2020-09-16 PPS School Board Audit Committee Meeting

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District Portland Public Schools
Date 2020-09-16
Time 16:30:00
Venue Virtual/Online
Meeting Type committee
Directors Present missing
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Event 1: PPS Audit Committee 9/16/2020

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open the meeting and i'm going to ask the uh mary katherine um well i'm going to ask if we can take the first agenda item move it later in the agenda so that we can move the secretary of state's audit to the beginning is that okay with you you all janice and mary katherine yes okay um claire i don't know if you if you have the ability to put up on the screen the um the audit documents or how how would you like to to do this it might be useful to um put from the screen so just for background uh the secretary of state had an audit uh pps that they unveiled in january of 2019 is that correct yes january 2019 there is an implementation plan that we are working with we have a template that has all the findings and recommendations and the action items and um claire on behalf of the district has been coordinating the district response there also are some board items which we can talk about after we have a discussion about the rest of the item so claire i'll turn over to you it might be useful to have the i don't know if everybody has access to the document that maybe put it up on the screen as we so i'm wondering if cara or roseanne could do that um put up the scorecard up on the screen and then what i'm going to do is um sean has um uh just he could speak to item number 17 and 19. um and luis if you want to think about thank you for joining us we're just um i'm thinking that rather than going through the whole scorecard in order because the two of you have a short window this evening before you have to go back to another meeting what i'd like to do is get you to speak to your items in particular and if you look at the email that i sent to luis you'll see the link to the scorecard there as well as the original audit and the audit responses that we sent that were published in january of 19 but you will know just by the um scorecard because you're so involved in in the work you'll be able to pick up from there so i'm going to start with sean because he's prepared to speak to item number 17 and number 19. so i'm going to go out of order i know some of you are used to linear things but tonight we're going to be a little out of order and i can go ahead and show that hold on just a moment great thank you claire i'm sorry it's actually not uh 19 and 20 not 17. sorry okay 19 20. now you're really trying to get me on linear yeah so if we would start with item number 19 and then um that is on target and but i would like um for sean to um tell us the latest and greatest of what we're doing in that area yeah so we've got larger yeah i'll i'll read the i'll read the kind of america um so good evening everyone john bird chief of schools recognition 19 was really to prioritize the development and stability of effective principles by providing incentives and additional support particularly high poverty schools uh including reducing turnover of principal supervisors stabilizing district leadership improving collaboration between principals and central administrators improving hiring practices streamlining initiatives and increasing collaboration between central office departments so there's uh this is actually a mix of departments involved in this but i'll just tell you kind of the the highlight of what we're doing so we have uh changed the structure of the supervision uh for particularly in this case cs high schools they all report to one uh assistance or rather area senior director and uh they have they are participating in very targeted professional development uh with our partnership with the university of virginia that is a school turnaround work so they are they have begun that uh training this past summer and they'll be participating in that uh it's this is a research-based uh turnaround work many districts in the country partner with uva and so this principal supervisor as well as the principals have gone through uh have begun the training and then their school teams are getting targeted for professional development based on data that we have further in terms of the uh retention and incentives for principles we are uh about to be engaged with successive bargaining and so we'll um
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be looking at some different uh things for those group of schools for csi schools in terms of principles though we uh the selection process um we use to staff those buildings is uh you know we're looking for certain characteristics and people preferably people with uh turnaround experience so a couple of them that are currently in those schools have had turnaround experience in other school districts and then um we'll be uh gearing the future selection process will be based on a competency based model based on these uva uh principles that they are um that the schools are going through now this is the uh highlight of um those and then the coordination of central office departments and those schools i just had a meeting today with uh with uh perhaps the leaders and uh we did talk about um for for those particular schools about assigning uh you know a central point of contact from each of the major divisions so i'll be talking to the chiefs about this for just for those csi schools so they have fewer people to deal with we have some things set aside for them in hr in terms of teacher recruitment they um you know they have uh you know more targeted recruitment efforts to all those schools because they are harder to staff uh in in many cases so we are working out on this uh the improving schools from many different angles and so it kind of crosses over uh there's hr work that's done there's uh business and operations and there's office of school performance obviously teaching them any questions about 19 you have a question um and um i asked this uh knowing that we have a lot of new leaders in the central office so um i want to acknowledge that um but i would ask what what would pbs consider as evidence of successfully um you know retaining or reducing turnover principles and principal supervisors would that be we have stability for x number of years or um if the leadership changes it's because of an intentional strategy and the reason yeah and have we targeted a specific set of schools is it the csi schools yeah so csi schools are are always where we look first uh we're talking about resource allocation and we talk about uh improvement charges it's always those csi schools that we look at first because they are the schools that are historically underperforming and have the our students who have the um greatest need concentrated great of course we have students across the district that have different needs and we want to be sensitive to that but in our csi schools yeah we we do want to make sure that uh we have so the the area senior director that is assigned to those schools it was very purposeful because of her background and instructional leadership but she's made a commitment to stay with those schools she has a smaller caseload of schools than the other area senior directors and that's purposeful so that she can support those principles and give them more attention uh and give to provide more different more and different levels of support so that's one of the so she has only uh seven schools for that in her case so shawn who are you referring to uh christie lindholm okay the area senior director for uh for those schools she's so she has seven schools she uh has participated in intensive training herself with uva before the principals did so she got some uh front loaded uh training for that as well as the regional superintendent keeley simpson so you know in terms of so that was that was a very targeted move for their super for the supervision of those schools in terms of their principles we are trying to provide them more support because we know from um well just general research in the field of employee turnover the employees sometimes leave when they don't feel supported so we want to make sure we're providing high levels of support to these schools so that um you know they don't want to leave so they want to stay in and um and stay with the school sometimes and that's also it goes into the whole identification of the right person for the right uh the right school because our turnaround school work is very different than um some principles could be very successful in a school that is not high poverty and high need and they just can't you know it's not necessarily a transferable uh skill so you look for the characteristics and the principles that we're looking for so um we've been uh fortunate that we have some very strong uh principles in uh our first high schools and and um that have come from other places they've had turnaround work for example the principal of sitton was trained in dc public schools and dc public schools has a long history of very strong principle training for turnaround we also have somebody from chicago public schools who worked in some and turn around so we have gotten some people from the outside that can share their expertise with this with our system um and and those unique challenges so uh
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i don't think we haven't put like a year like you need to be here this many years before we say it's a success but that's our goal is to keep people in the same position until the school improves to a degree that the systems are in place because the leader can change once the systems are in place is the theory i have a quick question too um dr bird thank you for that um that uh explanation because i am trying to understand um the system that you know especially with the csi schools and wondering if in addition to the tracking that we're doing the professional development if we're also tracking um net gain or not loss in in our principles of color yeah that are you know we they're going to other neighboring districts and to the extent that we can encourage them to stay are we tracking that on a separate separate track um and i know you know chicago and washington dc both you know school districts that have high numbers of kids of color particularly black kids um so i wonder how that will play out here in portland yes so we are um that is an area that we are paying close attention to in terms of both recruitment and retention so you know we did excuse me we have lost as you mentioned a number of people to surrounding districts so um when that happens we are looking at ways to improve the support systems we have for our leaders of color and also uh the the path for which uh good because one of the things that i've know since i've been here is we need to build a bench of our own people so they're not always recruiting from the outside so we have some programs in place for that aspiring principles program is in place and we initially recruited uh have potentially recruited leaders of color for that program in fact one of them is currently serving as an interim uh interim principal uh so if we pulled her from that program she's serving in that role and and then we also hired more uh leaders of color uh this year uh so but you know you could hiring is just the first part of it then you have to do the part for retention so uh what are the supports that we're putting in place to to make that happen that's an ongoing conversation we're having with the group which is the principal's um organization and also with hr sharon and i have uh talked uh about some different kinds of strategies that we can use to make sure that uh employees feel supported at every level so that they want to stay and continue to grow in the organization so there's that's tied to the racial equity social justice framework that we have that's district-wide and you know i think you know we've talked about this the superintendent has talked about the theory of action of racial equity and social justice is not something over here on the side we have to make that part of the fabric of the school district and so creating those strategies throughout the work that we do will improve student achievement it will improve uh employee retention will improve lots of things so i think that's uh that's the that's the work that we have ahead of us um but yeah it's it's something we pay attention to and then just one more final comment and that's that um i'm not sure if we do this or not i would hope we do but are we um offering exit interviews to principals that are leaving um it's just a way to you know gather more data we i i don't i can't wait to hr kind of a hr yeah i can't answer the question whether that's a formal process but i do talk to administrator every eventually that leaves i do have a conversation with them about why they're leaving and what what we could do better to retain them in the future since i've been here and so i think you do gain a lot of information from those conversations so thank you sorry um those are great questions uh directed to pass one of the things that the board in terms of the the findings and recommendations that we're responding to the sort of structure that we're putting in place because this is likely what the secretary of state's office will do when they do their sort of return visit is like what's what's the evidence um to suggest that versus the activity so for example in number 19 um i can imagine them looking at the data and saying so you have and i don't know if these are csi schools but you have ocala green harriet tubman middle school and roseway heights all three of those schools in the last three years having um leadership changes um and again those just um they may be the three outliers but if you look at all the csi schools i think will be looking for the evidence and i think the secretary of state will of um what are those csi schools are and recognizing that there may be changes that we want to make or we think
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this is like this person's ready for the next step in their career pipeline but you know what what does the data show in terms of are we actually retaining the principles we want again that's a very important phase the principles in those um csi schools on a sustained basis and if somebody leaves um is it because it was an intention it was an intentional strategy either a move up or a lateral move or you know a level move um but i think that's what we'll be looking for is like in the answer to 19 is like in addition to all the things you're doing like what does the actual evidence show whether we've had no change in the you know the principal supervisors or here's our longer term plan you know we think for somebody to make a you know turn around to school or to provide stability it's you know a four to five year stint that's our theory of action but it would be good to get have more detail and i feel like that's what the secretary of state is also going to be asking for and i don't so i don't know if we're looking at that in that in that way yeah i think i think some of the things that we have put in place this year we will be able to then point to say these are the systems we put in place so uh and and you know the it's not it the principle is a critical part of it but it's also about uh putting those making sure the systems are in place in the school community so that if there's a change in leadership there are teacher leaders that are still making making sure that work is happening and so i think yes we will be able to go into more depth as this moves along and these systems are put in place and and by the way these are just uh in some way systems for that all schools should have in place uh you know it's good communication skills good um strong teacher collaboration and planning so some of these are kind of system-wide strategies that were you and some of them were very specific for csi for school turnaround so it's a combination of those things and we would be able to be more detailed about that as we see evidence of implementation right welcome superintendent guerrero glad you could join us today good evening everybody and it looks like you're on a line item here that's very much my cup of tea i think of the visitors that we had from the secretary of state you know when you understand the research around conditions to transform and turn around schools and improve outcomes you know it's a whole litany of things good stability uh certainly is a variable um but but certainly having the right interventions and evidence-based practices uh in place you know are among those things that really make the difference you know you can have a school going on the way up and have a different leader every year depends what that leader is bringing to that community just in time for instance but to dr byrd's point you know these are all attributes we want to see in all of our schools and i think each year we're getting stronger and certainly at documenting uh many of those things oftentimes those don't have the public wouldn't have visibility into them but we have to have a clinical way of knowing um that some of these characteristics are in fact moving along uh the continuum so you know i'll be interested in sort of how we substantiate uh for this area thank you okay so i think then uh we want to actually have a question okay okay go ahead um i'm wondering so they this recommendation lists quite a few supports and i'm wondering if um your departments have taken action on all of them some of them and like which ones haven't we taken actionable are you talking about all the whole list are you no just 19 19 okay so um so i would say that hold on sorry i lost my play so um i would say we yeah we've taken action on uh on several of them including the uba partnership uh improving collaboration between principals and central administrators that's something that's in in process um the streamlining of initiatives that's really the uva partnership so that has that has definitely begun and um and then a lot of it is around uh the partnership work and uh reducing the the number of super number of principles that that principal supervisor works with as i said before most area senior directors have between 12 and 14 schools she has seven so she has uh that was
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as part of the recommendation to to make sure they have adequate support so some of them are many of them are in process and some of them you'll see evidence of them as we go along we'll have some data to produce to show evidence of implementation okay and then kind of bouncing off that above it says that 62 of principal respondents felt thrown under the bus and 79 percent were concerned with retaliation from the district office i'm just wondering how this culture of i guess fear of the district office has been addressed i'm not i i don't i don't clear i don't have the same document yet but uh that was above when it was describing why this recommendation was made um so i mean i will say that obviously one of the um biggest reasons uh or one of the key features of retention is that people feel supported and and they feel like they have a voice we're doing lots of things with our principal organization to make sure that they have multiple channels to provide feedback to the district so for example i meet with the perhaps the president on a weekly basis we just left a meeting where the superintendent and all the senior leadership was with the board members two-way communication uh uh tool that we have so and we are involving principles in more decision making uh processes throughout um so principal side on the budget committee principal said on the when we had sia conversations that's when i first arrived in the district principals were key and that part principles are involved in enrollment balancing and enrollment program balancing so we have principals at many different levels of the district that are able to express their input and and all the school reopening that we've talked about since covet has happened principles have been integral in that so um you know i would say that we're making great strides in working to include principles and decision making across the district and that will reduce them those feelings of not being supported like they're under the bus because they feel like they have different opportunities any principal can call me anytime they want you to talk to me about uh any concerns that they have and that is what my team understands that principles call the superintendent uh all the time to talk to them when he when they feel they need to so i think um that's that's been something that we've been working uh hard on i i want to add to that too jackson that was a a really interesting question um it speaks to a like a culture of safety um in reporting and and also being supported and so i'm wondering if if we've done any work on in that area you know operationally some things you can do or things such as you know having a um like a virtual suggestion box you know that a third party addresses um for instance or some of those other controls that could happen organizationally for people to um make it make a complaint um have an address have it addressed um in the moment um without that fear of retaliation yeah so i um i think well actually just today we talked about this is that there's uh some areas that the pastor group would like to work on some kind of broad areas for improvement in uh the district and so we're gonna be putting together a needs assessment for their for principals and school site administrators to complete so that we can inform our principals are also now i have a principal's advisory committee one person from every cohort is involved in that so that is another feedback mechanism it's also an opportunity for them to inform their own pd so it's not pd's not something that's done to them but something that comes from them it's something that they so it's really about improving i mean i sort of think of them as the um our customers so that's about improving the customer experience and um that's the approach that we're taking with it so i think again you'll see evidence of that implementation as we go along and you should start to see a reduction in those kinds of comments being made but we'll have some needs assessment data to answer we'll have some so that will be rather shortly wide so i'm hoping that we can move to item number 16 curriculum for dr valentino to update us on our core curriculum that he's gotten in place with the comprehensive distance learning so hi good evening every board member superintendent um so this this particular one is one that continues to evolve um and in many ways it it it evolved because um we had i have been better at identifying where our challenges are in terms of curriculum development and guidance and support for our teachers and our side leaders and so as we've evolved we've learned a lot about expectations but also around how best to
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guide and support to those expectations and so the curriculum development process has been a three-year process to get us to this point where we made the decision uh to ensure that we provided standards-based comprehensive rigorous and supported curriculum and so one of the learnings at the time was how outdated a lot of our resources were and because of your support we've been able to continuously improve on that and so we're hoping to continue to do that but part of that then required that we align to current practices that outdated curriculum for example in math and science that is quite ancient and so through the professional development process we were able to provide support teachers on standards-based instruction but also on the scope and sequence that we were putting in place for every grade so that what was taught was consistent across the district that the practices that they applied were consistent across the district and the resources they used were common across and we were we considered them the foundation to teaching and learning part of the culture has been to provide flexibility so that teachers and schools could better meet the local context uh and so they can always enhance and have been always uh have always had the opportunity to also improve upon the the content that that is available that the district has has procured uh for for the instructional program and so the scope and sequence then has led to the development of units and lessons and so that three-year process has really caused us to pivot though as of march because we have moved to online to virtual what that did it um it really threw us for a loop in march as you can imagine on how we were going to provide access to teachers and students with content that was actually designed for in-person practice and so we had to re readjust by re reviewing the scope and sequence and then looking at how the curriculum we have would be adjusted to align with any shifts that we needed to make knowing that their day was going to be different their week was going to be adjusted because of the number of hours there that they were going to be in practice and so we then as we moved to into the summer we really needed to think about how we were going to adjust in the more permanent way how comprehensive distance learning was going to look for our teachers and our students and so part of the curriculum implementation has taken a shift and in many cases we have paused because there was a little bit more learning we needed and one of the learnings was how are we going to ensure that the publishers we work with will have or will be able to pivot in a more virtual environment this year because while we are in full full virtual possibly till november december when we move into hybrid there is still going to be that need for curriculum that is flexible enough to work both in the in-person environment and in the digital space and so what we've done in that is we are working with our publishers as we identify and learn more about the direction that we're headed that we are beginning to provide more resources that are more student-centered that students can navigate so that when they are working independently they have access to additional tools and so the digital backpack has grown extensively so we have more than 50 uh resources available that are that can be used by both the teacher and the student across all disciplines including visual and performing arts physical education and so in addition to the core content areas there are other areas where we have identified um applications and and platforms that give students greater access to self-directed learning when needed so that when teachers make assignments um visible to students they are the students are then able to take those and integrate some of the some of the tools that we have made available to them that previously were not so as you can imagine that has required extensive professional development especially for our newer teachers coming in but also our more experienced teachers who didn't spend a great deal of time working with the technology and so since march all the way through to now we have been providing continuous professional development on not only the content in our core content areas because we need to make sure we meet those expectations but also on what's new which are the platforms that they will need to use like atlas which is our content management system canvas and seesaw which is our instructional delivery system and so we have provided both synchronous input live and asynchronous uh modules that teachers and
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administrators can actually access through our through pepper which is our learning management system and they can register for and go through the learnings 24 7 on most devices uh with the expectation that as they gain greater experience in using some of those platforms they will be more effective in using the digital content that we have made available in the atlas curriculum content management system at the same time as i said we are working to identify as for example as all of you know math is a priority um in in the way that you've described even your own goals the way that math shows up but also the way foundational skills show up have neat have needed a reworking because the way that we're accessing that content for teachers and for students is is is different now it's different now and so we really need to ensure that whatever resources we we move forward actually have the the the possibility of working in in both environments like i said earlier and so the professional development will be very quickly begin to move to not only how to teach in a digital environment but how do we teach in a hybrid environment and so we're learning a lot from those districts that are actually right now doing hybrid and so the larger districts um like houston florida and others that actually can provide us some insight on how to think about some of these things that were that we're thinking about when we're thinking about curriculum when we're thinking about teaching practices and learning tasks but also how are we going to make sure that we are able to monitor for progress and growth in this kind of environment which you can imagine is quite challenging um so that we are able to better align the support for teachers and the and the content that we make available not only for good first instruction but also for the intervention uh and a lot of it right now will be digital and later it will be in in both in both model in both platforms and so that's so that's where we are so i'll take any questions any questions from committee members or others uh i have one question um i was wondering if there were any subjects that have been identified as particularly uh sort of difficult in lending themselves to either a mix model or a virtual model um and what what sort of special attention um things like i guess visual or performing arts have been given well that is actually you've identified one of those subject areas right the performing arts um the digital arts has not been that that difficult uh the visual arts has not been that difficult either but when it comes to um dance for example when it comes to um music in particular instruments that has become some of the challenge physical education is one that is um a big challenge um and also because um also just our structure in how um those specials come in to the core work just navigating a a a schedule right a navigating access um so those are those are two examples the other one that is huge is science at the high school level um so you can imagine parker if you're doing a lab all of a sudden and you're in a in a biology class and you know you're you're you're doing life science how exactly are you going to carry out some of those labs and so we're working through that right now there are there are applications and platforms that that simulate so we do have and we are working to provide simulated experiences but it's not the same thing and so uh as as sean and hr work through agreements with our bargaining units and with our labor partners what are the what are the possibilities of teachers accessing so that either the labs can be recorded and then students have access to them um and and and so that would be one the other area is cte right some of them are very difficult to auto body uh auto mechanics um right uh those are all challenging and so those are very particular areas that we're going to need to pay attention to because in many school districts they're not even going to go there because it is more complex but i think if we don't go there then we're we're creating a built-in inequity on how we're providing access to certain groups of students who are participating in certain programs and so we are going to be working um we were really working uh parker um on establishing what the
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core was going to be and uh and where we're getting there and then building out all of the the areas that you identified and the ones that i was sharing with you because those are critical part of the of the program if you're in a ct program or an ib program there are certain expectations from the program itself and that you as a student have in being able to meet certain outcomes and you can meet those outcomes if you don't have access to certain learning opportunities and so again part of our learning is what is not going to be working well in a digital environment that we're going to figure out alternatives to that because that can only go so far and we're hoping that sooner rather than later we're able to resolve some of those by the way that we give students access to to those learning experiences great question thank you parker yeah thank you um and just sort of a follow-up question to that um you mentioned things like cte uh coming from benson i i know exactly what you're talking about um is there a specialized uh professional development um for cte teachers or for other teachers uh in subjects and in areas that you mentioned previously um in in what is what is general are practices in teaching um in a digital environment specific to to cte we are working through those because as you know you know those um those particular um apps and and applications that you use in cte many of them are our subscriptions they're not uh purchases and so we're working to navigate those because now that everyone is in virtual the cost all of a sudden has gone above half a million dollars to ensure that we we continue to provide that that that we continue to provide that access to both teachers and students for the teacher it is the professional development piece of that for the student is access to the curriculum that goes with whatever pathway they're working within and so working with our providers our partners we're working to identify how best to access that for our teachers as part of their very specialized professional development need and for the students who are participating um in that pathway all right thank you um along with adopting new curriculum have you guys um developed a scope and sequence for um along with these curriculums yes the so the school the scope and sequence um in many ways is is content agnostic and the reason is because our our belief is that it's the teaching practices that are part of the instructional core which is the teacher the student and the content right and so if we develop the capacity of the teacher and ensure that students are provided with comprehensive and rigorous tasks that are supported by the teacher then the content serves as a leverage to the activities that the student is engaged in so we are not driving our curriculum by what book we buy but by how well we've developed teachers to teach and so we teach to standards and so the scope and sequence is based on the oregon content standards in language arts math science social studies even dance and the curriculum is designed as a leverage to give the what are we teaching from to the teacher but the how is really what the teacher is doing with you as a student jackson to ensure that the standards are being met and so part of what the curriculum includes is a content management system that we call atlas and that is where the scope and sequence can be found that is a progression for the year at in k8 or for the course so jackson if you are in english 10 um whatever course you're taking there would be a scope and a sequence for that course and then a set of resources and it could be a textbook it could be a novel right but all of those resources support this from support you and getting from point a to point b which is the end of the course and inside of that opportunities for you to engage in the learning and also you will be tested on some of those things along the way and so what should not change is the rigor in that scope and sequence but what could change is the book you're using you know what i mean uh and so that's why we are not uh putting the the the textbook adoption in front of our curriculum design because it should be driven by the by the state standards and the curriculum design that aligns with the portland philosophy of how students teach and learn but also our beliefs about what kind of student we want to graduate through our graduate
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portrait what kind of student we want to emerge out of portland public schools so we have a question yes about um so i believe under the the board section is that we're supposed to ensure that the the district has um deployed a common curriculum across the schools yes would your with the evidence that you would be providing would it be what's in the atlas system and then what would be your evidence that like this is so if it's um pick a subject in a and a grade um that how would how would you know that actually that's what's happening you know like uh junior english at madison is the same as junior english at roosevelt i mean the same in the terms of what is expected from like curricular content like what evidence so when the secretary of state comes back and asks the board um you know how how did you know that the district offered a common curriculum and that wasn't dependent upon your school of the classroom you're in right so the the way that i think about that question would be in two ways one is inputs and outputs right common inputs would be that every school and every teacher is teaching to the standard in that in that in that english class um for and that that course is designed based on the on on on those standards for that course and that there is a scope and sequence that takes that that takes the students from day one all the way to the last day of the course and that inside of that is a progression of skills that the student learns certain concepts and an academic language is developed along the way to prepare them for the next course right so that is one of the inputs inside in order for that to happen in that scope and sequence there are units that are taught that are also in atlas the units are taught and then there are lessons that are taught within each unit so some units could be four lessons five lessons some are six seven depending on the course students then go through some formative assessment measures that sort of give an indication of how they're progressing through that course right um the teacher developed assessment that is common uh to the course being taught should give them an indication on how to pivot if a kid is not doing well uh three six eight weeks in but there's also the benchmarking of the student through an assessment that is common across the system that will allow us to see patterns and trends right and so that helps us in better supporting teachers through our professional development through guidance by having them look at their own own data sets and reviewing them a lot of time has been dedicated especially this year to site-based professional development through their professional learning communities and other ways that would allow them to engage in some of some of that data gathering and meaning making that will help them adjust and as they need but at the same time we would come in and provide additional support as needed so those are the inputs the outputs would be across if we look at data across across the district uh and i'll talk about both hard data and soft data if we're looking at the hard data how did our students perform are there places in the district where some particular strands of that standard just show up it's glaring that clearly in this school those were not taught or that consistently there's a problem consistently then that's on us to say we did not do an effective job of either presenting these these particular concepts within those standards for teachers to use or we need to make sure that that becomes part of the next course not this course because it doesn't really align and that's why students were having problems during the assessment but in a more formative way it's important to get feedback when teachers are talking about they implemented this particular unit or at the end of this course what i realized was right so we need to have both for uh hard data and and the more um the feedback data in the more formative way that gives us a sense of how did students perform based on what those expectations were but clearly we can't really normalize that until we agree as this as a school district that we're all going to implement consistently and comprehensively the scope and sequence because it's standards based and that we're going to apply the lessons because they're inside of a unit that aligns
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with the scope and sequence great thank you uh deputy superintendent hurts i just want to be cognizant of the of the time i don't know what else what you wanted to cover so i i am fine we've gone in depth in a couple of areas and i'm fine with stopping there and but i'm also fine um you know if you there's a certain areas that you would like to ask questions about but i am cognizant that we were we're past our amount of time for this topic director to pass do you have anything before we i don't yeah um i think the thing that i um want to make sure that's not necessarily for this meeting but the the rigor of the standard of evidence that when the secretary of state comes back that they're going to ask us for that um we need to be thinking about the frame in which we respond and i know on the there are a number of items i think it's 26 that are a through effort g that are board related standards but they're they're basically has the board ensured that the district has done you know a through f um and this is it's not a conversation for the audit committee it's more of a conversation for the full board so i'm hoping that it gets scheduled soon but i think part of that just from the the district staff standpoint is that almost all of them there's a codependency of the board's answer except for the policy ones which are really sort of more in the policy in the board's wheelhouse but most of the rest of them are has the board insured x and i don't know if whoever has control of the screen can move down just uh the la very last item i think it's 26 yeah um i know if it's possible to make a little bit larger um we're getting better and better at this i have sympathy every day for the teachers um so here's here's an example 26a you know making sure that the district administration you know is building an effective common core curriculum so the way that so really there's this co-dependency between the board and um staff and sort of the board what evidence has been supplied to the board that we can say check um and again many of them link to items that are the district ones and just knowing that the at a certain point the secretary said they were going to come back to spring but coming back later um that document with evidence we should be making sure that we have that lockdown but again that's a full board responsibility versus just an audit committee so hopefully that discussion is going to happen sooner rather than later anything else claire that you want to share or superintendent guerrero before we move off of this topic i don't have anything else thank you i i would only add i think it is important to make sure that we substantiate some um progress uh it does talk about we've prioritized key steps i think clearly over the last three years we've taken a lot of important steps to start to uh remediate for a decade of not focusing in these areas so i think as you heard dr valentino who could give a five-day seminar on this talk about sort of all the ways that we're trying to build that academic muscle uh and core in the district and another key way is continuing to prioritize investments in these key areas which i'm which is why and bring that rfp now to go out i was wondering if there was uh any sort of timeline on that um i don't have it with me but it is um i know later this fall it will go it
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will be advertised and put out um to our you know to what to transportation carriers okay thank you and then what is your guys's best estimate on implement like full implementation of all these recommendations just like your best guess i'm going to have this be the wrap up question just go ahead it's a great rap question so you're talking about all you know number three through 26. so some of these are continuous and because we're always in a continuous improvement mode so we can say we've gone through it but i would never want to say we're done with professional development of our teachers and how they deliver our curriculum that's something that we're always going to refine and hone and continue to get to the best practice for teaching in the classroom so um in terms of these aren't like switches you turn on and it's happening and then you you're done right um it's there is definitely more of a continuous improvement component to this but agreed that we need to make sure that we're making progress in in all of them as we move forward right thank you deputy superintendent hertz and also i think i appreciate you it looks like dr valentino and byrd have um left for their other appointments but please extend our thanks for them to come give us a little bit drop down on uh the work that's underway well so with that i'm going to move to the next agenda item like um i said before there's some board work that needs to be done and i would encourage you we should get it asked the for leadership to get that on the larger board agenda sooner rather than later um the next item we're going to go back to um what was the first item and this is the report from the office of internal performance auditors i'm going to ask um our auditors uh janice hansen and mary katherine moore to give us an update on the activity director's brilliant pass i'm going to excuse myself as well i was just keeping an eye on dr burb and dr valentino but have a good day they did a nice job hi everyone um in case you missed it mary katherine and i are working together today at my house and so we're wearing masks um so i wanted to just give you a brief update on what's going on right now for oip activity and um one thing that i forgot to kind of put on the agenda but i wanted to quickly draw your attention to is the audit committee's website um kara has been so fabulous lately and has really gotten the the last kind of pieces of the audit report um page updated with even the most recent bond audit report that was issued the contracts audit report and highlight is there so just don't forget about um the website it's there and it's being updated and it looks really good thanks to cara's great work um so the next thing i wanted to kind of just talk about briefly is the ach audit so right now um we are working on on that audit and we've had just a little bit of delays um nothing significant or anything but um just kind of with year and wrap up and um accounting staff has had a few vacations and then i was out of the office as well so we're just a little behind here but we're really making progress and um we had a status meeting today actually with um the finance manager and one of the things we were kind of working through with the ach audit is that the district has not started the process of adding new vendors to their ach process so they're not making ach payments to new vendors they're not setting new vendors up over the last year since we had the issue in the past and and part of that um but they per our conversation today they have their process and procedure all dialed in and they are going to get the sign up
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um kind of sheet to us next week and so we'll be able to look at that but we're actually not going to be able to test that piece of it um so there's there's a little bit of nuances here we're working through them staff has been really awesome keeping us updated and everything but it's a little bit delayed so we're working through it just wanted to kind of touch on that so i'd like to can i ask a question about that this is a more question for deputy superintendent hertz um the the purpose behind the audit was we had a transaction that potentially could have had a significant financial impact on the district um because of a sort of uh change of fraudulent activity and i'm curious are we not doing those transactions um because we're changing our processes or our training and then we're gonna eventually start doing them again or are we is something else happening one of the things is i thought the audit was actually going to be looking at whether um as we start brought in new vendors or made changes that the auditors would be looking at whether those um whether the training and the procedures were actually being followed so i'm just curious about why why we're not doing those or what what the sort of strategy or position of the district is so i would say we initially when the event occurred a year ago um we turned everything off we turned all ach off and then um we can confirm that any changes that have been made to the system that we had valid verified um um we went through a process of verification to make sure that no other vendors had any possibilities of fraud so once we had those verifications in place then we turned back on the the vendors that we had been paying via ach and then we were not adding new ones um it in the beginning because we needed to update our process so that we could ensure there would be uh signific significant fraud prevention practices in place so at the same time we also gave um training to every person that was on our financial system that um so that they had fraud prevention training in place before they access the finance system again so we have put that in place that anyone that is new that comes in they have to go through that training before they get access to the financial system and so um we we went through the government finance officers association gfoa and they have um best practices for especially in these ach payments they're they've been a highly targeted area if you do a search in the headlines you'll see that it happens in every state in many entities it's very common and so we don't want to be it to be common in pps we're holding firm in in terms of our our practice and putting the best practices in place and so we stopped and we've created a system now that um to ensure um the best practices are in place and we're about to go through another training with staff with those new best practices and and then we'll have um we'll turn that back on so we're almost there but um kovid came along the way we had to retrain secretaries how do they run all their budgetary and student body books and everything from home right so we retooled our practices and we're working on other things for the past six months and now we're we're coming back into to this work and making it a priority it what we were still paying all vendors this it wasn't harming anyone from getting paid it just um was a service we weren't ready to um complete that upgrade and in process until we had uh you know we needed to make sure we were serving all of our schools um during this time serving them well so when you eventually turn it back on for sort of new transactions my understanding was that's what that's what we want to test to make sure that want the auditors to test so when is that going to be that switch going to flip so that the auditors can review whether or not um do a sampling of that those controls are in place
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so the training i i want to say is later this month um so we're getting very close so within 30 days we'll we'll be completed with the process okay so then i'll be flipped on and then mary katherine and janice would do another set of um random sample random sampling of those transactions is that okay great so just to clarify um we'll have everything else done for the ach in this last piece that we just talked to tracy with today and she's getting it to us next week was just the enrollment form that they made updates few so she's just finalizing it she said she's ready it's so it's really ready now and she'll send that over so we'll be able to have everything else done and then once they flip that on you know we actually have to get a couple vendors sign up and go through the process in order for us to have some transactions to actually test so it's it's not going to be an immediate just because they turn it on then we have to there's going to be a little bit of lag time because some vendors are going to sign up for it so it's not going to be a perfect um time wise but what we are planning to do is do everything other than just that tiny testing piece we'll look at all their controls we'll look at their forms the way they're planning to process it and then be done with that piece of it and then once we actually have some vendor sign up we'll come back later and kind of do that last piece of the test great thank you all right awesome so in the meantime we are also working on the p-card audit and we are making progress we we reached out and we're gathering the background information about all the trainings related to pcard and talking to some of the district administration staff about their processes and procedures kind of the early phases of the planning um and we're kind of working on that you know at the same time we're working on the ach on it so when we're waiting on something for the ach audit we're filling our time with the the p card audit um the next item on my discussion topic is the risk assessment and proposed audit plan and um so this is something that we've been working on over the summer and i was hoping to get it done and by september but um not done yet so so many risks around the district but i am planning to so i have kind of a rough list and i'm betting need to vet that list with um district management so i talked to claire in one of our you know status meetings so i'm going to provide management with kind of my draft and get some feedback on on that and then hopefully be ready to bring that draft proposal um to the audit committee in our next meeting in october the the last item that we have i have is related to performance measures for the office of pub you know internal performance audit so you know the audit committee has kind of led the the drafting of my personal performance evaluation but i think it's really important to establish performance measures for the office how will the district know whether or not the office of internal performance audit is being successful and how can we measure that success so i have provided a very scary looking document so i i'm acknowledging up front it's very scary looking but um you know that document is from the alga it's the association of local government auditors if they're really industry standard performance measures and there's a bunch of options listed in the document so kara circulated that document as an excel document in in the board um documents it's in there as a pdf so this is just my first um bringing it to the the committee and saying hey the these are the one the performance measures that i'd like to kind of work through and so this is a tool that you guys can click in look at some of the the options that are available and if anybody has specific ones that they really feel confident that they like oh this is the great performance measure i'd love to
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see you at this one do me an email and um i will kind of incorporate that and then for the october um audit committee meeting what i'd like to do is come to that and present some of those performance measures for consideration for adopting for the performance audit does that kind of make sense um what i'm looking to do so right now you have the tool you can look at it you can see which performance measures if you feel strongly about any of them send me an email um and and next audit committee meeting i will be prepared to say from this list these are the ones that i'm proposing adoption and we can talk about them um but i will have incorporated anything you would have already emailed me in the meantime so that makes sense for everybody awesome so that is everything um that i kind of have an update for you guys on are there any questions about any of those things no okay great then my part's dead great thank you so much um i just want to double check i'm sure we don't just i'm looking at the agenda and what we um have time to cover um because i want us i want to be respectful of everybody's time this evening here we didn't have any public comment right so we don't have to allow for that great thanks um so i'd like um if it's possible um cara to pull up the committee work plan draft work plan rosanna do you have that and do you want me to do it or roseanne i can do it just give me a second i was going to say i could do it as well i have it up i'm impressed so just as a funny note while she's looking for that earlier today mary catherine had her face mac mask on and then she went to go drink some water like this it was so and we were skyping with some other district staff at the same time and they were on mute but they like all of a sudden they just started cracking up laughing and i didn't know what they they were on mute and then anyways it was really funny that mary kathy was trying to drink through her ice cream today that speaks how light and transparent and you know you forget you're wearing it yeah fabulous exactly just to share that one um so roseanne could you make that a little bit larger um for me to get the whole thing do i need to make my um just change how it's the layout roseanne if you click on the three dots up kind of in the corner of the document you can make the entire document the full screen perfect not that i don't not that i don't want to see everybody but it just would be easier on a planning document to be able to no like it makes like her entire see it's only like part of her like uh browser so right there no um on like the actual like board book like there's the little pen and then yeah full screen thank you um can you go to the top so um the the audit committee has a number of charges um we review and recommend actions um around um the um the district's comprehensive annual fisc uh financial report the kaffir um and the audit of the district expenditures and federal awards we support um engage with the office of the independent independent performance auditor um as we did today we have ongoing work reviewing the district's response the secretary of state's audit uh recommend external auditors the board and oversight of the
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annual internal performance auditor's audit plan so uh as we put together and then we have some responsibilities um due to the fact that the opposite internal performance auditor uniquely other than the superintendent that they report to the board so we try to put together is a work plan for the draft work plan for the year that um will allow us to uh work through our um responsibilities uh to the to the board and hopefully we'll this is like year two of a pretty regular cadence um i expect um and hope that probably after january of this year that or maybe it's this next spring that at a certain point the secretary of state's audit drops off as a a one-time event and that we're into a much more regular cadence of both the district performance audit plan but also the um just regular um other auditing that occurs um in the district so have drafted a roseanne could you drop down to so i have put in a created like a month by month community calendar we don't meet every month but to try and give everybody insight into uh the super exciting um auditing calendar we have sorry no offense uh mary katherine and janice um the super um exciting uh calendar we have for the year and i say we you know hopefully um the audit committee's work becomes a um just a regular predictive it's not like hey we've got this big audit that's i'm gonna change all these practices but it's just part of the ongoing um district part of the district systems to improve accountability and operations through through an internal performance auditing function but also providing sort of uh external uh oversight and engagement with the external uh auditors so that we're providing uh recommendations to to the board when the full board needs to take audit action so as you can see um we've uh working with um janice and mary catherine i believe claire has also looked at the draft um looked at what the calendar of activities are and had a proposed set of activities and i i don't know if people had a chance to uh review the um the proposed plan or if people have additions or questions one question i had today was how we overlay because we don't yet have an audit plan how we would overlay when that would come back to things we come back to the the board so um at a certain point in time i think in november you can see that that would be the presentation of the audit plan to the full board that would be a recommendation from this committee um but at a certain point in time we'd want to layer in the the proposed audits and when um both that they would be the topics introduced but then also when they come back and the audit findings and recommendations come to the committee so that's not currently part of the plan but it's not currently part of the plan because we don't yet have the audit plan um and michelle i'm going to look to you to see if there's anything from last year that since last year was a sort of launching year whether there was anything that you felt um we could do differently or better this year sure um so one of the questions i had first of all i'm i'm really happy to see that there is kind of a calendar of expected events i think that's really great um my question was not only about the the audit schedule like when how that would be plugged in but um how how we account for um real-time issues that come up that might need attention faster than when this calendar would you know what would make it look like i'm trying to think of a good example but um i i think that it'd be important for me to see that we have some flexibility in the timing of when we address things um curious about how that schedule is going
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to fit in here and then also um just kind of noticing the cadence of our meetings and wanting to have a discussion about you know how often we're meeting and yeah so um that's a great question on the flexibility and i think we uh we have the ability to create some our own flex so for example and either claire mary catherine or janice correct me but we were scheduled to have the p-card audit as the second online after the contracts audit and when the issue with the ach um transaction came up that uh claire asked if um there could be this sort you of clicker audit um inserted into the schedule and so those got those were changed in the order and i think we should have flexibility and it could be a you know it's a conversation the committee members and certainly you know we'd want to get the input of staff on the level of importance in terms of anything that may like come up and sort of the existing work that we have we should never be so inflexible that it's like hey we're not going to do that to a point in time in which uh like a small risk has become a huge risk yeah and that was that was actually a perfect example of um our flexibility in addressing i mean that was very important to address as quickly as possible the ach procedures um and it looks like we're not meeting every single month and so i wanted you know i don't know that we have that necessarily in our discussion tonight but um i think that'd be um something great to work out um yeah it was roughly um and cara correct me if i'm wrong it's roughly every six weeks um but there were some just holidays and other things that we had to work work around so it's not exactly exactly that is that a correct description care of how we landed on these set of dates yes that that's a yes um and you know i think one of the things that we should just be clear is like um if we have a meeting scheduled and either like an audit isn't ready or we don't have um an urgency in the meeting like you know i think we can make that call that we we don't need to meet i from my thinking we last last year we had it we had quarterly meetings but then we added some other meetings in when we had presentation times and it seems like quarterly wasn't enough especially in a year in which we had gone to the voters to ask for a local option we were getting a significant infusion of money in through this student success act and then um the issues related to the 2017 bond that it was important for there to be um more regular um engagement with the external auditors in addition and again i want to sort of repeat what jana said at the very beginning about the really great work that cara has done working with janice and mary katherine on the web page i think there is so much information now about auditing on the district web page again part of it was standing it up finding the right cadence but uh we don't need to have meetings if if there's not an urgency but it seemed like quarterly wasn't enough and then if it wasn't often enough when we had to schedule a separate meeting it was too hard to then try and find time on calendars when other committees schedules another district business had said so yeah and i i i think it's great i also yeah i'm concerned that we um sometimes we have really big topics that require some discussion and so it would be important to um to see those spaced out so we're not having four hour meetings well this is one's going to end in four minutes so um one of the things i'm going to try and do is i you know i think an hour and a half or 90 minutes is um more than adequate we should be able to get our work done so that's the other commitment is like we're not going to have two hour or you know once meetings that go over so we should be able to get our work done within the time period and work
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that if we don't complete all the work during the time period i think we can do written reports out so i just had a couple of thoughts that um on this on the regularness of the meeting and and because we do have more consistent regular meetings this time i think it is really really great because what you guys had today was the secretary of state recommendation to kind of review in advance well next audit meeting you'll have you won't have that same because they're just going to report quarterly but you're going to have the contracts audit implementation plan to review and some of these things that audit committee members have to review are very content heavy so if you were to get a report like what the district provided today as far as the update from the secretary of state's audit report in combination with the contracts audit implementation plan all in the same meeting i think that would just be really overwhelming so i the the idea of having the meetings a little bit more regularly breaks out some of those content-heavy topics so they're not all in the same meeting and then also um like what julia pointed out we don't have the audit plan yet um but because we're meeting so regularly now once that plan is in place and and the audit report is ready instead of needing to do a special meeting as long as you know there's another meeting within a couple weeks we will present at that meeting um so it makes it a little bit timely and and the not probably not going to be a need to have a special meeting depending on the timing so just some thoughts parker and jackson yeah i just had a quick question last year on the audit committee plan you included like oversight of implementation of the 2017 bond audit um are we going to keep doing that so um this is a discussion that claire and i of course we had our meeting last week in which the um the audit presentation was made to the joint committees um in the in the past um prior to 2017 17 um those all went to the bond accountability committee which is not a committee of the of the board um it is a committee um of the is community members that also have some professional expertise i don't know if you all have um either jackson or parker you have um particularly what paid in one of their meetings i have a point of view that um on because the board ref refers bonds to the um to the community for adoption that and that there's an expectation then that we're also the board and district leadership accountable for the expenditure of those funds so i feel strongly that there's a component that um the board should be um the recipient of the performance audit and the audit committee's the natural place to have that happen um claire has raised a good point that the bac has done that in the past and one of the things that i i think we could do this year i think we demonstrated last week we can bring two committees together i don't think there's any reason why we just can't have a you know again the two the two committees and the bac um one presentation um on at least the sort of formal audit and then we'll also get sort of the ongoing implementation updates um but i do feel like there especially with what happened in 2017 with the cost estimates that there's an expectation that um we can't point to the bond accountability committee as like hey they're accountable if you know things are implemented or not but there's the accountability is within the district both the board and the staff and so um and the long answer question is i think we should bring together both our out external committee but also um the board audit committee and the school improvement bond committee as the place where we receive that and i think there's a way to do it so that it's not
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you know they're having to present to a whole bunch of different committees and is that a quarterly report or a yearly report well we just got the yearly report they do do annual reports and they um i don't know claire if you want to speak speak to what the past practice has been so the um the audit comes annually and the district responds and then later on usually there's more of a check-in around implementation of the practices and it has not always been the same every year i could i can say that but um it usually uh because some of the um improvements every requesting there's a cycle especially in construction work where that you put out when your projects are happening over the summer you're putting your design work happens at one point and then you're actually putting out the bid or the rfp request for proposal is in a different time frame so there's only certain times of the year that you can um check in to see if the improvements have been made so it's it's not something that you're going to check monthly in in a it's more of a more of an annual process to check in on the implementation of the improvements yeah i could say i think you know thanks to all the work that's happened with the website i do think there's a high level if if somebody's interested there's lots of information that's organized in a very um logical way that's transparent and and available and i really appreciate all the work that's um both osm and the board office has done to get that uploaded because i think that's a huge process improvement and again i think over time as we become more efficient that a lot of the save quarterly updates or whatever the updates are can be easily up uploaded and distributed and um less of a um sort of a you know an onerous process for staff to report in or it seems like it's not done on a regular basis to the broader community so i think we're in a much much better place so that we're very transparent in what has been audited what the audit has said what the findings are the recommendations the implementation and the progress for implementation which is exactly sort of the continuous improvement cycle you should have anything else i want to be cognizant of the time and the promise to end on time um we just had one more um item and that's at the very bottom of our agenda about um seeking a committee member um i would really like to uh and you know we've got someone um kari guy is leaving the committee and so we have an opening on the audit committee i'd i would really personally love to see some um some diverse representation on the committee um and to that end i see that the attachment is kind of a little a couple paragraphs um roseanne with people responding to you that are interested i won't just let everybody know i've connected with the multnomah county auditor and the auditor's office of the city of portland asking them to forward some names of diverse candidates that are interested you know what um if everybody can bear with us for just two more minutes um rosanna could you bring up that two-paragraph um document because that is um that's a holdover from two years ago when we recruited um and had an opening on the committee and i was looking at it today and i'm interested in um input from everybody on the um current description of what it is we need because we um so so one of the things about louis lousinkari that uh will be hard since she's been a long time member of the committee is she brings a lot of auditing experience which has been great for i think well it's been super helpful for me it's been good for mary katherine and janice uh so we're gonna lose that on the committee itself so we don't have any um auditors per se um we have people who are interested in auditing but not auditors um so losing kari and like this actually has i think a bias towards individuals who have auditing backgrounds and the question is see the second to last sentence if you have auditing experience would like to apply so the question is do we want to make that more of uh it's great if you have auditing experience but we also would um but that's that's
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not a requirement because it may filter out other candidates for the community members who um aren't auditors and so how important is that um and i so i agree with it i agree with what you just said that you know it says do you have um experience with performing audits but um i'll also share that i developed a form it would be an inter it's a google form that um people could use to like say here's my name here's what i do for a day job um here's the best contact information for me but it asks some voluntary questions about gender and about race um i i don't have it up in front of me but um i think that using that form is gonna hopefully signal to people that those things matter not that anybody cares but i think that we want to be able to say that at least in this committee we've operationalized racial equity we know who's made up of who the members are um we know they're either gender pronouns you know we know that they're diverse candidates in whatever dimension that that takes um and if we don't ask then then we have no way of knowing um i've been really impressed with some of our local non-profit boards that say our board is made up of you know we have two members of lgbt community we've got um one person identifies as transgender two people african-american one asian pacific islander two native americans one single mother and uh again it's not that anybody cares but i think that we can at least in this committee model best practices for um being inclusive and reporting out on it um and so i'm hoping that we can use that form as a way to intake and sift through applicants i also think that the question about you know do we have experience with performing audits um is a barrier to people that might be interested and i think it's really important that we get members that can ask good questions and have time to do the background work rather than being an experienced auditor even though i realize that we are you know that that's what we're losing on this committee is we're losing a seasoned auditor um but i'd like to keep open our minds open to you know younger browner skinned you know just a more diverse candidate pool yeah so i'm gonna suggest can you mind parker if i just make a suggestion and then i'll pass it to you is that we drop that first sentence we also modify uh make it sound more interesting because i know it is um it's a little bit dry um take out the if you have auditing experience and would like to apply take that qualifier out because i think agree that you're right um and then also marry it with that intake form um michelle and so and then we could circulate it among a broader a broader group but so that we take we take around take out the filter of you have to be an auditor because one of the great things about kari is she did say that she's happy to continue to be a resource she's still a pps parent so i'm happy to be a resource for janice and mary catherine but also to the committee does that sound michelle like does that um if it would be okay with everybody i wouldn't mind taking a look at this when i'm not talking and read through it give some edits and then include the link to that google form um which roseanne that looks like you're the person that would be collecting those responses those i'll make sure that you that the the the link to that form is shared with you and then you'll be able to see the the responses and sift through them it looks like megan's listed as the person on there megan salvador oh um i saw one that had your name on it maybe i'm looking at it i can a different doesn't matter so on the actual website it lists roseanne but i'm not sure this one doesn't so okay


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