2020-11-17 PPS School Board Study Session

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District Portland Public Schools
Date 2020-11-17
Time 19:45:00
Venue Virtual/Online
Meeting Type study
Directors Present missing
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Event 1: PPS Board of Education Study Session 11/17/2020

00h 00m 00s
staff um welcome everyone to tonight's study session we're excited to have the opportunity to engage with staff tonight to learn about two very timely topics first we'll have an opportunity to learn about the ethnic studies and tribal history curriculum and then we will learn more about the district's community engagement framework superintendent guerrero would you please begin tonight's session you just said it two important topics tonight so i'm just going to hit the volleyball over to our chief academic officer dr luis valentino who will let you know uh and introduce the fabulous staff we have for you tonight yes yeah so good evening board president larry superintendent guerrero directors um the resolution that you voted on this evening speaks volumes to portland public schools commitment to creating a social a socially just school district that serves all students and so this evening dr tanya mckee working with her team will share some of the tangible aspects of that resolution and the related state legislation but more importantly they will engage you in a task and conversation grounded in a liberatory pedagogy which really means that there it has a strong focus on the principles for social change and transformation and so we hope that you will not only and enjoy as we as they take you on this journey but that you engage with them um in in the activity that goes along with it so i will try i will then pass it on to dr tanya mckee all right thank you um uh uh school board and superintendent guerrero um i'm here with um my team dr christina granby uh terena wicker and david martinez and um we are going to give you a brief overview but the majority of our time is doing several activities and uh superintendent and board members received a little gift this weekend or maybe this week to help you with some of the activities that we're going to engage in so just to kind of give you a real quick um overview um we will make sure that we um talk about the house bill 2845 senate bills 13 and 664. so we'll break those down on a slide just so you can see what those are and then we'll move into our classroom connections for you to engage with tonight then we'll get to after we finish that up we're going to actually connect to the pps vision just so you can see where we're at in terms of where this work is uh with the visioning work talk about the continuous improvement of curriculum and how the curriculum adoption the bond uh supports the work that we're doing as well as all of the pd opportunities that we had last year and are continuing to have to support this work and then we'll talk about next steps and investments and leave a couple of minutes for questions so with that we will begin david can you hear me now sorry all right so i'm going to do a quick overview of the two senate bills in the one house bill that we're going to be connecting with tonight uh so tribal history shared history which is senate bill 13 was passed in 2017 um and it's a critical opportunity to fully leverage the strengths assets and contributions of our native american community and specifically the nine federally recognized tribes of oregon and it really helps to contribute towards not just curriculum but essential understandings and critical orientations that help really shift teacher student and district um then we have ethnic studies uh which is house bill 2845 and that was passed in 2018 and that directs the state uh to create k-12 social studies standards um excuse me ethnic city standards that are embedded within the state or uh social studies standards and that's k-12 um the timing for that has been shifted a bit because of covid and we're expected to have those passed by the house uh sometime this winter or not early spring and then we have senate bill 664. uh incentive 664 is a two-way bill kind of and starts this year with the implementation of just general education about holocaust and genocide just acknowledging that the holocaust happened and that genocides have occurred both within the united states and abroad and so all those bills um basically have started enacting this year in various ways and then progressively uh throughout the years will actually increase and change
00h 05m 00s
over time and so next we're really excited to get started with our classroom connections so board members apologies for those that are did not get that fantastic delivery of goodies this weekend but we hope you can follow along but for our board members who did um we'd love you to please put on your student hats and engage us as you would in the distance learning world as if as if we were your teachers and you were students and welcome to our classroom welcome directors and i'm going to hand it over to christina granby who will start it off greetings to all of our evening learners to warm our brains up and dig into our first topic we're going to do a little bell ringer or a warm up and here's the prompt when you consider the physical features of land what's one aspect that you appreciate about living on the land known as oregon now as you think here are some ideas think about oregon's natural features such as its rivers forests beaches mountains trails and so on you're going to have exactly 30 seconds to ponder your response and at that time everyone will be asked to type their response into the chat using a complete utterance or a complete sentence to help you frame your response in academic language there's an optional sentence frame on this slide and it includes some language choices that range in difficulty level so feel free to use it to jot down a response or just to keep in mind for to type and the 30 seconds will begin right now if david could start it and just as a reminder the prompt is when you consider the physical features of land what's one aspect you appreciate about living in the land known as oregon i don't think we can chat can we roseanne [Music] i just i just checked and it it's enabled oh great looks like the timer's going a little early so it's restarting i'm really liking the people i'm seeing using a nice sentence frame with a clause at the beginning that's a difficult grammatical structure so it's a nice challenge to take on all right looks like that was 30 seconds and if you haven't typed your response in please go ahead and do it now we have time for a couple of volunteers if someone would like to read their response aloud now that you've had time to chew it in your mind and jot it down using a sentence frame so if you would like to share please use your google raise hand function and i will call in a couple people i know some people don't necessarily have the hand raised function yet i didn't have it at first either so if someone would like to pop out and just go ahead and unmute yourself and share that's fine too um this is michelle i um appreciate the um entire cascade range uh when i think about oregon i think about the mountains and i love appreciating every aspect of the mountains from climbing and hiking skiing picnicking thank you and i appreciate you adding all those supporting details to your response that's that really illustrates it for us would anybody else like to pop out and unmute so um yeah this is andrew i i love the dramatic topography and growing up here i didn't realize that was special until i lived on the east coast um and realized that not every place has mountains that crash into oceans and big gorges and canyons etc so it's something to it's pretty special thank you i really like the imagery that you shared there would any one more person like to share out before we move on this is amy um i wrote i think about the diversity so you know the incredible dry high desert the dramatic mountains the damp coast range you know we just have so many different ecosystems within our state it's it's amazing diversity thank you and just personally i have to appreciate that you call that the high desert because that is my my heartland thank you everyone you did a fantastic job with your participation and especially crafting some responses with thoughtful language choices
00h 10m 00s
and now we're going to go ahead and welcome david back to continue our discussion about land and david is muted i know david's our david's working with two screens and doing all of our tech stuff thank you christina thank you director to pass uh what a fantastic segue into our land acknowledgement just a show of hands how many folks here have have heard of a leg acknowledgement uh done one before i've been present great you see a good a good show of hands um for folks that haven't um done a lon haven't uh either witnessed been a part of one or done themselves i'm gonna borrow this from mary lyons from the beachy land band of ojibwe which is in the midwestern states um atlantic land acknowledgment just as we were doing uh with the previous activity the bell ringer that christina was doing really helps us to appreciate the land that we're on but not just appreciate the land that we're on now but everything that it's done uh to give us uh the life today and so acknowledging that uh since time immemorial we've had uh native communities and folks here uh living and breeding and um honoring the land and so we do that also to to respect that and to continue that today and so i just want to quote her and she says uh it's important to understand the long-standing history that has brought you to reside on the land and to seek to understand your place within that history land acknowledgments do not exist in the past tense or historical context colonialism is a current ongoing process and we need to build our mindfulness of our present participation when we talk about land land is part of who we are it's a mixture of our blood our past our current and our future we carry our ancestors in us and they're around us as you all do so with that we're going to do a quick uh portland land acknowledgement uh and before i do that i also want to acknowledge that there's various land acknowledgements right now for portland um and because it was such a diverse um land that really welcomed uh bands from across northwest and really across the north american region um and so it's it's difficult to just say one um community lived here when um we know dozens and beyond that really um thrived along the land so uh we'd like to honor and recognize the indigenous peoples of the portland metro region and whose ancestral lands our district stands these include the willamette tumwater clackamas klamath malala motunoma and walato chinook peoples and the tualatin kalapuya who today are part of the confederate tribe of grand ronde and many other native communities who made their homes along the columbia river we also want to recognize that portland today is a community of many diverse native peoples we'll continue to live and work here we respectfully acknowledge and honor all indigenous communities past present future and are grateful for their ongoing and vibrant presence and i also want to note that students it took me a while to get those names and i didn't pronounce them all probably uh perfectly but the best part is we're learning and the best part is that we can continue to learn and so i encourage you um to practice those those words and we'll practice those together uh as the school year goes on and so next i want us to put our thinking brains on and i'm going to put this image for you up for just a couple of seconds and minutes and if if you're not able to actually see that image i'm going to put it in the chat and you can actually go to the live website so feel free to do that if you can't see this image i'm just going to ask what do you notice what do you wonder i'll go back and feel free to write in the chat what do you notice and what do you wonder and i'm actually going to pull up another closer image maybe it might be a little more recognizable for folks so once again what do you notice and what do you wonder so i guess about a minute if you want to look into that please uh provide a little response in the chat what do you notice what do you wonder and i'll take any volunteers i'll also read some of the comments national boundaries are irrelevant i noticed overlapping i noticed the overlapping territory i noticed the columbia river right a
00h 15m 00s
huge diversity of peoples i wonder how much we have lost and i wonder how much of our community are influenced by those communities of peoples great wonders anyone want to speak aloud or pop out if you don't have the hand feature it makes me think about the housing crisis because we talk about it in you know today's terms if you ask people when the housing crisis started they say you know in the last 15 years uh 20 years in portland but we've actually had it for hundreds of years it's a great comment it's a great perspective right we've talked about this before in class on whose perspective will we say i'm housing right who you ask you can get a really different response right and so really really important thing about perspective thank you anyone else it makes me think about ways that we have controlled and scarred the land some of which are um irreversible i mean just today we have a decision in oregon about removal of some dams to try to restore fish populations but um you can't entirely undo those kind of long-term effects thank you well thank you all for sharing this is a another great segue into our next activity and uh this is for board members and superintendent if you have that packet of folger we did provide you with some supplies for our next activity to make it a bit more hands-on so you have the one sheeter that has these nine arrows as well as a small sheet of paper that has these flags you also have a pair of scissors i hope and glue stick please be careful of those scissors um we did put them in the folder for safety um and what we'd like you to do so first and foremost these nine flags are the nine fairly recognized tribes of oregon these are the flags and these nine uh arrows are the cultural centers of those tribes so this is the the location of our nine fairly recognized tribes of oregon and what we'd like you to do is to use your scissors glue sticks and your knowledge to place these flags where these cultural centers and these reservations are today and so we're going to take about four minutes to do this activity um we're really excited that you have this hands-on and if we were really truly in our distance world we'd have you on a canvas course which we actually have this during soap star in canvas and also in a seesaw for our fourth graders who are going to be doing this later on so i'm going to start that timer i'm just going to play a little music in the background as we would in the classroom to kind of get us grooving along but we'll take four minutes um and any questions before we begin everybody have their their sheet of i just want to be clear this little sheet yes and we're going to cut these out yes then we're going to glue them onto this big map of oregon yes and you're going to glue them specifically to those arrows so once again those arrows are the cultural centers of our nine philly recognized tribes of oregon all right i'm gonna start that timer are we gonna be graded on our cutting ability we will not judge and we will not force you to present it to the rest of the group thank you for asking only if you want to didn't anybody tell you you should not give sharp objects to board members i do want to mention that i did mention that to my team that scott bailey would say something about the scissors tonight we're pretty sure those were safety scissors in those folders i think that rule only applies when we're in person scott so we're okay hey i think we're safe since you're all in your own homes raise your hand if you ran with them this weekend ow i kept myself [Music] just [Music]
00h 20m 00s
four minutes so if you can take your last glue stick remember three and that's more than enough for your sticking more than that it's gonna get messy oh wow that's if you are willing and so brave i do encourage you to please board members show us your maps i'm not sure it's right but it's done so at this time if you could pull out your first oregonians book and open to the very last page you should find an answer key yes yes yes and here also on this slide i did put it in there for your reference as well but you do have the answer key um and here we're just going to do a quick debrief about the activity um some reflection questions what thoughts or feelings came up as you completed the activity how does this map connect with what you already know how has this map challenged your thinking and to what extent do you think this map tells the full story of indigenous peoples in oregon and also i think this is one i'd love to to know is what will you carry forward with you from this learning the thought or feeling i had as i did this activity is i i was embarrassed i've grown up in oregon and i've heard these tribal names my whole life and i knew where some of them were more because of the name of the place rather than any knowledge of the peoples um and then i i wasn't 100 sure about all of them even though i'm from here um and so it was that embarrassment of not not knowing and not having paid attention and then the question about what do you think this map tell do you think this map tells the full story my other my other thought was there are so many stories not revealed in those federally recognized tribes thank you so much
00h 25m 00s
the other question to me it raises is this may be where the reservation land is as opposed to the true land um or or territory where people lived uh in particular when i um this past couple of days when i looked at the actual reservation construction and noticed i guess in my head i had this reservation as a big block and a couple of them are really disparate small patches of disconnected land um and just all those issues around land are so central to this story so one thing i thought about looking at it is i thought about the cow creek indians and i was in dece washington dc working for the senate when they were re-recognized and thinking about erasure and how it's the us government gets to recognize whether somebody actually exists or a community exists and actually they were terminated before they were even recognized and then they had to go petition to be re-recognized and sort of what that the trauma that would do to a people to um not be recognized and they're just one of many of the tribes i think about the treaties as i was doing this exercise and of the hundreds of treaties that were created between the us government and the tribes uh not a single one was honored thank you all so much for sharing um and about the money the the money is still owed today um by the government to the tribes that has been hung up for years uh the promise of housing uh in the gorge from the displacement of the dams that is what decades late and being um i think the commitment finally came through and on and on and on sorry go ahead thank you no this is all all fantastic thanks so much for engaging i just wanted to mention one thing that i i learned from um from professor um a native professor uh you know native americans are the only the only ethnic group that have to carry around of their ethnicity to you know that's something to have to prove with a card um um that's that's difficult um and i think we raised that and and notice also i think scott brought it up i said these were the cultural centers right these weren't the headquarters these weren't the native lands these were the cultural centers of the current reservations so it's really intentional on what we're saying there as well so thank you all for participating i'm gonna hand it over to terena now all right hi everybody so we are going to move from sort of an upper elementary fourth grade wilson experience into something that you might experience more in middle school or high school and it's a reading activity where we're going to work collaboratively to grow our knowledge and then share our thinking as a result of our learning somewhere in your wonderful packets you have a guide a to the essential understandings so if you would have that handy that'll make this activity go smoothly just like what david is holding up there the tribal history shared history essential understandings beautiful book all right what we're going to be doing is a reading activity where we collaborate to build our understanding and we use a graphic organizer and so what you see on the screen right now is that graphic organizer embedded with its instructions and i'm going to run through what we'll be looking for as we're reading and then we'll do an example and then we'll work together well we'll sort of work individually and then we'll share our answers together before we finalize our thinking so this graphic organizer asks you to read about one of the essential understandings and then write down jot down some notes as you're reading about keywords so what are some of the important terms and words that come up for you and stick out for you and this is about your thinking so there's no wrong word to write down there's no wrong keyword in the page i don't have an answer key for this um the context we're actually not going to put time into that the context is done for you on the one we'll collaborate on together but then we're going to move over into these questions misunderstandings and examples and again as we're doing this these are your questions so after you read it what questions do you have or what questions might someone else have and then misunderstandings what are some confusion or misconceptions that
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are attached to this is this essential understanding and then finally some examples of those misunderstandings and as we get into our example you'll be able to see those a little more clearly this graphic organizer asks for a definition we're actually going to sort of gloss over the definition as well and then the meat of it our assessment for this piece will be to create a tweet so if you have to describe what's important what this essential understanding means the heart of the essential understanding in 280 characters or less in a tweet that's going to be your sort of assessment for this piece and how we check that we've all collaborated grown our strength and our knowledge together and come out with everybody having a really great understanding that they can share about this essential understanding so we're going to take a look at an example you can find this page in your packet on page four we're going to look at since time immemorial and when david was talking about the land acknowledgement he talked about people who have been in what we now call oregon since before anybody can remember it's described in here as sense forever which i love and so this idea that we don't um well i'll just go through the the unit i could get carried away talking about it but i'm going to follow the graphic organizer so it talks about the key words and it brings up some of those land words that we brought up when we were talking about oregon so the coast valleys plateaus but then it also has these other words of relationship and continuous and existed so you can see already kind of where this where this is going and what this understanding is about and then again sort of glossing over the context and moving into questions one of the questions is what are examples of oral traditions so maybe after reading this you're like i want to know more about oral traditions and then the misunderstandings the idea that people think the bering strait theory is true a little background knowledge it used to be believed that people came over and walked across the bering strait a certain number of years ago i'm bad with the numbers for a history person i'm not great with dates but it turns out that people came by boat way way earlier than anybody ever thought and the science just keeps pointing to earlier in earlier and earlier presences of people in the western hemisphere so that's a misunderstanding and an example of that is that there are at least nine nations who have been here before anyone else has ever been so those are sort of the things that we'll work on together is building those and we'll share our thankings for the keywords questions misunderstandings and examples and then after we've shared we'll come to the tweet and so the tweet sort of boiling it all down what's important here for this one is indigenous people have been in a relationship with the land and water since forever which i think is a very nice concise way to bring that together so that's what we're going to be working towards but we're going to do a different essential understanding we're going to be looking at history which is on oh i wrote down page nine um so if you turn to page nine it's about a page long and what i would like you to do is read through i believe you have this graphic organizer on paper as well so if you're the kind of person who wants to write things down as you're reading jot down keywords questions misunderstandings examples don't write your tweet just yet i want you to hold off on the tweet but the other pieces we've got about five minutes to read through and take your notes we'll have the timer going again maybe david can play a little music for us again i think the timer plays some like relaxing meditation music i've also linked in the chat the essential understandings this packet if anybody likes to follow along in pdf we're on page nine assembly essential understanding number three history uh um
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zero just be ready i don't want anybody to have an abrupt stop so just know that that's coming and that very soon we'll transition into the next piece which is the most exciting part to me which is where we collaborate and grow stronger in our knowledge together after we've all had a chance to interact with the text now what we're going to do is sort of transition into sharing and in a classroom where students had accounts for all of the things that we were ready for and we had a lot more time i might do this in a flashier way where we do you know something in a near pod or we do a padlet or any number of other tools but we are going to work simple and quickly with what we've got and we're going to share in the chat once again we might be able to capture some of your thinking on the slide um but what i'd like for you to do is just keywords so in the chat just type the keywords that came up for you and we're going to try to capture that on our collective graphic organizer and we're going to move through these fairly quickly all right excellent inferior life ways altered settler colonialism is definitely a key term in there that's coming up over and over again invasion for sure begin i like that all right um and just being mindful of time normally i'd let this sort of sit longer but let's move into our questions and just type one question you might have a bunch but i want you to pick your favorite to type in and we'll probably only get to type one or two into the organizer and then i encourage you to look as
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they're coming through as well it's great to see everybody's thinking oh that's an excellent question what lifeways remain unaltered fantastic how did indigenous people respond to settlers okay right and how do tribal nations interact with one another again with that notion of history of native americans doesn't start with the eastern invasion as they describe it but that it existed prior to that excellent all right and then very quickly let's do misunderstandings and examples kind of rolling in together resilience of indigenous peoples so either an example of a misunderstanding or that misunderstanding let's roll a couple of those in as well these are excellent responses i get super excited when i get to see people's thinking um so i'm in heaven right now watching all of this come through how do we publicly recover histories after years of denial yeah that's a big piece of the work right that's going into this is how do we how do we find those stories how do we tell those stories how do we honor those stories absolutely yes the idea of civilized versus primitive the big sales pitch yes that people in yeah the people that were here and the invaders were both all the same that there was diversity in that there were two groups but in fact there was diversity among all of the groups wonderful i don't know the mural at grant i don't get out much these days um all right excellent okay so now it is time for your assessment we're going to do the tweet and we actually are going to use a tool we're going to use what's called a jamboard and it's a whiteboard that will share in the meeting and what i'm going to do is set this up it should open up in a tab for you automatically so what it'll do is it'll send a link in the chat and then you will click on the link and what i'd like you to do is make a sticky note for your tweet so we're just going to take about a minute for this tweet the sticky note on the left hand side you see a bunch of tools the sticky note is the fourth tool down and when you hover over it it says sticky note excellent thank you david you can watch those populate all right history begins before the white narrative such a key piece of this you do not define me and then a tiny one indigenous peoples have a deep rich and often misunderstood history i love this i love watching these come alive so as they continue i am going to stop talking for a second and open the floor again just for a quick reflection very very quick because we are tight on time but if anyone has other thoughts or feelings that came up from this just as from the mapping activity if there was anything that came up for you while doing this activity and you can just pop out all right well if everybody's sort of deep in thought we are going to move right along i'm going to pass it off to christina who's gonna bring us home thank you those were super exciting activities uh in the interest of time i did move something a little bit on the powerpoint and so now we're gonna talk about connecting to our pps vision through all of our learning activities this evening we hope to introduce you to how we're not just fulfilling legislative
00h 45m 00s
directives but we're moving above and beyond and we have some examples of that that really illustrate how our work with ethnic studies and people history shared history and genocide education will support the system shifts and the development of our educator essentials which will need to achieve the promise of the graduate portrait and so i'm just looking at the slide oh there we go so through the continuous improvement of curriculum that's how we're operationalizing what we've talked about today so as you've seen the legislation sb13 requires lessons to be taught at elementary middle school high school levels in five curricular areas math science english language arts health pe and the social sciences and just as one example of how we're trying to go above and beyond in the curriculum work um we're trying to strive in the office of teaching and learning to weave indigenous perspectives voices authors and knowledge throughout the curriculum and across all the content areas so just one example is from our high school language arts curriculum in 10th grade in legislation two lessons are required in our scope and sequence we call out the highest leverage points where teachers could embed the available ode lessons to go with the standards and the themes that are already there and the units and the lessons are in our atlas curriculum management system they guide the teachers to our sb13 resources including someone that you've seen today such as the essential understandings and something you'll see in a minute the critical orientations for indigenous studies and that'll be your homework hint hint and we also illustrate how to use those in the curriculum so our goal is not just to suggest stand-alone lessons but to weave them thematically into units to expand that accountability toward native perspectives living as the natural part of the curriculum a couple of our ptosis have actually written professional goals around including texts from indigenous authors and voices in every unit for all four years of high school language arts as they write the sample lessons this year and in addition the ethnic studies um i think we're on a different slide but that's okay ethnic studies the same thing we have the lessons required embedded but the the priority standards are not just oregon social sciences standards anymore our pps ethnic studies standards actually appear as priority and supporting standards throughout our social sciences units the one that's on the slide here this is from our atlas management system a few screenshots this is a u.s history unit called the failure of reconstruction and if you were to zoom in you could see that the guiding priority standard is a pps ethnic study standard and that frames the entirety of the unit so that just shows how through our for our prioritization process and through our sample lesson writing with our teacher gbc teams the ethnic studies standards are really clearly at the forefront of all the work that's already happening and our final little tidbit is just to share with you uh some of the work that's happened so far and we'll continue with professional development around the house bill and the senate bills we've talked about tonight a couple highlights from this year include uh sponsoring pps educators to attend the oregon council for social sciences conference to learn about the bills also all of our district leaders having sb13 sessions at our leadership afternoon sessions this year and a full day training that was hosted for about 90 pps educators at the portland art museum and included some time over at the oregon historical society and finally we had a really great chance this summer for our team to present the sb13 work in portland at the grand rondes tribal education summit so for our upcoming activities to end us out on this note we're affirming extended hours for some of our teachers who are who are interested and would like to take the self-guided new ode sb13 modules that are available and of course again we'll be funding educators to attend the social sciences council conference again next year and next we're going to swing back to the critical orientations that i mentioned just for time we want to respect your time so hopefully i'm not talking too fast but the critical orientations for indigenous studies these these are a framework that support the shifting practices that we talked about especially as individuals and organizations work toward decolonizing systems this is a framework that was developed by dr leilani sabzalian who's an assistant professor of indigenous studies at the university of oregon this framework is really going to be valuable for us it provides the six critical orientations you also have a really detailed handout that's displayed right
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now it's beautiful it's in color in your packet and that'll be for you to look at later so this is kind of your homework going forward before we end up and it's kind of a quiet reflection to review the critical orientations absorb them as you reflect in the future and we all reflect on our work going forward these will really frame our thinking around our work to decolonize our curriculum and our instructional practices in portland public schools and it'll guide us as we realize the vision shifting systems and creating educator essentials to realize the graduate portrait for all of the students all right we know we're at time and i really want to thank the board for engaging with us um i think we could have run a little longer i was keeping track of time and i was like well you guys are doing such a great job and we appreciate you engaging with us but just really quickly you can see on this slide some of the next steps in investment so the sia dollars are really important for our work around our ethnic study standards and our house and senate bills helping us with online module training and one of the big pieces that we are will be working to create is our third and fourth grade student materials with um engagement from the community around those materials so one of the units that people might be familiar with is the history of vanport and it's been talked about before um but we need we need more material creation and so we're going to work with the community and use some of the sia dollars to do that as well as a million dollars um for the beginning of our ethnic studies social studies um social sciences curriculum adoption and then just two other pieces to share as we've been you heard about this in the dyslexia as we've been um restructuring humanity to better meet the needs of our students part of that restructure is to dedicate to make sure we have a a tosa position that is focused on high school social sciences with these house bills as well as literacy support so you might have noticed that tonight we were very intentional with um integrating literacy strategies throughout our activities because we're all language teachers and so it's really important that we're also modeling that as we were talking about the social sciences and ethnic studies tonight and then also we are short an administrator on our team they all did an amazing job tonight but we are hiring an academic programs associate dedicated to the ethnic studies and social sciences work as david had mentioned the ethnic study standards are now in our social studies standards but we are waiting for them to be officially approved by ode and so we do have these positions posted um so please share out with those that are interested um for those positions so again thank you to everyone it was great for you to engage with us tonight around some of the work that we're doing questions i just i want to thank everybody david um terena i don't know if i'm pronouncing it correctly when christina and tanya for um presenting this as it was really exciting i have a question um and i should know this but does the district have a tribal liaison that works in the intergovernmental space do we have someone that works with tribes so dr angie morrell i think her position is like student success manager for indian education she's the director the director i would say i guess referring more to someone that would be inter-governmental director of the past i could speak to that uh uh yes so dr angie morrell who is our director of title ix uh serves as our defecto uh uh uh liaison with uh all of our oregon tribes here thank you we've also been in communication through the humanities department we've been to some of the government to government meetings specifically the education section of those to to um one them to showcase our plan but also to ensure that we want them a part of the conversation um that tonya mentioned the student facing resources and what we're doing in the fourth grade is taking all those 15 lessons that were provided by ode and the senate senate bill 13 and really making them accessible to students and educators and so that is going to be in partnership with all of the nine federally recognized tribes we have been um as a humanitarian working with them we've gone down uh driven driven a lot of hours but i think thanks for recognizing that that we're working with nine different governments when we do that and they're independent of each other and so the the process for that takes a lot more time than i think folks recognize um but yes thank you tanya this is amy i want to go back for a second to your last slide you don't
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have to put it back up but when you're talking about the investments that we have made and are making um you know this is an exciting area of our new bond that we just passed where we're going to make a historic investment in curriculum materials and part of that is to refresh outdated and and racist you know hard hard copy curriculum resources that are our only option at this point so to me this is one of the most exciting opportunities um of our our voters giving us the ability to invest in in uh new curriculum resources and i don't know uh dr valentino or dr mckeefe you want to speak to that a little bit i know we haven't started the process of allocating those funds but i'd be interested in how this priority how you're looking at this priority within that opportunity so we have begun to um make a plan um actually christina terena and david have created a proposal for our ethnic studies social sciences curriculum k-12 so we're starting we're able to use some of our sia dollars first right as we move into the adoption so they've begun a proposal um that will will be focused on engaging the community the other piece i want to make sure that we mention is that this work isn't done in isolation in humanities um as we mentioned sp13 does span over into the other disciplines of theme but also our work is um it's important for us to work with danny um as well with all of the resj um supporting framework and so i want to make sure i mention that we're also working with people in osp um you know wolf and others um to ensure that as we're moving this work forward um psu for example um dr maria tanario that we're not doing this in isolation we happen to be the ones presenting tonight but there are a lot of others within um pps and outside pps that is supporting this and you know one of our it's not a challenge it's an opportunity as we go through this adoption because it is historic is that trying to improve we've engaged as many people as possible in the work that we're doing um so that we have all the resources that need the needs of our students final comment julie were you going to go ahead i was just going to say um thank the team for sharing it um as somebody who went through pps from kindergarten through 12th grade um you know most of the sort of oregon history we learned about was about the pioneers coming out on the oregon trail and but for a family at glencoe um that shared their history there wouldn't have been any representation of um indigenous cultures and the communities in the state and so i am just i think it's such a great thing that our students uh moving forward will not be missing that really important component of their of the states and this land's history pardon you didn't go to chief leluska i went well um i don't think one field trip makes up for a whole unit on the oregon trail yes i did go to chief olusegun but i always say um it was more episodic uh versus integrated and it was like that's somebody else's culture and really the pioneers are you know organs like oregon's culture so it's going to be a huge um just shift and pivot for our students and how they look at our our state and the people and it's history yeah in uh fourth grade at fernwood elementary we sang the state song every morning and if you know the words to that song um that's that's definitely the the victor's writing history um we we we might want to someday look at getting a different state song but that's another discussion but just greatly appreciate your work um what i'd love to see offline is just a brief sketch out of like timeline in terms of implementation
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at grade level nothing too fancy but just um to give me some um uh at us really some talking points uh if we're at a school to say next year your third grader will see x in the as part of their curriculum kind of a a couple of talking points like that to give us an idea of how this is being implemented would be um again a a way that we can really make this impactful when we talk to school communities hey scott i just want to pick you back on that because my thought that i wanted to add before we leave is that however we can highlight this work to our community is really important i mean just as we're having this meeting i got an email notification on my screen from an angry parent about how you guys aren't doing anything about ethnic studies and it's time i'm sure you haven't even considered this and all that you know right now and it's like well i wish you were watching this presentation you can see the amazing work that's actually underway so um the more we can highlight this with our community with our other school district partners um the better i didn't really i didn't fully finish my thank you for terena because i got hung up on your name david um christina and tanya and thank you so much for the work and i'm i'm really also happy as a as a native oregonian that this work is happening and as i was going through the presentation and the materials this weekend i i felt um that i would love to see this for for black and i say black you know people from the african diaspora um we need to do this too we need to you know move towards like a pro-blackness curriculum also i mean we we need to include other ethnicities in this work um this amazing work um i really appreciate it i wasn't here in the third grade so i didn't um get that i was it went to school in mexico so i avoided this settler you know narrative and and i feel happy for that i'm really happy for the kids coming up behind us though that are able to benefit from um being proud of their history and culture yeah i would suggest is we didn't get a chance to go through the critical orientations but when we talk about what we have to do different here in the portland public schools is going through those critical orientations because it really helps us take a look at not just the curriculum right not just the practices but you know different decisions that we're making in the portland public schools and so some of the things you're already mentioning using those critical orientations as some of your you know guide posts um to think about some of this work we need we need to do definitely for something it really for our team um we'll be using those um as well because it really gave us an opportunity to have some really powerful conversations on our team about the work that we're doing and i think we're gonna we're gonna hear more of that and some of the ways where we're using those critical orientations to engage with our community to influence our decision making next from jonathan and his team so i want to thank you all this was lovely thank you for the packets i i look forward to reading more fully in the booksheets and the work you've given us and i'm excited to hear some of um how we as a board can put some of the learnings we've just acquired into action with our community engagement team the superintendent would you like to direct introduce this next portion of our study session tonight yeah i also want to thank staff and this team in particular for all the hard work here and we look forward to seeing uh much more and this work continuing to evolve and be more encompassing but we do have a second topic this evening and we have another team on deck and i think we have a fly deck that we'll use to guide the conversation if we can get that up thank you tanya and team and uh and i'll kick us off on on the title slide here uh just just to share a few remarks to to set context because uh and i think we've seen this on behalf of our board of directors uh i too believe in the power of our community to shape the future of our school system i think that was evident in a community-driven and developed vision um and if we're gonna advance and improve outcomes and accelerate outcomes in some cases
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for for our students uh there has to be a strong parent community district relationship um and if we want uh the feedback uh necessary and the input necessary to create policies and opportunities for every student i think we're in the middle of that now uh so that our students can thrive in our schools uh especially our black native and students of color than as an institution we have to keep learning to do our work better uh figure out what works best maybe what doesn't and shift our ability in ways to to engage and create access points so we hear those opinions ideas feelings and dreams of our students and communities so uh in the end uh those relationships are really about people uh at the core of this work uh of course so uh tonight among the people we have a great team here with shanice clark our director of community engagement tonight shanice and jonathan garcia our chief engagement officer will provide an introduction to the driving values the goals and the framework uh for pbs's community engagement and student voice uh infrastructure so uh and then we'll be this will be followed by a shared conversation between the board of directors and staff so i'm looking forward to this conversation as part of our ongoing efforts to engage a diverse community that we serve in increasingly more authentic ways thank you jonathan before you begin i i realize that some people might need a bio break or a stretch break so can we take a two minute break is that okay jonathan to to honor those needs people are having okay we'll see everybody back in two minutes thank you i think we're uh ready to resume great well thank you again chair lowry and members of the board um good evening uh it is 9 30 so um we'll we'll try um to uh we're not we don't have scissors or or or any anything exciting but um hopefully this is a rich conversation um next slide please uh so really quick uh thank you superintendent for the introduction so tonight we really just want to have a uh share a little bit about our driving values our goals and framework um so shanice clark our director of engagement uh we'll share a lot more there and then during our discussion we really have two two very specific discussions one are on engagement just generally and then two uh really beginning to have a conversation around community advisory councils um so we'll get into a discussion uh there um so just really want to start and again uh as what i appreciate about even today being on uh on this call uh is the way in which um our vision um is showing up uh in all aspects of who we are and what we're we're doing we're making the intentional effort of connecting the dots and i think when i think about uh back in 2018 when when this board and the superintendent uh launched the conversation um across the community i think there was um there was something powerful right and i just want to kind of sit with especially for those members of the board um and and frankly those that weren't on the board but remembers the community i know that you were actively there um it you know it was a powerful experience to uh to really unleash our collective imagination and and so as your listener today you know i want you to go back to two day two years ago right and in that process um the envisioning process where we we really did a powerful uh there was a powerful experience right with our community uh to launch this this this vision um i think it was a recognition that uh we couldn't do it alone and that we cannot do this alone right uh uh the superintendent has as said before we're looking to bring back the public in public education because sometimes it uh it gets lost right um and and so we as system leaders as district officials know that we cannot do it alone uh it takes one community right and i think that was the big thing um that that stood out to me you know again if you think about two years ago and even now you know we are we are one community one district right um uh embracing a collective responsibility so just wanted to to highlight and really set the context for for for this conversation next slide and so as you know um this is our our vision but but the reason i uh the reason we wanted to make sure to to to see uh on the vision for for a second is to really think about how these core values uh really sit in our engagement every
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time we talk to a parent every talk every time we talk to a student a community member how are we living out these core values every time we're sitting at the diocese right figuratively uh or uh literally you know how are we living in these core values and how do they you know uh how do we think about them from an engagement standpoint and as we think about engagement and bringing in our community into to our to our work uh we think about how uh our our community is is is crucial to realizing the shifts that we need as a system uh we obviously know we need our our community uh at the center to realize our uh uh graduate portrait and educator essentials but uh but really to drive the system shifts uh uh our community engagement is is right smack in the middle uh of of the shifts right of really connecting and transforming the school district of uh creating and aligning uh racial racial equity structures uh creating community schools as community hubs etc uh so so next slide so as we think about uh actually before we do that so so um so and i and it may have been a while since you all have seen this video but i want you as you sit through this video and again i want you to to to imagine the vision think about the vision process think about what's in the vision and then think about this video and think about this idea of one district and what does it mean to be a one district pps uh and then we'll continue the conversation go ahead chinese [Music] [Applause] okay where do i start start with what i believe in i believe but i believe i believe in the democracy of success i believe in words these words all words that allow me to sing to communicate and connect i believe in the dignity of failure when that failure is recognized for the risks i take every day to achieve you achieve i agree when you believe i believe in the ubiquity of success no matter your zip code no matter your background no matter your gender no matter your sexuality no matter what people perceive your ability to be i believe in portland public schools this is where we grew up where we learned our abcs where we want to compete with honor and with grace and how to reserve judgment because nobody has a monopoly on success fallen public schools is where we learn how to solve for x this is where we started as kids and became artists encoders scientists and architects we grew up in a city that's famous for innovation and for being just a little off-center to find the soul of an amazing city like portland look no further than its public schools so stand with us believe in us we believe in the audacity of success that every student in every school in every neighborhood has the right to achieve we are transforming portland public schools and reimagining public education we are your next generation of startups we are your creative power we are your leaders of tomorrow we achieve when you believe in us we are portland 50 000 students 90 schools and programs one district now district so one district uh we achieve when you believe uh you know uh i it was it's great to see this video because justice as you all know interned in my office uh right before she went to the university of oregon and uh it's just good to see her face uh but i think this this video you know again it's been a while since maybe a lot of us have seen it but i hope it reminds you it reminds all of us in our community that we are one district right uh and that we are one community looking out for each other uh and what does that look like right and i think that's that's an important thing and i think that that goes to the next slide um which i'm really really really proud of um working you
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know when danny ledezma our senior advisor on racial equity uh joined the organization um you know uh one of the first uh initiatives or or actions that we took collectively is to to outline goals for the organization uh and what you see in front of you are our racial equity and social justice goals related to engagement related to leadership and student voice uh and and and i just want you to to to i just share this with you uh because many of these goals or all of these goals really have been driving our conversations uh internally as a as an office as we are rebuilding the office of engagement as we're rebuilding and uh you know trust uh with our community which uh which never ends um it never stops and and so uh really these goals um are are just some of the uh the the goals that are some of the objectives that we are looking to meet uh uh from uh from a racial equity and social justice lens so so just wanted to provide a little bit of frame uh framework or frank frame uh to uh to the next portion of the the conversation which i'm going to turn over to shanice clark our director of engagement to kind of walk you and introduce you a little bit into the community engagement student voice department greetings superintendent to guerrero board of education and everyone this evening i'm shanice clark the director of community engagement and i'm going to talk to you a little bit about our work and our framework uh so our department is really linking community engagement and student voice as a conduit for folks to participate as thought partners as we move with shifts in our system and policies that uplift the day-to-day lives of our students families in greater community and we have overarching core functions that we hope to support and build capacity with all areas of our system and see uh short and long-term work uh that we'll uh talk a little bit more about tonight uh but uh through our free work consultation technical support uh we're really engaging our diverse communities especially black native communities of color and our multilingual communities we seek to partner with our families and school staff and have the ability to support programming that gives both direct service um and areas of thought partnership and so we'll we'll talk about that as well and so uh really these core areas are aiming at the ability for us to uh weave in opportunities to uh adapt with the insight and foresight of community and see uh iterative processes where we can learn from them and improve our practice uh to make that and really achieve that systems change is really our goal and so uh we have uh values that are kind of aspirations uh the north star of what we really want to achieve uh through different initiatives that are central uh to the work at portland public schools and racial equity and social justice as chief garcia has mentioned is really meant to take that cognition and insight as uh as expertise from our students and community members and so uh we really see that as a part of ways we can see and identify gaps in our system uh to make meaningful change to school improvement and deep democracy is really this idea that we know that there might be challenging dynamics power dynamics that are present in ways that structures are traditionally built that processes issued traditionally built and uh thinking about the ways in which we have multiple means of reaching our communities and multiple means of going about our partnership is a is a way that we think about uh making room and space for different ideas tensions perspectives uh that are needed um and essential uh to uh improving our system and youth empowerment uh student voice is really uh an essential part of uh why why we're all here and we
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wanna be able to help uh both our our department and overall system have the supports in place to also build their capacity to engage with decision making and support and invest in their overall enrichment and opportunities for their success and we have a team uh you'll see community engagement specialists and community agents our community engagement specialists are uh maria yen and ezell really focusing on those areas of decision making in our district and our community agents uh our multilingual advocates for schools and families that are consultants collaborators engagement specialists but in a way that serve families to get academic support uh in uh continuous engagement to make informed decisions um for uh for and with their students and so engagement um i think there are multiple ways uh that community engagement shows up in our system and i won't read each one of these boxes but really informing consulting involving collaborating and empowering our communities are always that we see uh interconnected and so it seems linear but this is really a spectrum these components can manifest differently they can happen simultaneously based off of a need or a process or a decision and we see the space for us to both operate in ways that are responsive to the needs and community in the work that they do and also our district business that informs their day-to-day lives and so i'd like to talk to you a little bit about something called redefining the system which is really inform the development of our framework and a grant funded by the meyer memorial trust uh is really been an effort that helped uh ground uh us and our work to think about conditions and resources uh that are essential uh for our work so uh a process has unfolded where uh we created a team and on the left box you'll see a list of the community organizations that were a part of our team but really had opportunities to reach folks across our system especially students to participate in a process learning a little bit about how we focus on these areas of decision making especially our shifts in funding policy student supports and these things that have direct impacts um on the day-to-day lives of our students and our families and uh we are here uh the the last uh point here is the board study session and is really an opportunity to talk about um our journey where uh steering team strategy sessions and opportunities where we've connected especially with our black native and students of color have informed the framework that we will show you now and uh before we unpack it a little bit i want to mention uh karen mapp who is a senior lecturer at the harvard grad graduate school of education and really an expert in family community engagement thought about a framework a dual capacity framework and it's important for us at portland public schools because it really reinforces this value that uh the cognition and capabilities of our students and families really help uh mitigate structural barriers uh that and that impacts student achievement and so uh in support of this grant from the maya memorial trust we were really able to work with groups of folks to finalize the framework and key strategies uh that might reinforce uh different levels of our organization and so uh as you can see uh each of these areas uh connections will start there each have a little descriptor with two essential elements that we hope to continue and create need statements for uh in a design phase that will really inform our support for schools but it's truly grounding and connections um we would be able to uplift student voice really our black indigenous mixed in
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students of color and providing them spaces for leadership and using multiple means for them to do so and operate with autonomy those two things are something that we would as an example uh take and make a need statement for and uh identify things that are tailorable for our schools and departments uh to have strategies um in in trainings will develop and so uh the the confidence area cultivate student-centered environments and design accessible to students with different abilities um really thinking about our accessibility uh the conditions and structures the resources and tools that we use to think about environments and design and so really thinking about structural elements that impact the way folks feel experience and are able to access these very spaces that we talk about big decisions and important things that impact our schools and students an honor student and community intelligence to lessen racist inequities impacting our work is really embedded in our cognition area as we see um i'm using the language uh our communities and students um as expertise or experts and so really thinking about that as a mechanism uh to help address uh gaps in our system and uh the the last uh capabilities um is really a space where we hope to organize young people um as we continue to shift the educational system uh thinking of those system shifts um and acknowledge um current social issues that they experience and so i definitely see uh 2021 uh during the winter as a time where we develop need statements for each of these areas and then the next phase will be able to really launch direct support for schools departments and folks across our system and actually just recently uh were was able to post a program manager position uh which will have in large part dedicated uh to thinking about working directly with students especially students of color and designing both the need statements for each of these elements and the strategies thereafter and uh really the capabilities uh that we uh are thinking about uh and as a result of this framework is this roadmap and so um taking the framework um with our roadmap uh we'll have uh these uh pieces of uh needs identified through further engagement but are really excited that we have this framework to be able to reinforce uh both the ability for uh students and families to be better thought partners with our district and we see uh the systemic change uh for uh departments and areas in our system as something we wanna start to develop um and build uh and ground some roots for and so uh as we transition i know we're a little uh short on time that there is a list of uh projects uh that are key initiatives that uh i wanted to reflect on a little bit after uh reflecting on the framework as they capture a lot of areas um that are continuous and important and critical uh to the communities uh that are a part of our system and so um i won't unpack each of these items uh but through coordination with uh various stakeholders even folks from other districts to be able to reinforce and support and implement programming that you see listed here is a lot of our focus and we hope to take this framework to reinforce and further articulate the initiatives that happen at portland public schools and both the system's ability to weave families into the fabric of our work and it should need to be before we get into the discussion i just want to uh
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just acknowledge you know you've been in your role for about a year um right and um the list that you just showed is just a sample size of the mat the massive amount of work that is on your shoulder as the director of engagement uh so i just want to uh very much acknowledge the incredible work that that you and the team lead um uh and and i i couldn't do it without even know that many of my colleagues will say the same thing so i just want to acknowledge that and put that into context that you know uh i think a lot of a lot of our work may seem siloed uh but um all of this work is interconnected and uh the interconnection and the intersection is our families and our students right and so uh and at the heart of and of helping us you know bring our families and our students to uh to that work um is chinese leadership so i just want to acknowledge for that um sorry to put you on the spot chinese i appreciate it um and yes there there's much more happening uh in our train station but uh for for this evening i think is a good lens at what is uh what is of most uh uh at the front at the front of our work and so it's time to time to chat a little bit um i'm curious about uh your perspectives especially as we think about our framework values and vision for portland public school students we want to have a short discussion and so one question we want to have for the board is uh an example um of a time that you might have participated in a community engagement effort that felt authentic and intentional and what you might have heard and if you're able to describe that experience so an example of an authentic and intentional vibe and an engagement event or initiative um i put this in the chat but i recently experienced the work of your department in a renaming conversation and when i first got into the room i was really surprised at the diversity of voices it wasn't all people that were gung-ho necessarily and i was just really impressed that you assembled people to provide really critical feedback into the process um i'm thinking about the um i think it was the student success act um sessions and i'm one particular out of fabian um we just was really you know sitting down in the small groups and and having conversations and they were prompted by questions and then putting things up on the wall it was um it was just it was a powerful moment as a board member to be able to to both listen to but also engage in those conversations and and just a a really incredible turnout of very thoughtful people director scott if i may um what how did you feel like so go back to that that that event how did you feel like what what what were the feelings you know in in you that made you like this was good this was exciting this was my my voice was heard or i don't know what what well i mean i mean personally my feeling was it was a little bit of sort of humility right of just sort of like being in a room with just people who brought a diverse perspective but really thoughtful and and and and very engaged and willing to to share it and so it was more a moment of for me it was more amount of of listening right it was more that moment of of like like you know now's the time to to shut up and be quiet um was the feeling i had at the time i'm not sure that's quite getting to your question but yeah i appreciate it i'm thinking of the uh budget discussions we had it might have been two years ago when we did kind of a world cup cafe kind of layout and attendees had a chance to talk directly with senior management about you know budget issues but that's that's everything and i could just see that there was so much appreciation in being able to have that direct conversation back and forth you know just down to earth plane plane talk um happening that builds trust and um you know we we have a lot of trust rebuilding to do absolutely i'm thinking about the um the state of the sros
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event that we had that was entirely student-led and there was a spoken word there was music there was panel discussion there was a huge diversity of perspectives there was a graceful navigation of a lot of intense uh tension in the room uh it's the only public meeting i've been to where when i went to leave you know there were there was a police officer who didn't ask me but told me he was going to walk me to my car um but it was it was a really fruitful discussion and um uh it was it was beautiful it was really well done jonathan um please i'm interested and want to invite nathaniel uh because engagement you know of course happens a lot among the adults but engagement is also about how we incorporate youth leadership and voice so if you have some thoughts on that nathaniel i'd love to hear that yeah nathan i'd love to hear kind of an example where you you participated in an effort that you felt authentic intentional and felt heard um well i mean obviously i'm a big fan of the dsc in general um i don't want to really pick out any specific instance but i think that it is a great institution that we have um i mean come to think of it like the focus group that we had um a few months ago on the bond um back when we were still trying to figure out what the package would look like i think that was that was good and we had a robust conversation there um i don't know another unrelated thing um i don't know if this falls strictly under the engagement department but the um the cnbc we had at jefferson for determining you know what the what our buildings might look like in the future was really um organic i'd say and definitely felt like the community was getting its opportunity to be heard um and so when you say the in in that example the community felt heard what what what was it about the experience that you you think that the community felt heard well let me rephrase i don't know if the community fell toward i don't mean to speak for everyone but i think that it was representative of the jefferson community that i see yeah um and i mean i don't know um i don't wanna i don't wanna speculate too much um but it i mean it was essentially open door um the entire community was invited we had like attendance of like 60 people or something it was large um and we have but we we had a good structure um though there actually was a process for getting input from everyone despite the intentions um yeah yeah i think i think um we've we've been given the um the 10-minute uh uh notice so i think we'll move over to the next conversation um really quick and and i just want to emphasize yes we have 10 minutes this is an introduction not there's no proposal there's no plan there's nothing this is a study session to have a conversation with all of you nothing is fully baked this is just an exam something that we want to share so uh one of the areas that director bailey and i have had discussions uh over the years is around the community advisories right and the role that community advisories have uh and and how do we create bodies that makes sense and so uh right now as we think about this organization and the district i think there are um community advisory councils right um uh the ones that kind of are you know here with the school board and or the are our school board or super center sponsored um and and so then we have joint committees or task forces that are that are developed that are short-term tasks um to develop you know specific work groups uh that can include community members as active participants so think about lippy and you know some of the distance learning and some of the uh short-term tasks that that need to be accomplished and the last area where i think we see a big body of community advisory happening is around school-based leadership right um well if not all i think all of our schools have school site councils uh stu uh and then you can see the
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arrangement of of student leadership groups right affinity groups like uh you heard from our native american student uh group at grant right so so as we know there are a number of ways and uh official ways if you will that communities can get involved uh into formal structures next slide and so one of the things that we wanted to think about and share with you as a as an idea to start a conversation is around uh again with director bailey and love for dr bailey to share a little bit so really lifting up and reviving and re-energizing the community advisory councils as a district-wide a collective of diverse members especially students and parents and guardians that provide direct advisement to the board of education serving as community ambassadors and conduits for the shared voices of our community and school district so our as an initial conversation and again i welcome an opportunity to have an extensive discussion because we have eight minutes now uh around uh what this could look like so you know one one example here is that the board appoints members to each of the cacs from their respective zones right and the superintendent appoints staff liaisons to those cacs um and so what does this all look like uh uh as part of the conversation so director bailey um love to to you know you and i have been talking about this on and off for years and i know others have shown interest in this any thoughts uh before we and then you want to lead the conversation at the beginning of the conversation yeah so the um i've been uh attending for example tech tag act the tag advisory committee uh i've been to a lot of speak the special education advisory committee meetings i wrote helped write policy many years ago on a parent involvement district committee and the district has never embraced those committees in any official way in terms of who's on them what the goal is how they interact either with the board or the superintendent on a formal ongoing basis how they for example could inform our budget discussions we hear from them individually when they come to testifying us because there's a burning issue but my experience is these are passionate mostly parents and community members who are well versed in their subject area have that on the ground experience with their children dealing with well you might hear it comes down like this but here's how it's really happening at the school level which is such a valuable viewpoint and we're not taking advantage of that like we could so uh just how how could we you know and here's again there's site councils are another area don't get me started there um but just looking at these advisory councils and also i called up osba a couple years ago and asked which of these are mandated because some of them are mandated by either theater state or federal law they couldn't tell me so uh who who knows but how uh pick one how what would a a really good model look like or how uh we could empower that council uh put them to good use to inform us to make better decisions again through our vision and values through the resj lens to you know move our shift our system and again if we when we do that authentically we build trust and public ownership of our schools so i just want to throw that out there ideas for how we go forward uh yeah you know maybe some low hanging fruit to start with but then also some bigger pictures knowing that we have four minutes and i want to be and i i think this is a very important conversation um shanice if you can go back uh to this to the document to the slide uh and i just want to highlight because i think what
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we're proposing here is to work on a shared agreement around you know developing an operations manual that details purpose shared agreements and overall structure of the cacs so working with all of you to kind of come up with that right because i think this is an opportunity uh a collective uh opportunity to think about how we to your point director bailey uh you know really really uh utilize the the advisement um uh and the the the collective wisdom of our community and i i just want to jump in jonathan and say that i think one of the conversations we saw we've also been having as a board is how do we um encourage diverse leadership development so that we have a pipeline of people to run for school board that more fully represent our community and i think there's something here with the cacs that could create a pathway for people to have an opportunity to run for school board absolutely interested um i really appreciate you um director bailey and um jonathan bringing the topic forward um i know the city just went last year went through a a complete audit of every um every single community or advisory committee and um you know we had we we identified some committees that had members the same members for 27 years on the same committees so in an effort to diversify the voices that we're hearing from you know do some active recruitment and really use the the power you know inherent in the community and the knowledge um i i would love to delve into this more i'm i'm wondering if there's a small group of us uh current members of the board that would be willing to work with staff to outline what that might look like we would welcome that opportunity thank you i was considered also take your leadership um i think your instincts are really excellent and right on in terms of you know what an outcome could look like a diverse pipeline um i'd be willing to you know i mean just work with you with staff to build on your point uh we're not going to be able to recruit if we don't uh have committees that have a real purpose and impact um right so i think i think we need to get that redesign going um and then we have something where we can can recruit for absolutely so one thing for um this is a sort of overarching comment on um this uh concept but also the last topic we had is when i've found really authentic conversations and insights it's usually when you're it's very place-based it's when you're in somebody else's where they feel comfortable sharing their narrative versus it being there um a community member being in sort of like the esc or like in a space that belongs to like leadership or a power authority um so somehow keeping these grounded in in sort of community and places where people feel comfortable feel comfortable um speaking up that's when i find like i say students it's usually like in the classroom um parents and families it's usually in their schools it's generally not in besc or in sort of like a conference center so i've i think sort of place based is really important uh for the to elicit people feeling very comfortable to speak their truth and um disagree or you know share their point of view in a really direct way absolutely and i'm going to jump in again i'm sorry i can't see anybody's face i can just see the presentation um somebody mentioned the budget process i had a great conversation last week with amanda who i can't remember her last name she works for participatory budgeting oregon and um reports that school districts love participatory budgeting i would be happy to put um jonathan or shanice in touch with her she's amazing she brings an equity lens she's a white woman um i just we had a 15 or 20 minute conversation we talked for an hour so she has a lot to say about it it's not that you give the entire budget over to the public you give a very sliver of it um and give them the agency to empower them to give some feedback i think it's brilliant i know elected
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like the process because it looks good it feels good and it is good may i follow up with you offline please i think director moore had a comment she wanted to make except she's disappeared now okay um sometimes her internet gets grumpy jonathan do you want to go ahead and and wrap us up yeah so um so obviously this is a uh this piece here is uh well again first want to thank you for for the opportunity to come and share uh again i want to just appreciate all the leadership and the work of shanice and and the team uh in our community engagement and student voice office and then lastly i think as we think about these advisories um i was communicating with uh director uh with chair lowry um you know i think director to pass uh working with a subset of of the board to really refine and define and create some some structures with uh uh roseanne powell myself and shanice and others i think will be will be an immediate next step um that we can then bring to the entire board so i appreciate your time and thank you for this opportunity okay i will in my uh wednesday email i'm going to go ahead that i said that tomorrow i'm going to ask for folks who want to be engaged in this process and jonathan is asking for three board members to come alongside him in this work so um let me know if you're interested and i'll send that on the email and then uh we'll we'll arm wrestle if there's more than three folks who are interested although as we know if we are wrestle i lose to michelle so we've tried that before all right unfortunately i remember whose idea that was was that was that your idea oh it was 100 my idea i always say let's arm wrestle because i know i'm going to lose but it's hilarious so and directly more i read your comment thank you and yes do you want to read it out to all of us jonathan since this is still technically a public meeting of course uh apparently you couldn't hear me maybe i wasn't supposed to but we would like to engage in the discussion about more clarity of their roles and scope of work great awesome yeah i think i you know i'm i'm on some of the cacs and i don't even know who's in charge or how to contact them to to find out how to participate and support them so this would be really helpful so thank you for your work and um again shanice thank you for um all you do and the incredible amount of work that goes into this really vital part of what we do um engaging publicly all right anything else for the good of the order before we say good night agenda setting tomorrow so get those topics into us so we can discuss them tomorrow at 11 and then don't forget we have a complaint hearing uh meeting around a complete special meeting around a complaint on thursday at 5. all right you all later good night returning the meeting


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