uh leading and so as a result of this we have been uh chart we have been really busy um and we have categorized supports into five distinct types and you'll see a list of that so we focused in on academic support so these are supports that are focused on providing additional academic interventions to ensure that students are learning they include support such as academic tutoring curriculum support and even professional development for teachers belonging and connection these supports are focused on providing social and emotional support for students and include support such as school school-based counselors access to a social worker or qualified mental health provider group sessions and mentoring and leadership development family supports and resources these are supports that are focused on providing families with the connections referrals and resources to ensure the critical and basic needs are met these include items such as food distribution case management wrap around services and anti-poverty efforts enrichment and extended day these supports are focused focused on augmenting academics in structured and engaging activities to enhance and expand the learning of students outside of school hours and these include activities like chess for success or virtual after school programs um culturally specific supports are supports that are provided by a culturally specific provider um and we'll talk a little bit about those so um our diverse committee uh which includes several departments also several different types of leaders throughout our district scanned our district we identified which schools these supports were provided we worked with principals we worked with principal supervisors to get an exhaustive catalog and so we are right now in the process of working in collaboration with our communications department um and language access services department headed up by david roy to create a catalog and i say catalog in parentheses so that parents will know about services provided at their students school and we'll also be sending a postcard to every family that's translated that directs them to to this catalog and david's team not only is working on translating uh the information so that it's relevant to families and their their home language but also making sure that it's um visually appealing that it's easy to read and accessible and that it's not just a giant uh spreadsheet like i would like i would create um so we are working in partnership uh one of the things that um we're really proud of is that this catalog of services not only represents uh the work of our pps our talented and diverse pbs staff but it also represents our community our partners our sister jurisdictions their supports as well and we are really committed to continue to ensure this collaboration and coordination and making sure that we're sharing information so that so that parents and students know where resources are located and how to access them so these supports are evolving i want to be really be really careful about this to let you know that we are continuing to get guidance from ode um and uh we're continuing to work within our district to make sure that we're coordinated um and that we're uh that that we're really maximizing the impact of the of these services um the other thing that we are we are doing and that we're committed to do is to convin continue to evaluate and analyze any gaps and services so that we're able to really get in and provide needed supports um uh these supports will be cataloged by schools but there is um a tiering to these right so we have
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really prioritized our native and black students our students of color but we're also continuing to make sure that our csi our tsi and our title schools have a range of services to really make sure that we're supporting our students and ensuring the success of our students in those school communities so um i want to take you through some examples of students so if you wouldn't mind advancing uh uh roseanne um so shawn told you and introduced you to uh some students and i'd like to tell you a little bit more about those students so um you heard uh sean talk about maya who's the second grader at harrison park uh maya and her sister kaya attend uh harrison park and kaya is the third grader at harrison park and her family who are who are native they just moved to portland last year and they are they are trying to connect not only to services and to the schools but to the larger native community in portland um and wanting to make sure that uh they are really making sure that their students are succeeding and so um they are at harrison park there are strong connections through the neha family centers culturally specific family engagement services and as a student both maya and kaya are excited to uh participate in harrison park's student equity team uh maya's mom as sean mentioned is working but unfortunately her dad lost his job and they are they are worried about how they're going to be able to meet all of their all of their basic needs including food um and so harrison park is both a pps nutrition site which will be offering food services on set days but it's also a food pantry site so on days when nutrition services aren't available uh the family will be able to access uh the the food pantry to be able to shop for um to shop for food to get them through the weekend um and through those times uh when when they need additional um food um you know kaya is a third grader and she really likes school she's learning uh to uh she's learning about her peers and really likes that but one of the things that uh the principal and teachers have identified is that she's she's struggling with reading um and so uh harrison park has uh access to instructional specialists and it's also a sun community school where she'll be able to access additional academic supports to really uh to really round out and really get her on track for reading in third grade which as you all know is a really critical time um we heard about kyrie kyrie is black and he is a um he's a seventh grader at beaumont and so he's right in that critical pre-adolescent to adolescent age that's really important and kyrie has really struggled with connection um during uh covent and also this summer's racial uprising it has been really difficult for him um he is not really looking forward to starting school again and um he especially even though he's he's doing well in english as sean talked about he's really struggling with math and has some anxiety about math so beaumont is a sun school site as well as a sun youth advocacy site and a promise neighborhood site so both sun youth advocacy and promise neighborhoods provide culturally specific supports and case management at the middle school level but also this year black parent initiative will provide positive cultural identity development programs in partnership with beaumonts and uh we we think that kyrie would be a really great student to participate bowman also has a school counselor and a qualified mental health provider for the ses classroom and they also have a really robust restorative justice practices to help with school climate um academically beaumont has both a full-time instructional coach as well as a half-time math instructional specialist that kyrie and his teachers will be able to access to support him through the school year um marcos we heard about marcos at roosevelt high school and marcos has two sisters uh one of his sisters is esperanza and esperanza attends uh roosevelt um with him and then he also has a sister louisa who attends george middle school and their family identifies as latino and marcos before coming to roosevelt in eighth grade when he was at george was identified as an academic priority student and so uh open school in partnership with george and roosevelt worked with marcos um and and has uh spent some time with him in his summer before he came to um to uh roosevelt and then has been working with him and he is doing well as you heard he's uh he's a really avid musician and so uh he's he's doing a great job of
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balancing his academic and his enric his arts education uh with the help of his open school advocate um unfortunately his sister esperanza um through uh coved and all of the virtual reality has really struggled with some online harassment she has really sort of retreated from school and school activities um and has really struggled to connect with her peers because of the climate online and so um we're really excited that she can access latino network's escolara and early escalaria program and at roosevelt the latino network also has a collegio de padres and through this family engagement program they can really support esperanza's parents so that they can help uh navigate some of the online parental controls for technology um as they can really uh understand the technology that she's using and help work with esperanza to come up with a plan to make sure so that she's really um she's really uh protected in the online environment um uh mark roosevelt is also a sun sight school they also have an on-site community mental health provider that is culturally specific a counselor and a social worker and so this team of folks between the staff at latino network the sun site lead agency the community mental health provider the council and so the counselor and social worker are all working in alignment to make sure that she has access to services and support so that she can come through this online bullying experience better luisa we heard about their sister luisa who attends george middle school and there is a food pantry site at george and so family will also be able to access that when the pps nutrition site which is at roosevelt is not available um the last student i wanted to talk to you about was natasha at cleveland um and so we heard that natasha is in the ib program she is um very interested in school um but natasha has quite a bit of anxiety about college and really wanting to uh is really struggling um socially and so um at cleveland uh there is not only a school counselor who can help her um sort of work through some of her college plans and really support her um in that way there's also a on-site based community mental health provider that she'll be able to access to help work through some of her anxiety issues um so you heard a little bit about the set of services that are offered to our students that we talked about their students and their families what we're hoping is that we will be able to provide a robust catalog so that families can look and identify their school think about their students needs and their families needs be able to see where where what services are best suited for them so in our catalog we'll not only have the location of where the services are but we'll also try to have an easy easy to access definition of what's going on at each of the schools so we're really excited about this we're really we're we're in process um and we've got it almost all nailed down but we're really excited to be able to communicate this a lot of the work that we'll be doing not only with our committee but with our partners at multnomah county at 211 info our parents our uh our engagement team at pbs is making sure that we're thinking critically about how we make sure that this information gets communicated across the district and throughout the district um and so we're looking forward to coming back to you to talk to you about some of the lessons that we learn in ways that we can make sure that we're really improving not only on what's being offered uh to make sure that we're meeting uh needs but also ways that we're making sure that people can access it and communicate our our plans so i think i'll open it up for questions director edwards did you get your question answered that you had uh raised um at the end of the last session uh no but i'll ask it um great can you hear me yes what's that close and clear my microphone is off um so i had some technology questions um so earlier um when dr berg was uh talking he talked about uh you might in the morning class when it's the synchronistic opportunity when you have a classroom
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that you'd have the screen of um without the tiles of the student photos and from talking to teachers last spring they said that generally the practice was um students had their videos off and i'm wondering what our policy is and if it's there sounds like there's a lot of benefits of having them on just the engagement level um but also there's questions about when students have them on privacy related questions and what's in the background and whether people are taking screenshots um just the perhaps the disparity of students environments so i'm curious sort of what our general guidelines or policies are um related to that yeah i'll turn it over to sean and i i would also just say that brenda markneck and our title nine uh director have been working on digital citizenship uh where we want to sort of like not only talk about policies but talk about like a culture online and sort of how do we ensure that we're really um supporting students to be good digital digital citizens and and to be really supportive of each other you know and create uh cultures where it's free from uh free from harassment for sure but also uh ways that uh students can support each other and be aware of some of the issues so sean i think also so in addition to that you notice if you look at me or jonathan garcia you can't really uh our background is blurred so that's a feature that uh zoom has that's also a feature that google google meets has just introduced so uh we're trying that out some of us are trying that out in the district so there are um ways that you can uh minimize the background because we don't want um children to feel you know embarrassed or or whatever about you know their background so so there's that but is there a is there a policy that the district has around um around turning the camera on or off no teachers um you know different teachers approach that different ways but as uh danny said um we do have our digital citizenship lessons that we're teaching our students and also our teachers um so that you know we have some guidelines about how to deal with um just as you would in a classroom how to deal with bullying how to deal with uh misbehavior of students that are online and um so you know we will um address those issues on a case-by-case basis uh and you know there are uh kids that you know they may not want to uh show their face online but they can certainly participate through the chat so teachers can monitor student engagement in different ways uh there are you know there are instant polling uh things on some of these uh programs that you can use kids will have a variety of ways to engage in the platform i i would just add i think that's right i think for a lot of the reasons you listed uh director brim edwards i don't think we want to have any hard and fast rules around camera on i think we want to we want to focus on the responsible participation and afford our students some level of judgment i had an opportunity to do arts classes last week and i had a chance to maybe visit six or seven it was early in the morning in some cases so not every student wanted to have a camera on 100 uh maybe that was a reason i don't know but they were really good about really asking a question when they're contributing to comment they would turn their camera on they would leave it on for a little while sometimes they take a break for a minute um you know so i i we want to leave that to sort of our educators building sense of community with our students um we'll monitor forward it's a great conversation to have with our educators around you know is this turning out to be some kind of uh of an issue if our students aren't visibly on the screen 100 of the time um for many of the reasons that we want to be sensitive about that that you raise all right thank you all right did anybody else have any other questions um for ms the desmond or for chief bird i have a question um how are we supporting teachers who are parents of students and then there's also a whole child care question but uh i wanted this first part at least it's specifically for um you're you're a teacher you're trying to teach at home your eighth year eight-year-old um is trying to be in on a class the something happens they lose contact sure uh well so what's the parent to do yeah so on child care uh in child care big picture um i'll all sort of refer back to like a lot of our planning is evolving so we're receiving uh additional guidance from ode and then responding so we should have
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some pretty definitive plans moving forward around child care later in the week and so we can speak to that i might turn it over to sean to talk a little bit about some of the negotiations around the contract with teachers and sort of uh how that's been discussed in terms of supporting them uh while they're doing that i think yeah i don't want to pause it but i think he's got the he's got the right answer right there thank you danny i wish uh i wish i had these answers um so yeah we did we did talk with our uh labor partners about that and you know that's why we that's one of the reasons that we wanted to establish a regular schedule for um for teachers and that's one of the reasons that we uh originally we had thought well we'll have uh you know sort of standard schedules across the school district no matter the level but then based on feedback from parents uh community members and uh and our educators uh they said you know we have our own show we have childcare we've already arranged it we based it on our schedule that we are normally working so what can we can we stick with that so that's why we um made a modification and uh stuck with that schedule and remember that teachers will be online with students sometime they'll be students will be working independently other times and that is also there's there's time in the day that's built in for parents for teachers who are parents that have to sort of uh tend to their own children while they're trying to also do their job so we try to build in some flexibility of course um but you know their their primary responsibility uh you know when they're working is that is their um responsibility to their students that they're teaching and just as we were in the in the spring we actually didn't run into too much of uh of an issue with that uh we you know principals uh we'll deal with that as as it comes up but it actually has not was not a real issue in the spring uh that rose to uh about how students might feel about cameras on 100 of the time and i would be curious to hear as we get underway from the student perspective but we have student rep shu here and i think he was trying to raise his hand so maybe he has a thought on that or maybe a different comment all together but i would be curious to hear from the student experience and i'm sure we'll want to share with the board to report out once things are underway nathaniel yeah um in terms of the camera question um i do not i do not think that having any sort of formal policy in place would be a good idea um for the reasons that have been mentioned uh but with that said i think that it is generally beneficial for people to be on camera um so i guess if we could find a way to encourage students to keep the cameras on without mandating it especially you know if there's a specific issue that they're facing um that would be ideal um i also have a few unrelated questions um why don't you ask them right now perfect timing great um well the first one gets back to um the schedule scheduling that we were talking about earlier um well it's just has there been any discussion around retaining any aspects of these new schedules such as the 4x4 system for instance after the pandemic is over and we're back in in-person education so so the schedule would be the same for this entire academic school year uh so you know once you start that's what you can't change in the midst stream but beyond that no we have not um discussed making uh formal changes to the high school schedule yeah i mean this is definitely a reaction to the to the global pandemic that we're dealing with okay so the plan is that after after this year's over assuming that covet has been for the most part dealt with we would be fully back to our normal schedules that's that's our that's our plan okay sorry i'm just trying to clarify that or in two years or three years whenever it's over yeah uh and the other thing was um well i know i've mentioned this in past meetings as well but i just like to follow up um is there any sort of um plan regarding um making up missed assignments for high schoolers because that that sort of thing i think is really critical especially with the 4x4 schedule so are you referring to so if you missed an assignment will you have an opportunity to make it up um yes okay so i would say that um i don't have any concrete answer for
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that today i know you and i have talked about it before so i i um i will bring that up at our with our high quality principles um but you know of course we are encouraging uh and i know that our teachers are have been flexible and we're encouraging uh flexibility for students and for uh adults in this environment so i will um follow up with that and uh you know i think we have another meeting scheduled already so we can we can discuss that in further detail yeah great thank you so much for your questions nathaniel or did you have another one okay you're all set all right director constance thank you um i appreciate that the staff really took a student's eye view on things tonight and that's that was a good way for us to walk through it one of the things i'm curious about is that with our student investment account funds we just invested in a lot more school social workers and counselors and we have our school psychologists so um i'm just wondering for those those specialists in our schools what does their day look like and how do they get connected with students in need i understand danny the way you um portrayed it in terms of a catalog of services that a student can proactively select but but how are we deploying those employees to really fair it out who needs help i think you were listening in on some of my meetings today um because a lot of the work that we've been talking about is sort of how do we make sure that there is that like coordination like a real central issue for a lot of our principals and partners has been how do we make sure that we avoid the situation where one student doesn't have six six people sort of really trying to sort of like land on the student in the family well the student next next to that student has zero um and so one of the things that i'm really looking forward to in the next year is really because we have that counselor social worker qualified mental health provider is thinking about how they can play a critical role in supporting principles around coordinating these services we've talked a lot about the need for a sort of aligned uh sort of referral for students identifying students in need and families in need and then also thinking about how to make sure that the whole set of sort of providers and support are really aligned and so i've heard principals and um service providers talking about that critical role of the counselor and the social worker and doing some of that alignment you can i answer uh can i ask you a question about food absolutely um fun food is at the door my postmate is coming soon so let's talk food um and this is going to get a little wonky i'm afraid um so one of the ways that we were able to deliver what was it 1.2 million um meals uh was that there was a waiver in place that allowed us to make use of federal resources um but in a in a remote environment and um the federal department of education has rescinded that waiver now so it's going to make um delivery of food i think much more complicated um do we and this is fairly new so you're allowed to say you're not quite sure how this is gonna work yet um but did has there been any planning around um like do we know how this is going to work and what do we what can we do as a school district and as a larger community to um because i'm guessing this is where i i'm guessing we're going to lose some federal resources and um there's huge need in general out in the community so what can we do so so i'll let russ speak to the specifics about um the funding of our nutrition sites uh he heads up our sort of operational site but one of the things i would say in terms of like accessing uh because we know that there is going to be an increasing and more and more increasing um need for food um you'll notice that we have more uh i think under i think it was like shawn's uh really good idea to make sure that we have more nutrition sites than we had before and then we're really trying to focus in terms of how it works on making sure that there's that coverage between the days that um pbs is offering food
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and nutrition to our students at those sites but making sure that those sites are that we're really doing really strong communication so on those days that it's not available that the food pantry sites that's run out of the um of the food bank and partnership with multnomah county and our sun providers where families can go and access and sort of shop for food at those sites that they're that we've got every student who's really um every student family who knows about that so david roy's team is really sort of working on making sure that we're continuing to do those questions and answers of like on which days where do we get food and then what's the the sort of like map of where you go um and so i think what what at least you know a quick scan is is that we've got pretty good geographic coverage as well as that sort of side-by-side coverage as well and so we really need to make sure that we're doing a good job of communicating that showing the map and so i'm really confident in um in david's team and sort of making sure that we we've got that um so that so the model the existing model is is still going to be doable under the federal regs now um i'm gonna i think i see russ um who can talk a little bit more i have a good part of the funding conversation for interest on so uh let me uh lean in on this uh director more um to be perfectly asked i'm not prepared to talk about the funding uh component of this uh this would be something that i'd be happy to to return to uh as a discussion point for our next meeting i know our food service team has spent a great deal of time planning on how to make food available including even home delivery for some students using uh our buses as a means to get food to to families i also know that they have looked at an expansion of community eligibility uh as a way to be able to reach more families and provide a larger range of services but your specific question in terms of the change in uh the guidance uh or change in in the waiver uh and how that's impacting funding i'm not prepared to speak to at this point in time and we do have um uh pps i know right now is actively asking families their principals are asking families if they're unable to come to distribution sites if they need home delivery and then compiling those lists for our bus drivers and then also our food pantry partners have their own volunteer networks that deliver the weekly boxes to families who are unable to come and pick them up so that communication is going on now and um rita i think it's still a little bit unclear what the usda um uh mean spirited refusal to extend the the waiver um on the the terms of of the school lunch program what that is gonna actually look like but i do know that there is vociferous opposition in congress and our whole oregon delegation is working hard on that and the council great city schools is working hard on that because it's just plain mean and um so uh we're we're we're working on that and also just don't know exactly what those two things mean in terms of and pro inhibiting us from getting food to kids thank you dr constance all right we only have i have one more pump i've got one more comment about this thing we haven't heard from michelle or andrew so i was just gonna say five minutes left michelle or andrew do you have anything to add just on the topic of food again um i'm wondering if um if we have the capacity to sort of map out some of the other uh other providers in the network partner partner organizations such as the oregon food bank independent pantries um so we can help uh the people with our within our system um also you know partnering with um our culturally um specific organizations and two on ones so kind of everyone knows the lay of the land where food is available should they need it so uh director deposits david roy we did in the spring uh we put together a composite map that included our own pps school meal distribution sites as well as sites and organizations such as the ones you're referring to we will be doing that again so that uh in the next couple of days someone could go to our website uh and find not only where uh meals will be distributed our own schools but find a lot of that information including some sites where uh where there are food pantries and other uh similar services so we will definitely be sharing that we will also like we do with
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anything that is uh truly sort of fundamental for our families to know uh we we're making sure as uh danny mentioned that we are uh communicating this in a number of ways right so not just email or web but over social we'll be sending text robocall working with our principals who communicate this directly to their respective school communities and making sure our community partners know that as well so they can disseminate it as well thank you thank you andrew did you have a comment or question yeah just a real question going first of all thank you i mean this was an incredible amount of information i really appreciate and and i'm hoping the public is watching or or that they can go back and look at this live show the complexity that went into um planning the scheduling planning the wraparound services and student supports is incredible so thank you for all that work going way back uh to dr byrd's presentation i realized there's a question about um scheduling so i i and i i really did appreciate sort of going through from a student-centered lens when you talked about the ibe students students and ib program um again it wasn't 100 are they doing something different than the 4x4 and how is that working with with sort of students at cleveland or lincoln who are not going to be going for the iv thank you so they are doing a full year schedule as they have now so you saw eight periods instead of uh four that's all rotate through the whole year and at uh both school because of the complexity of the ib program and really of being a two-year program that requires uh additional time all students at cleveland take some uh ib class so it is an ib for all schools so every student will be involved some way in ap where you will see a variation of that uh is in the um and 10th grade where um you know that they might not need a um full eight classes but because of division 22 requirements they students have to be scheduled for full uh time load so um if they're whatever their schedules they have to be scheduled for that except for seniors who can be scheduled for six uh so um what what you saw in that example though was even so that student was a full ib diploma student so she had some uh she had some ib study periods built into her schedule so not all those classes are academic so it lightened their load students that are not participating fully in ib will have more elective choices so they may be able to be in the band and also have an art class and also and also have a study hall to help support their academics so they'll still have the same credit um everybody in high school in our high schools will have the same opportunity to earn the same number of credits it's just how you dice it up over the year but there will you you need six credits to be on track for graduation each year uh so um and you know those are made up of some requirements and then electives so the students at those schools though high percentage of them which is why we had to stay with the year-long schedule and make some modifications in terms of the rigor of the schedule because of the high number of students that participate in the ib program are both of those schools so i did that it does it it it's going to create an interesting situation in the district right where i think we'll actually have an opportunity to look at how students are are performing at cleveland and lincoln versus other schools that other high schools have gone to before before schedule you know i met with the dsc earlier tonight you know they have a lot of questions about scheduling and you know and i get a ton of emails from people um sort of you know why aren't we still doing eight that's better than four and and you know i think this is one of those moments where um none of you are all educational experts and throughout the country you're having these conversations um and i trust that um that you are you know moving towards what is sort of the consensus view right around what's going to be best for the students um and i think you know i it makes sense to me why a 4x4 schedule might might make sense i think this is an opportunity to sort of see how that's working um i would really encourage the principals at those two high schools as well as as area senior directors and staff to be really focused on the students in those schools who might not be going for full ib um who might actually um be struggling i mean if if this theory about um online learning and the challenges is correct um you know we we've made accommodations now for the ib students um but perhaps those accommodations will actually do harm or damage to the non-iib diploma students um and so i appreciate that you've taken that into account we're talking about electives i think it's going to be really important for us to put a lot of focus and and i think that should be an expectation of of the principal's teachers and staff um at those schools to make be making sure that those children or those students are not dropping through the cracks um one of the questions that i got from one of the deals uh one of the thanos colleagues is um you know well what if the score is not working right and and how will we know that and as you said we're going to stick with the schedule all year because we need to do that that's important to have that consistency but i think we also need to be willing to step back after a few months and and ask that question as well is it working the way we assumed it would be working is it helping students get through this
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um you know uh pandemic you know virtual learning environment better um or or maybe there are some some other models that that would work as possible and and dr penn chair our chief i am like what is your title sean chief bird if you could go ahead and respond to andrew you know uh through an email that'd be great and i know we may have more questions about um re-entry um and we'll we'll continue to adapt and learn as we go and if if there are any other questions from directors please feel free to email um sean and danny because i know they have nothing else to do other than respond to everything that's right through our uh thing we're going to go ahead and move on director calm sam to the rest of the second place so we had another item on our agenda tonight that i think we've missed which was we've got it we had another item on our agenda for tonight in the re-entry presentation that was um just a status report on our enrollment chief bird yes so we are um i know that we've gotten questions about kindergarten enrollment is it up or down and so uh it was a bit lower at the when i last checked but we are you know now uh people are interacting with school board we're doing uh different kinds of outreach so we'll have uh we'll be able to send you updated numbers um and we're also uh having i we've worked with the office of enrollment transfer to uh see uh in areas where if there is a lower uh turn-off excuse me it's my dogs there's a lower turnout than uh they can do sorry let's do a enrollment fair okay we'll let you know and you can send us an email but i'm i'm interested in those numbers as well as um the numbers of our students that we're seeing enroll in the state virtual charter school and just the um the attrition um at various grade levels so keep us posted all right thank you um we're gonna move on now to our committee reports but before we get there um director scott actually caught that we missed a resolution so um we had a resolution in the agenda that went out to everyone that was labeled 6165 but then when director moore made her resolution we labeled that one 6165 so we had two 6165s tonight so in order to make sure that our record and intent are clear um we as a voter board are going to need need to re-vote together on both the original resolution 6165 related to a settlement and what should have been numbered six one six six which is the preschool for all measure does that make sense so six one six five is settlement six one six six is resolution okay and if i could ask you to mute if you're not speaking that would be great um so we are going to go ahead and move those two resolutions to make them clear both six one six five and six one six six do i have a motion and a second on those two resolutions michelle seconded sorry director scott and director devos um the board will now vote on resolution 6165 all uh in favor please indicate by saying yes yes yes yes all opposed please indicate by saying no are there any abstentions all right resolutions six one six five and six one six six are approved are approved by a vote of seven to zero with student representative shu voting yes all right we're gonna move on to the committee and conference reports um rita could you please provide your policy committee update we had a meeting yesterday of the policy committee um we got some updates on some policies that are currently in the middle of community engagement um we talked about a new protocol that we're going to start to use around uh community engagement related to the policy work um and the upshot is that we're gonna try to do the community engagement work um trying to front load that uh as opposed to doing it at the back end um we also talked about um what did we talk about that was 24 hours ago who remembers um we also talked about some upcoming policies that we're looking to either revise or um do kind of um additional criteria for one of them is the real estate policy
02h 10m 00s
where we're we're going to be looking at establishing criteria that could be used in the event that the board or the district wanted to have lease agreements that deviated somehow from the um from the standard policy and um and practices um and then we got uh we got the annual report on the complaints um over the last school year uh 20 19 20 and um um we're going to be looking at any kind of um improvements to the process that we might want to consider what it was just the it was the the first um kind of the first attempt to look at how the policy has played out on the ground over the last two years and um staff will be coming back to us at the next uh policy committee meeting with some recommendations for um some slight amendments to the policy that's it and we're meeting again in three weeks any other um committee reports or um other conference reports that need to occur right now i have a conference or a committee report um so from the audit committee um we i want to thank we're we're welcoming two uh student reps to the audit committee uh part parker myras and jackson weinberg so i'm really glad that they're willing to serve this year um in addition um the longest-serving audit committee member in recent memory is um cycling off kari guy um she's been a great addition over several iterations of the committee um so we'll have an opening on the committee and i'm working with director pass and then the other members of the audit committee um to get the word out about the opening and hopefully we'll have that filled before we get our work started this year and then the last thing is on august 30th there's going to be a joint bond and audit committee meeting on the 2019-2020 um independent performance audit of the bond so that'll be bringing together the both committees to get that bond that bond audit report and speaking of the bond vote in november yes in november scott scott amends my uh statement to say vote yes in november uh director brim web words um did you have anything else to add about the bond at this time about the bond um no only that i think they're probably two notable milestones one um our ballot title um has passed the deadline so we have an established uh ballot title it took i think it took longer longer to get out of the board um than it did across the finish line um into being a coming of official ballot title so that's great news um in addition we have um a our general consultant for the campaign who has hired a campaign staff and we're ready to hit the ground running and um there'll be more i think with the start of school that we'll want to share with our broader school community all right any other reports before we move on to the consent agenda just would would add that if there's any of you out there in the community who would like to have a presentation about the bond at any group that you're engaged in whether it's school related or a community group we'd be glad to help you out with that um just uh contact well director brent edwards is our fearless leader of the bond campaign all right we're going to move on to the items from the consent agenda that um were pulled um which sorry i muted myself instead of switching to the script um it's i it's only eight o'clock but apparently i'm acting like it's midnight um so those are the three um contracts that were pulled and i know director medwards you had a question about another contract that wasn't pooled um so why don't you ask your question about the one contract that wasn't pulled first and then we'll get to the three contracts that were pulled does that make sense it does and actually um one of the uh the question about the catapult contract is the same as the other three contracts on one of the items so the business agenda describes for the contracts as running from 9
02h 15m 00s
20 or september 1 uh 2020 to june 30 2021 but with an option to renew the four additional one-year terms if you if as a community member or if you just look at it it might look like that we're approving one year a one-year approval of it but it's actually um and then you come back next year for an extension but in fact tonight when we vote on them it's board approval of a four-year contract and um i know based on the student success at community focus groups we heard about the importance of multi-year contracts from our community partners my question is if these are actually multi-year contracts not one-year contracts when and where will the actual annual performance reporting um be done and how will it be reported out because it won't be coming back to the board again next next year in theory i i also see a typo in resolution 6162 on new contracts regarding catapult learning it it has the contract term 91 2020 through 8 31 21. so i don't know if that's a typo did we mean that to say the contract goes through june 30 21 like the others so i can speak to the reporting question and then i'll let folks or speak to the typo um so as far as the when the board will have access to the performance reports uh one of the ways that we're moving towards more transparency is that each quarter we're going to be updating our resj partnership website so about a month ago i sent you all a memo with uh that contained a link to the current uh website once all of our contracts are um are sort of passed and finalized we'll update the website with the specific um sort of scope of work for each of our contractors and then once a quarter we will we will publish the reporting uh on the the sort of progress of our contractors so the first question i would say is that the board as well as the public will have access to this uh to this uh to the contract uh performance um additionally the superintendent um has been convening our partners where we are intending to kind of shift the agenda to those convenings to really talk about performance we've talked with our partners about the shift and they're really excited so we want to make this a venue where we're talking not only about individual performance but also the collective performance of our contractors they're really interested and engaged around the ideas of sort of how they are surfacing best practices amongst themselves and really committed to our goal of really increasing the impact of these contracts and so also really committed to working out where where things may not be going as well and sort of how to mitigate for those issues um i'm also really happy that you all have been so engaged around these partners um i think uh once we get re-entry down uh these contracts get get finalized we'd like to kind of bring each of our partners uh by strategy in front of the board to really get give you more information about what exactly they're doing um and so you'll have a chance to kind of hear a little bit about their past work as well as sort of their work moving forward so um one of the goals that we have with these with these partnerships and through the investment strategy that that um i'm happy to resend the link to you all is increasing the transparency um and really publishing uh not only to to our board and to our our own pps community but to the um to the partner community at large is making sure that folks know that we are engaging with these partners not just because they're culturally specific partners but because of the strategies that really tie into our theory of action when we talk about breeding those racial equity strategies our partners are executing on these strategies so i'm prepared to respond to the question about the timing on the contract for catapult learning and it is not a typo this is federal grant title 1 funding and that aligns to the federal fiscal year okay um director brim edwards what are your your muted right now um what are your questions about the other three contracts or comments i don't think i'm muted am i you're unmuted now but you were muted earlier i try and be well trained so i don't get texts from
02h 20m 00s
director bailey um so um these questions and they're primarily directed at the district not the community contractors um so most of these contractors or all of them we have on tonight previously held contracts to the district in the past we had the previous year's quarterly and year in reports which informed the staff and the board of the epicenter contract in terms of the students supports their outcomes um and what adjustments might be made in the future before we approve contracts um obviously this last year those reports would have been impacted by covet at least at the year end and it sounds like with this new um system that miss ledesma just described um that there's there will be a different process that'll be posted my question is um given the fact that it's now um we'll have that after the contract renewal how is how is it that staff will incorporate any learnings or improvements from the reports into the contract into the contract renewals so did that for example did that already happen the contracts that we have coming to us sure so thank you for your question director brian edwards so the um what i would say is that a lot of the learning came in through our redesign process and i'm happy it was a probably too long of a memo but about a month ago um i sent the board a memo describing our sort of like redesign of these of these uh of these contracts so while we um well we have reviewed their reports and their performance um from the last year we um what was the most instructive in the execution of this this set of contracts that you're um that we're asking you to approve tonight and subsequent ones that we'll be asking you at later board meetings has been our rfp process so we heard from our community we heard from our district about really wanting to put these contracts out to bid the contract the rp process was informed by a a pretty thoroughly researched uh culturally responsive racial equity social justice investment strategy um so we asked our partners to submit not only uh sort of how they would uh sort of you know uh sort of provide services but we also asked them questions about how they've provided services in the past um we had a review team that was pretty significant we had multiple departments that were that were involved and we also had multiple people um so i think we had like close to 15 people who were who were part of the reviewing and they represented they represented staff from the office of uh teaching and learning office of school performance community engagement myself uh principals um from uh middle school high school and grade school um so we had a really wide range of folks and so the um i really think about this year as a reset and the rfp as being the primary predictor of sort of how we are um intending to sort of move forward with these set of contracts so this is almost a reset so we certainly took into account past performance um but the rfp was the most instructive and um in the sc the resulting scores and uh is what was most instructive in uh the contracts that you have before you right now great thanks and i appreciate you uh mentioning the memo because it was awesome and if we don't have this posted somewhere i think it should be because it gives i think a really clear blueprint of how we're thinking about this in a comprehensive systemic way um and i think in the past contract oversight has been an issue for pps at least episodically and so i think the system that's been laid out here provides a really clear transparent template and when you reference the reset i think um maybe my next question it's a just function of the reset um the reset year versus um an ongoing um issue but when i looked through uh the board contract the board cover memos um for two of the contracts um the cover member said that there were smart goals which are specific measurable achievable relevant and time bound um that those those goals were incorporated into into the contract in exhibit a what you went through the contract um the actual contract that are hundreds of pages the contract said that smart goals are still being developed and won't be available to september 30th and have sort of a two a two two a two part question related to that one um is that just a function of the reset like going forward they would actually be baked into um any contract that the board approved and
02h 25m 00s
then second um given that we're in a transition year um once those have been set can those be shared with the board in october once they've been set since we're approving the contract without the minute um so absolutely we we intend to share share those as part of our ongoing work um what i would say is that the contracts as uh as provided um in both section in both the section in terms of goals and activities as well as our performance measures um they do have smart goals and that they are they are um they are measurable they are time bound we're asking them to do that um in our in the reserve in the research and literature review that we did to inform the investment strategy uh three indicators were found to be one of the one of the the most impactful in terms of increasing student performance for students of color the first was the strategy themselves right so we have contractors that are reporting on the activities conducive to the strategy um and how it aligns to the strategy and so that is that is something that they are currently reporting on that they will report on quarterly and you see that uh tracked in both their activities and their the goals that are outlined the second indicator was having that sort of demographic match of the of the staff who are doing that and so that is something that is also reported you'll notice a section in the performance measures that says um that says um staff demographics as well as the fte and the time spent um and then the third indicator was um as dr brown uh our chief of systems performance likes to say the dosing or basically the intensity of services so we're asking folks to also tell us how often or how long are you going to be uh working with each student so the document that you're requesting um the sort of shared outcome report is in the past we've had our partners um we've said we'd like you to increase attendance uh and so a certain percentage of the students attending your program will will have 90 attendance and so what we uh functionally the process was is that our our contractors would uh call uh pamela um ask pamela to produce a report that has the attendance and then they would um they would receive that report from pamela and then they would return that report to me um so what we're trying to do is to uh is to have the district report out the actual outcomes um and uh so so part of what the process that we're doing and just today um we had a great meeting with open school and the the three high school principals um and we're doing this with all of our contractors is that we are sort of everyone's you know across zoom looking each other in the eyes saying sort of like these are the performance measures these are the goals we're reviewing the scope of work very carefully russ is attending each of the dr brown excuse me is attending each of those meetings and together we'll co-create that shared sort of outcome report we don't have that for you tonight because of a couple of factors we need to after all the contracts are reported be able to sort of go back and review and calibrate uh sort of like what baseline will be and there's a couple of factors around the baseline so we don't have it for you number one because uh we're still negotiating all the contracts so we want to make sure that this is a shared report um the second reason is that i think we talked about this in email is that um the uh what's baseline is a little bit wonky this year right um so so there are a couple of uh factors outside of our control such as timing of assessments uh sort of attendance and sort of how that will be taken that we want to make sure that we are spending a little bit more time uh before we establish that baseline and then each each each group will be sort of uh aspiring towards uh more specific of sort of like what that percentage increase year by year um the one thing i would say is that we're in really good company so the outcomes that we're reporting on are pretty shared by a lot of other funders who are doing similar work that we are so meyer memorial trust the children's levy multnomah county we're all reporting on very similar similar things and so one of the things i'm really excited about the way that we're looking at performance measures is that we're we're wanting to make sure that we understand what the leverage is so what fte are we paying for what fte is multnomah county paying for is my memorial trust ship paying for and how can through the use of some common outcomes can we really look across the the whole array of funding that goes into supporting students and their learning to make sure that we are aware of what what impact we're you know sort of we're funding and what that looks like so i'm really excited to have dr brown and his big brain part of us um and i think we're we're really close but there are some there are some procedural processes that we that we need to go through to make sure that it's in alignment so just a
02h 30m 00s
clarifying question so in the past say an individual contractor it would have been i'm gonna i'm gonna do these activities with this number of students at these schools and we're going to increase the percentage of those students uh attending school at a 80 level or pick pick some measurement are you saying now that those goals are going to be are going to be collective group goals or you'd still have an individual contractor who would have like an attendance based goal so i'm just trying to understand if we've had a big shift to a collective goal that everybody's going to be accountable for or is it still going to be a madison roosevelt um with this cohort of students we're going to be moving achievement or we're going to be um trying to increase attendance or some other measurement uh the goals have always been collective so um so contractor a was trying to get to the same sort of like shared outcomes that contractor b was uh what we're doing is sort of recalibrating what that baseline is to get more accurate uh more accurate uh picture of what um sort of realistic growth would be what that sort of um in terms of a smart girl with that sort of attainable but also stretch goal would be okay thank you director or chair lowry just just to jump in uh really quickly i actually just i actually found some of the performance metrics in these contracts to be really rigorous and i appreciate uh danny's sort of explanation as i was going through just just looking at you know students served in hours per week and diversity of staff i mean these are um these are output measures for sure but they're output measures that are leading and consistent with our board goals um and sort of the explanation that we're hearing tonight about moving towards the shared outcomes um is is a really positive step as well and this is something that's in process you know in terms of the overall timing i actually think we've hit this just right there were three options for these contracts one of them would have been an annual contract which i think we did here as director medward said from the community and our partners that that that's really problematic and i think governments that have dealt with community uh based organizations know that that type of annual funding with the uncertainty makes it really hard for them to staff up makes it hard for them to to plan for the future um so i think a one-year contract would have been a mistake the other option you know would have been a four-year contract um which which would have been fine but it doesn't allow for as much um sort of checking in and accountability so i think i think where district staff ended up with with a one-year contract with with with um extensions if the you know if our contractors or partners are meeting goals is exactly the right place to be because it gives some of that long-term certainty but it also allows staff to be checking in and really coming back and again holding holding folks accountable for achieving this i will say i've read a lot of government contracts and i actually found the performance measures in these um to be really um solid and rigorous and pretty refreshing so a good job and i look forward to the shared outcomes report um once that's developed and seen seen seeing uh how these efforts are actually moving towards our shared goals so thanks all right sounds like we're ready to consider these contracts um so i need a motion and a second to bring these three contracts forward as part of resolution 6162a i do that liz or do we have to do six one six seven i i think i would prefer six one six seven but it's it's actually clear which ones you're voting on and that's the most important piece that it's the open school ortho and i am academy contracts great so we'll do 6167 erko i am academy and one school open yeah okay i think i called it the thing earlier yes so moved let's try dr scott and director bailey i think director moved director scott moved and director bailey ended there's a lot going on i don't know if my connect connection is bad but director i heard director scott and director bailey on that one all right um close enough close enough sorry everyone um all right uh is there any further discussion on these all right um we will now vote on six one six six all in favor please uh affirmative by saying yes six one six seven ah six one six six was the preschool one all right we're voting on six one six seven um all in favor please indicate by saying yes yes yes yes i'll close uh please indicate by saying no all right six one six seven passes seven to zero with student representation voting yes yes excellent
02h 35m 00s
okay that has passed and then uh i think we have uh one other final piece of business that i know about before we adjourn director bailey yes uh yes let's see my i'm animated okay good um so to close up the evening on uh to me a really exciting and positive note it's really nice when you work hard and you get a little recognition for it so i want to share with the public that our superintendent is getting some well-deserved recognition every year the hispanic metropolitan chamber celebrates the contributions of latinos both locally and nationally and this year they have they are honoring superintendent superintendent guerrero with the bravo award for educational leadership uh the award recognizes him for his work to improve the education for portland's children you'll receive the award during a celebration on september 10th so superintendent bravo well done we are so glad you are here leading us thank you director bailey uh you can't tell that i'm blushing through the sunburn um but certainly any credit or accolade uh is is best uh situated with the team effort here so uh we're always happy and glad for positive recognition uh it beats the alternative but thank you felicidades so uh we are now officially adjourning and our next meeting will be september 8th at 6pm so uh see you back then on the 8th goodnight everyone

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)

2020-08-25 PPS School Board Regular Meeting

Documents / Media

Notices/Agendas

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Minutes

Transcripts

Event 1: Regular Meeting of the Board of Education-August 25, 2020

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