2021-01-04 PPS School Board Policy Committee Meeting

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District Portland Public Schools
Date 2021-01-04
Time 16:00:00
Venue Virtual/Online
Meeting Type committee
Directors Present missing
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Event 1: PPS Policy Committee Meeting 1/04/21

00h 00m 00s
um let's bring this um meeting of the board policy committee uh for january 4 2021 um into session um we have i think all of the board me uh board members um we have jackson weinberg here um do is do you know jillian is here is she coming she won't be able to make it if you want okay all right so um we have again a very full agenda so um i'm i'm just gonna leap right in if if there are no objections um so we have uh one two three um we have four policies that we're going to be considering to one degree or another this afternoon um the first one is uh the preservation maintenance and disposition of real district property policy um and you should all have received a new version with some substantial edits to the preamble and and some edits to the text um we've talked about this a number of times in this committee and um there is uh there is a great interest in uh moving this out of the committee to as soon as we can and um the preference is for us to forward this on to the full board um by the end of today's meeting if that's possible um but um i think liz has some um commentary from staff about the changes that were made in some clarifying questions from staff so yes so thank you um so i uh i don't need to speak for uh dana and kirsten and dan because they are here um but i am here to help facilitate if that's if that's uh of use to anyone and i think what i the only intro i would say is that i think the questions they've raised in response to this current draft um are really thoughtful about how this gets operationalized and how they apply it to requests that come in even if the board is ultimately the decision maker which will be the case sometimes but perhaps not all the time depending on the thresholds um do they have a clear understanding of what the board is intending with certain definitions or certain language and so i think it's really helpful to get that clarification now i guess the other category is in some instances the questions may provide clarity for how to draft an a.d that is implementing the intent of the board ultimately so with that dana i don't know if you're taking the lead or kirsten or dan i don't but i will hand it over to the people who really know uh what it means to put this into action i i can i can uh jump in and then hopefully somebody will save me if i start to drown um one question that that comes up is the definition of pps does that mean a student who is enrolled with pps or who is eligible to be enrolled in pps that's um a question that i think is going to continue to come up and and and we need some clarification on that so um referring to um i just want to make sure everybody knows what we're talking about so this is the presumption of market terms section yes i'm sorry thank you director moore it's the presumption of market terms um section and we're speaking about serving pps students are we talking about any student that could be a pps student which is sort of how for example that the county defines um in our health clinics or are these students that are enrolled with pps well i i think based on our previous conversations uh my response to that would be um i think we're intending it to mean students
00h 05m 00s
currently enrolled in a pps school or a pps charter school anybody have a different recollection i don't think we defined it so i don't have that assumption um and i think it i actually understood it to be any student regardless of whether they're enrolled in pps or not oh i i had the same interpretation as rita did my understanding based on all of our previous conversations because if we if we did not specify a direct connection to pps then that that bullet point has no meaning yeah to me it's i agreed it um to me it's only meaningful i mean i think we're trying to make the connection of like this is that we'd add a criteria be because of its connection to pps i'm not i'm not opposed to that um but this gets in kind of into the whole question of who are our students um and whether we mean that you know really broadly in terms of kids or all our kids regardless of where they attend school they're part of our community and whether we can neatly say oh we don't have to worry about those kids i just want to raise that as a question that we deal i think it's a great question from staff thank you and we should be explicit about it and um i don't have my mind made up one way or another so i feel pretty strongly that we have a f that i think we have a fiduciary response just my opinion a fuduciary responsibility to use our assets whether financial or capital facilities um in service to students who are in peop in the pps system and we're pbs board members so i would be want us to stay focused on those who are our students either directly or by like we a charter or that some other entity has a contractual relationship to with pps um to serve students but i i don't see us like a student who's in um a non-pps school who lives within the pps boundaries as that we utilize our assets to you know provide a financial benefit to them i agree with julia i disagree i think that students who have opted out opt out for a lot of reasons and i think that they're ultimately still pps students and that there are some schools who can offer and do things in ways we can't right now and so that um i think if i think our goal is about serving students and it it's about the impact of education on the community and so i i think um doing things that benefit non students that are not currently attending a pps school um would fall into the category of our students for me if they live within pbs boundaries so just like for for example a student at say if catelyn gable wanted i saw an empty just using uh an empty school or they were renting a facility and requested um reduced market rent or we're going to use this provision to make an offer for a facility we would consider them pps their students pps students are we talking about number are we i thought we were talking about c am i correct
00h 10m 00s
on this that says the community being served by the other party includes a substantial portion of underserved students students of color students family qualify for free lunch students with special needs emerging bilingual students and lgbtq students i think it's d the official connection we're trying to define the connection i think the point is that um caitlyn gable might qualify under d but not under c yeah or maybe another example would be riverdale is they and this is maybe where we get to the you know the combination of a criteria but for example you know riverdale students uh they at the current riverdale high school you know are those pbs students or are those riverdale students and to to me i'd want to just be clear that our assets are [Music] and to the benefit of students who are actually enrolled in pps in some way whether through it directly through our students through a contracted program or a um a charter that has been given by granted by pps i ask liz a legal question do we have any issues one gable actually came to my mind as well and riverdale is a very real uh example because we're doing that right now um but that's a public entity so in like the captain gable um or a private school example is there do we have any issues around induring to the benefit of a private organization with public money is that does that matter are we okay to give to say does that make sense it it doesn't it may be a longer conversation i think the the the reality is that how our rents are set and what is market has a lot of play in it so when you're thinking about abating um i don't think pps is forbidden from striking a negotiated deal with a tenant um that because the market conditions have changed so so the extraordinary conditions for instance but it has to make make those decisions on non-discriminatory consistent criteria well maybe to complicate it just a little bit more i think the second we had three questions the second one was uh when we're looking at the the presumption of market terms and the reduction of rent um are we looking at a you know which is that there's some extraordinary event whether that's to all of us like pandemic or to that specific group uh maybe they lose funding uh whatever that might be and the way that the policy currently reads it's uh or a combination of factors so could it be could they be requesting the rent that they want to rent abatement or rent reduction because they're a public entity or because they um they serve a specific group of students does it does it have to also include the the extraordinary economic issue or or is it any one of these things is is that a threshold qualifier as we were right right is it one plus or is it a plus right combination of b through e or could you have b through e without a right thank you that's a great question um this should be answered um i had just a sort of a secondary question in that same lineup around the combination of you know is our requirement that it be a a strong you know when you do the net net a strong yes or just it nets out to a yeah the combination that they would qualify or do we want it
00h 15m 00s
to be a strong positive of yes there's a strong case to be made that they would qualify because you you could have a situation in which it's sort of like well you you meet maybe two of the criteria but actually it's not necessarily a strong net positive to pbs my understanding this actually might help us come back around with the first question and again great questions from staff my understanding is that we would only reduce um rent below market value on a short term basis so that a would a is necessary threshold and then if we got a request because there were some extraordinary things going on then we would look at the other criteria including that whole is there a financial need on the part of the organization demonstrated and i think that's also a a criteria a threshold criteria and then we would look at the further cost benefits in terms of student impact and the impact on our budget as well and if if there's agreement on that then i think it'll help us if we come back around to that first question does that i'm so i'm curious if other uh committee members agree with that approach and i include our our students want to weigh in as well so i saw a nod from ailey i'm sorry scott i'm not sure i understand your question okay so uh my my view is that if we're again if we're looking at the abcde uh that actually we should eliminate a um as a and make that part of the main body to say if there's something extraordinary going on we would consider offering below market rate and if the lessee demonstrates that they are in financial crisis um both of those are necessary before we would consider below market rents on a temporary basis and then what's uh let me switch back and make sure i've got my alphabet right and then um like did see so let's see so all of that is in a and then bc d and e become factors that we would weigh does that make sense julia um yes but i think we also should recognize that we already do have some um this is this isn't the only case in which we would provide below market rate because we already provide below market rates for some okay so that gets back to is it our intent policy-wise to offer long-term subsidies well my understanding of this particular policy is that we're trying to address sort of um a short maybe a different issue this is which is a short-term extreme set of circumstances
00h 20m 00s
well that's i think both cases are part of this policy so we need to be really clear as to what we're talking about here and again thanks to staff for for making it harder now for it's going to make it easier for us down there down the road um so a follow-up question to that director bailey maybe is what does temporary is that six months is that a year is that something that maybe is uh does the board decide that at the time maybe it's based on a request how about if we make it how about if we call it time limited rather than temporary and then stipulate that any any express finding has to stipulate what the time limit is and i think that first sentence after sub e gets to that point it doesn't mean we can't re revise that or other language but i think that was the intent previously stated by the committee so um we could put in a clause that says something about along the lines of two years that's not an ironclad but gives an indication of what we would in general consider or we could just leave it as is depends how much leeway you want to give future boards i think one of the things aj and council of great city schools has said you know the the bigger the bull for policy the better because we don't know what all the things are going to be in the future um so that's just something i think we should keep in mind i don't know if it's helpful to think about this and dana and kirsten weigh in but i mean i think a a tenant making a request would also put forth their best case for the time period that it was needed in response to the extraordinary circumstances and that may not define what's actually granted but that there's a certain the applicant makes the case for what's what's needed and for how long and it certainly is not under the policy is drafted it's no more than the remainder of the lease and it could be less than that i i think that would make sense and and staff would be able to recommend that if it maybe six months for a year or two years or whatever that is um i'm assuming that wouldn't preclude that tenant or group from coming back again at the end of that time if circumstances you know for example the pandemics got all much longer than any of us thought it was going to um so it's not just a one-time only application right and the ad could spell out with greater detail what what's to be submitted right right so would that um would that work for both the kind of extraordinary circumstances we're all thinking of with the pandemic and situations where we have prior to the pandemic we had offered um less than market terms would this this language cover both circumstances so rita if we go back to the opening of presumption of market terms we do carve out and it's the point that julia raised we do carve out that we can adopt a resolution that makes an express finding that their significant benefit to the districts and the communities it serves so that's kind of that's the room that says the language that says we can do a one-off
00h 25m 00s
that's a longer term subsidy if there's a finding of that benefit otherwise we're going to require some kind of emergency and here's the factors that we'll raise so if we're talking about that kind of emergency then i think it would clarify that we make the a clause part of the main clause and then bc dna are the factors that we weigh so we would we would um revise that paragraph about the express finding because i think right now the express finding um that confers a significant benefit to the district is linked to the factors which is linked to them being considered equally so i want to make sure scott that we get the language right to reflect the intent which we can do i just want to make sure i understand the substance so which would mean there are exceptional circumstances under these criteria where where a becomes part of the threshold but the board of course has the authority to make a finding outside of an exceptional circumstance is what i'm hearing you say if there is substantial confirm significant benefit to the district and the communities it serves which is probably i mean again first of all what is market and how that shifts over time it's a it's not without definition but it also has a wider birth than some other definitions but it may also be the although not not a state not stated specifically in an express finding and our policy may underlie why those decisions have been made in the past i'm speculating but they're usually not made without some rationale right okay yeah i mean okay i'm learning with wordsmithing here but um the the clause where it says unless the board adopts the resolution that makes an express finding of the transaction confers significant benefit um i i think if we're going to compress those two thoughts i think we might want to say um i think we might want to link the unusual circumstances and the significant benefit like just to underscore that this is not the normal sort of thing this is not what we're going to do on a regular basis that it's got to be both unusual and substantially beneficial to the interests of the district and the students it serves does that make sense and is that when we go to the threshold factors is that we were i'm getting so we're talking about moving a up into the paragraph right um so yeah i mean it it could be so the unusual there may be unusual circumstances that are not linked to the financial stuff i don't know you're gonna do gonna need some wordsmithing to collapse those but in principle i agree if that helps does that help in any way i think it helps if we have consensus among the committee members um okay that's a diplomatic answer so so let's see if uh if we can sort of close a loop on this one um are we agreed to um take a out of the points and move it into the
00h 30m 00s
um the first paragraph the kind of explanatory paragraph um at the and and allow our legal eagles to wordsmith it any objection let me uh so this is are we still going to allow going back to that second sentence or whatever it was which could imply that we do a special resolution when there is no financial emergency or where we just say hey this is for the best for our students um and that's not some special circumstance that just happened that we're in the middle of so i'm still thinking we should carve out we should have one or two sentences that are much more of a long-term outlook and not due to special circumstances and uh the rest around it something happened um and if these factors are satisfied we would consider making um a below market lease for a time specified okay but let's so let me let me ask you um absent uh say c or d uh where the students are underserved um and there's an official connection which we still need to define um if do do you want the ability of boards to um to be out of compliance with this general principle with no restrictions or with some restrictions because if you separate the you know the non-covet let's just call it what we're you know if you if you separate the non-covid um uh reductions in in lease rates um and you attach no criteria that's basically a blank check a board can make a decision to give somebody a cut rate lease or whatever well that's we've certainly done that and do we want to continue that with no criteria no i think i don't think we want to do that i think that's part of what we're trying to do is to be strategic about these things and and make sure that we're saying we need to thoughtfully consider criteria before we make major economic decisions that impact the district so i i think um i think we want to keep the two the two things linked um we want this policy to address both truly extraordinary circumstances and the the unusual circumstance of giving a you know below market rate lease when we're not in a pandemic yeah scott yes okay so um okay so for for a um i think it's going to take some wordsmithing so um liz and mary would you be okay at this point if we hand that off to you
00h 35m 00s
okay we haven't finished with this section but at least that piece of it yeah this would be happy to take it on okay i love you mary yes i'll be happy to take it she can do it in her spare time so yeah um okay um the other bullet points that are um that are the factors to be considered right um so b is the costs and or benefits to the district of offering below rate terms um [Music] that's i was reading this over again today and and that one leapt out at me because uh that's not really a criterion that's an explanation of what the express finding needs to be so you i think we might need to wordsmith that as well yeah so what i think if you were talking about a criteria rita you would want it to be that that that it has a significant benefit to the district or its students and as part of the sort of staff explanation um or assessment it would look at the cost but the criteria would i would think is that it have a significant benefit to pps or its students and that the benefits outweigh the costs both short term and long term right this gets to the net net yeah question that i raised does that make sense liz it does i think in my conversations with the real estate team um before this meeting and they think about how to assess those not all benefit so so costs might be other things but at a minimum it's foregone rent and that's pretty quantifiable so the benefits then may not all be quantifiable it may not be a simple math equation well some of the costs may not be quantifiable i agree i agree but um but the easy one to start with is foregone rent but there may be others so in thinking about administering this and perhaps how it may come into a definition section in an a.d which has not been drafted we're just thinking conceptually are there is it uh dana and kirsten is it helpful to have some examples not necessarily to be put in the policy but to help inform the ad development about benefits i don't know i i'm teeing off our earlier conversation i i think that would be helpful um because we want to be able to bring something to the board that they that's media enough that they can actually um assess without you know going back and forth and back and forth and back and forth so what understanding the real intent there i think that would be helpful liz i think that that's a really good idea i had some ideas but um it's actually not so much irrelevant it's really what the four of you intend so i'm i'm wondering just um [Music] given the stated the statement at the beginning of this that um the intent is to try and get it um out of committee if we're going to um either circle back at the same time at the end to at least have a high level look at the direction or we're gonna deputize staff to try and capture what we had and just have that go to the board or you schedule a brief meeting to look at just those changes before thursday which might be tough can can i julia can i ask that we parking lot that question and get through the rest of them and see how much more there might be because if it's something if you know if it's going to end up being a lot then we're going to have to do something differently than if it's just a few things okay i just want to put up that at least in the parking lot okay okay so um liz and mary and dana and kristen and whoever else um did we give you enough to work with to um kind of copy edit b yes yes i think so i think we um yeah it's the definition of the
00h 40m 00s
pps student that we kind of parking locked it i think that i'm not sure it was direction on that one okay yeah we we're we're not there yet yes okay sorry my apology okay um so so far we've we've just talked about the the opening paragraph a and b okay um let me go back to the opening paragraph just because we script over that i i just i guess want to acknowledge that i think um this is which opening paragraph i guess the whole the whole policy we just sort of jumped right into the list um are we going back to that we're going to go back to that okay yeah um but i wanted to i i mean this is the i think this is the path that the staff had the questions about wasn't this okay let's see if we can deal with that and then we'll go back to the preamble um okay so c uh is the communities being served so um underserved students are we okay with that language okay all right so d this is um i i thought staff was asking for clarity about whether we mean pps students or not that's d that's the next bullet sorry my bad okay carry on that's what we're doing right now so see we're good with c so we're moving on to d uh which currently reads official connection of the other party to the district or its students for example pps charter school an organization providing direct services to pps students close paren um okay so um what do we mean by an official connection to me i i thought this was completely clear that is like enrolled in they're in a school that has a charter from pps um to me i felt like this was pretty clear i guess you could add it's enrolled enrolled students or a pps charter school or an organization that provides direct services we're also dealing with uh nonprofits who might be providing after-school programs or something like that that would be or an organization providing direct services to pps students so i if if to make it clear from my perspective i would add the word enrolled before the word students remove the paren and the eg put a comma within or and then another or before an organization providing effects services to pps my my one question about the enroll julia is if we're looking at like uh preschool for all and thinking about we might be partnering with people who will be future potential pbs students if that that might be a place of official connection i'm not sure i'd i'm not sufficiently familiar with the preschool for all format but that might be a contract with pps right so that would make an official connection but i would say not necessarily so that we might might be a lease rather than a contract so i wouldn't want to preclude that okay let me um let me say something really starkly to just clarify my parameters um i do not believe that pps should be subsidizing um private schools that uh
00h 45m 00s
well private schools um i i think we we have 50 000 students in pps and our prime directive is serving them and and future students um in a way that's going to be you know it's going to provide the best educational opportunities so um julia's example caitlyn gable do i think we should be providing special terms to a catelynn gable a catelynn gable my answer is no um do we want to be able to work with organizations that may have signific you know resource issues of their own who would be serving pps enrolled students yes i think we do and we also want to leave it open for you know preschools three and four-year-olds who are who can't be enrolled in pps but maybe in the future so i mean i don't know does that clarify anything i i i am personally interested in having some language that delineates who who we want to be willing to work with in terms of lease terms and and who we really shouldn't be does that help in any way i mean i think i echo those same sentiments about we want to be using i mean i always think about where part of our job is to steward well the resources we have for pbs students and so what does that look like and what does that mean is what we're trying to discern here and to define that official connection as currently enrolled pps students or um young children who are future pps students um that's a lot of language but i would be comfortable with that kind of umbrella okay does that give enough guidance to come up with some language that we're all going to be able to live with and and will be implementable from yes sorry yes i think so i from the staff perspective i certainly understand the intent of the board so i think that's okay so you might we might need to mess around with that language a little bit too sure okay okay are we good on that one i clarified so what we were looking at julia had uh recommended adding enrolled before student and then julia what was your other it was just taking the the items out of like examples and and doing it or or um thank you that's it or maybe the preschool issue yeah got it okay okay um e the party on the other side of the transaction is a public entity that intends to actively use the property for public purposes um i had a thought today as i was reading this over again which is always dangerous um can we add some language in there something to the effect of um if that public entity later decides yeah no we're not going to do what we said we were going to do we're going to sell it off to a bar owner that we can [Music] we have some way to claw back that property you know what i mean it's gonna if we're if we're selling it to a public entity or even leasing it to a public entity for a public purpose if they're not going to use it for said public purpose can we set up a criterion so that we get the property back well this section is just about leasing so that would seem to be an automatic yes okay okay but even so i mean even if they're just leasing well either they're not using it but paying rent and i would think at that point if they didn't have any plans for it they'd be glad to get out of that lease okay if this is just about the sub
00h 50m 00s
market rent in extraordinary times why would a public entity need that any more than we would right i also don't think this section is entirely about leases so i oh i was just looking at that it doesn't say it's it doesn't say it's just about leases okay it it says transaction involving district property okay so to me like this this could be again it's like the combination and the net is i could see like say for example prosper portland or the city i mean coming in and saying like hey we'd like that property um this is when i think that the sort of it's got to be more than just uh hey on balance it's it's fine but there has to be like some sort of strength of the net plus to the district to to do something because just in and of itself another public entity i mean the public entities do a lot of things and you know you prosper portland now is doing different things that um they did in the past but in the past um you know i would say some of their actions didn't necessarily support pps's i mean i think bottom line julia is that these are these are things that factor for the board to consider but just because i mean it's not like prospero portland can come say because you have this policy you have to give us this property right it's it's unfilled the judgment of the board to make these decisions and these are i think factors that should go into decision making is this a public entity that's serving our community as this and and at some point we we can tell a lot of anecdotal stories about what could be and what might be and this could happen or that happened but to really give other boards i mean i think what we're trying to do is give give ourselves and other boards sort of some values around which to make decisions that it's for the public good that it's for the good of students that it's for the good of underserved students um and that that yeah a lot of things might happen but we cannot create a policy that would legislate against anything that we sitting here might disagree with there has to be sort of some trust in future decision making as well yeah i totally understood because the current policy actually already emphasizes that um public entities um should have um sort of preferred status versus a private entity so i'm i'm just raising the issue that um i in and of itself another public entity is if i were if i were ranking the criteria it would be not necessarily the strongest one that i would consider so i would say we should make it clear that we're not going to sell anything below market rate based on a short term economic or otherwise crisis to me a sale is a long term and i don't see any reason that we would sell a property to the city of portland for below market rate because we're in a recession um that i'm trying to imagine a scenario the recession would presumably dictate the market value so i mean it would be market value if you sold it in a recession it would be a crappy market value um yeah i i just don't see why we would even consider a transaction like that period so i i wonder if we should clarify that these are lease issues and not sales issues that we're talking about in terms of below market and then remove that clause entirely because we're talking about okay so um so there would be an easy fix um we can let me just say what the easy fix would be and then we can argue the merits um so at the beginning on page bottom of page three presumption of market rate terms or market terms we could just specify that this is for leasing or lease transactions and and then take out the possibility of doing this for a sale
00h 55m 00s
right i mean that's all we would have to do to change this at this point right so do we want to do that i would be in favor of that yeah i don't know about that if i don't know that i'm there i'd have to think about it okay so let me just lay out the options here so for e if we're if we're going to specify that this is only about leasing then we can just delete e altogether if we're going to continue to talk about it as possibly applying to sales then i think i would like to have some language in there specifying that if if we're going to cut a deal with somebody for an intended purpose and then they renege on the intended purpose that we get to unwind the deal if they were selling it i mean if it well i i mean i tried to write some language and like this is real estate no no real estate so i i was throwing in you know terms of that that i'm not sure i was using correctly but anyway um basically you know if okay i'm i'm thinking washington high school you know we sold it to the city for a song with the understanding that they were going to use it for a public purpose and then they didn't and now it's a ba it's a very nice bar it's a very nice venue but it ought to be a school so i i would like something in there that if we if we do cut a deal with a public entity to serve a public purpose and then they don't serve the public purpose we get to buy back the land at the original transaction we just get to undo the original transaction because i don't want them holding on to it and then you know making a win feel profit so i think i understand the objective i'm thinking rita through what it's like to to do policy making with all of the nooks and crannies so let me just throw out some some thoughts is that for an indefinite period of time is that within the first 10 or 20 years is that um i mean any sale will go through the board approval process anyway but i'm thinking about how to write policy language over a long-term horizon with all and and you know every real estate lawyer will tell you that every transaction and every piece of property is unique which is overstated but it's it's part of the lore of the land unique attributes unique situations so again it's not that it's not doable in terms of an intent i mean ultimately the decision on any sale because almost every sale that you care about is over 150 000 which is the delegated threshold so is the policy and instruction to negotiate um that some sort of ability to buy back the land whether the property whether that's at the exact market price at the time it was sold or a market price plus three percent per year or you know or i mean i or if market value's gone down then you know i mean who gets the benefit of the increase or decrease well some of that can be an ad right you guys can it's still it's still it's still policy making it an a.d for transactions that have lots of nuances i guess so but i mean um i'm i'm stating a value i'm stating it perhaps not as eloquently or as comprehensively as i might like but i mean i i'm i'm saying this so that you know what my thinking is and i don't know how to structure it in a way that's going to be legally enforceable okay one why don't you let us see i think i understand the value and i think you stated it very articulately i'm just uh and i don't need to
01h 00m 00s
i'll stop i'm just trying to think through where the what's what's a value statement and what's a mandate and how does the man if a mandate how does it play out in an individual real estate transaction that then has that keeps living after clothes so right let us think about that okay okay all right so uh what about the rest of this section any any comments about any of those changes i'm sorry what section are you referring to now so it's just the the tail end of the section we've been talking about the presumption of market terms so underneath the criteria so um i just had a question i don't know if this is it's it's in the the very last paragraph um is um when we talk about approve and execute real estate transactions i think before we introduced the topic of rent reductions this mainly applied to sales um and that was what the transaction was describing versus um like rent reductions so um i would expect that we would clarify that that still applies to to the sales or or disposition of property or purchases that it would be under the 150 versus um rent reductions [Music] i'm sorry julia i i think i didn't understand so 150 delegated threshold for purchases but not that for rent reductions right i think that this was originally when we originally discussed this whatever three years ago this was about um sales and and purchases of property versus rent reductions so the purpose in having the board vote on individual lease transactions below 150 000 is is distinguished from other delegated authority what's that what purpose are we trying does that fuel maybe that's what i'm well i guess i viewed this whole conversation of there is a determination by the board that we're going to treat people differently um versus it's just a low dollar transaction i have no idea what kind of volume that gets you in terms of operationalizing that i don't know if dana or kirsten i think where that would come into play is um where we have agreements for example with head start where we charge rent on the west side and we don't on the east side um so it's a decision to say okay we're not going to charge rent at all um does that need to go to the board or is that a staff decision um same thing with child care so we have these uh lease agreements that you know are not always consistent so does this include those was the um city required easements and and things like that that we need to do for construction projects um and they're under the 150 000 and then the superintendent can delegate that authority but we're talking about removing rent or reducing rent does that apply then to all of the agreements we have in the schools themselves for space so okay i i'm still not quite sure what um i i guess i didn't understand so i'm i'm reading this and it looks to me like this paragraph carbs out only transactions with essentially the easements or a transaction that can be terminated within 90 days or less any
01h 05m 00s
right or or that's below the 150s how i i'm just trying to clarify because when we had this discussion a pretty lengthy discussion three years ago when we redid the policy it was hey any sort of any sort of sale for example like a parcel of a property that was under 150 we were okay with that like we were like okay that's okay because that's under the delegation um and then we're gonna get this report quarterly reports about any of those leases signed below below it i guess i'm confused by this because to me if we're setting up this criteria why wouldn't it apply to anybody below below market julia i i get your points um but i think that language as written um it does only apply to the uh easement okay well that's fine if that's if that's or or the interpretation or the 90 day or less because it says that first word in blue in seems it is that's not four that's that says it's below the value and it involves either the easement or the 90 day or less so that's a drafting error so i i that is not intended to blow through let's set aside renovatement questions with extraordinary circumstances that is not intended to reduce the approval threshold to only those matters that are below 150 and which involve conveyance that was supposed to be additional transactions that did not require board approval so i'm glad you caught it because that's that is a dr that is not intended to further limit it's actually an expansion of staff or superintendent you know delegated to staff ability to execute transactions for rights-of-way or easement that are a condition that was the staff request so separate from the rent below market rent terms i want to make sure we're all aligned on that and we'll fix that if to the extent we are so would it make sense um since this paragraph is talking about a very specific circumstance right i mean we're talking easements that are we're going to have to do we don't have a lot of we don't have a lot of say in the matter it's just going to be what it is right um would it make sense to just collect you know make this a separate section put a different put a header on it for easements just to clarify that it's you know for these kinds of transactions these are the rules does that make sense i think the header is delegated authority right i mean it's it includes a number of transactions this doesn't address julia's concern but i want to start with the universe okay that's larger um i do think you know i think the interesting question to julia's point as i'm thinking about how this works is that um the express fight you don't i don't think julia you need the way it's drafted now to change the delegation limits because it requires a board resolution under the terms of the policy and whether that's intended or not i don't know but right now even if if the value of the lease was under 150 the express finding has to come from the board okay well that answers it then because it says unless the board adopts a resolution that makes an express binding okay let's see okay it's just a final editing comments um as much as self-criticism as anything else uh clarifying that sale versus lease he's all the all the way through i think will help in clarity for those reading it so can i make sure as i'm recalling and a big term keeping up uh or trying desperately to keep up um rita talked about two all two alternatives for the presumption of market terms one one
01h 10m 00s
alternative was it just applies to leases and we delete paragraph e the second is that it could apply to both and we clarify that paragraphy we draft language to have a writer reversion i mean all the things we're going to go figure out did we land on path number two or did we get do we have a consensus on that or are we still deciding so i or path number three which is the abcd however they are now this below market only applies to leases uh not to sales and frankly any sale to a public entity if uh they end up not using it for a public purpose that we would get some kind of rate of first refusal under these conditions we're not going to get gouged um kind of a some kind of provision like that we're we're not going to let you flip it back to us and you guys walk away with a humongous profit and we get stuck with the bill um kind of piece is that yeah no i understand that the third option is a decent blend of the first two so is there consensus among the committee members about one two or three okay let's clarify what they are again okay when we we we will consider a lease below market rate under these circumstances that's one and we've already gone through that we will not sell below market rate period if we do sell a property to another agency government entity for their use for public purposes and they end up not using it for public purposes we get some kind of right okay yeah okay so but so we're i think we're talking about two options one is is this section about the market terms is it going to apply only to leases or to leases and sales that was my point too was to say only leases okay so we we need to decide that are we talking only leases or do we want to include sales i'm inclined to say just leases i can imagine a scenario in which we could have a below market sale to an entity that was let's just say uh preschool fall a entity that's going to provide preschool in a building in which we've let's say applegate and we decide that that their future students and we think that's a value to the district we don't see in the long term that we're going to be using the using the property for pps for you know a pps service and then again somebody could say well the board could always like make an exception to their policy if something like that came up um but i guess i'm i'm thinking that there could be some scenarios just given we have a footprint that generally was to accommodate 70 000 students and we have a lot less now i mean i feel like so much of this conversation is about fears about what happened in the past happening again and i think you know i think we've made clear sort of this intention and thoughtfulness about our ultimate goal is for the policy to help us be very very thoughtful about stewarding our resources well and so i think you know we
01h 15m 00s
we obviously need to have some things about sales um because that's a place of of past sort of concern um but i think you know we we're really focused on leases right now because that in some ways is more complex um so i i feel like you know to have i think we need both to have some language around leases and some language around sales it's just whether this the language of our own sales goes here um it's kind of my my sense about this but i also think like we cannot i mean we can learn from what happened in the past but we also can't legislate to prevent um people making mistakes in the future but we can do our best to sort of set some guidelines around our values and i think that's that's the nitty-gritty of what we're getting to rather than the very very specific um trying to prevent future mistakes that makes any sense at all well it it does so what does that mean for what you think should be in the policy well i think you know we focused on lisa lisa's here but we also do need to have something about i think a stance on our values around sales right that both of those are important and that um while we've talked about leases more expressly and specifically here in this um section as we've talked i do think we need something about even if it's just line saying we do not um i mean i think i i would hate to say we do not sell under market value because i don't know what the circumstances might be in the future um and we can all come up with a thousand stories both pro and con there but i do think we need to say like you know under pain of death um we don't uh sell for under market unless we have a really good reason that liz approves no um liz just looked at me funny when i said pain of death so that's why she got picked on there um but i do think we need to express the value that we're articulating which is we do not sell properties for under market value somewhere in this policy i think the place to do that would be further up in that first section [Music] yeah yeah so the the previous section the one right above it is sale or long-term lease of real property um we could make a statement about about the sale um so what we do say is so we say that we should you know we should do long-term leases rather than sales and i'm thinking at the bottom of page one well yeah that's i mean we we went round and round on this sentence at a previous meeting as i recall um you all know how i feel about things so yeah we used to have language like a couple versions ago that said something like i forget it was like and if it's a sale like these things are super weighted or something and i don't know what happened to that what didn't we have cold day in hell or no no we did not we we did not this this language is actually stronger than it used to be the more stringently applied was you can see it redlined on page by my page four julia okay sorry and if you've read dante's inferno you know that there is a cold day in hell so maybe not use that language i actually have read it but it's been a while so um all right where are we we need to we need to come to an actual believe we're [Laughter] circle of hell we're in right now so no we need to make a decision here do we want the do we want the section on market terms to apply to both sales and leases or do we want to um just limit it to leases so i i would propose that um the it just
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applied to lisa's and that we have language back at the bottom of page one that says only under extraordinary circumstances would we sell a property at below market rate similar to the okay but but then the people who are having to make these decisions they're going to have to decide what constitutes an extraordinary circumstance right isn't that the next question dana well that's that's basically already in there for selling period of selling without a replacement okay so i'm fine with the language as it's written because i think the board has to make an express finding we've laid out some criteria um i think we say this criteria applies and the board has to make a finding and to me that gives the i guess to ailey's daily's point it provides some flexibility and doesn't say like you know this board is going to rule out you know try and rule out everything but it provides some flexibility to a future board but it's like and here's some guiding guiding principles and criteria when you're making your express finding well julia the issue is that we because we've moved that economic crisis into the main paragraph that means that we wouldn't make that sale of say applegate to a provider unless there was a major recession or something along those lines as opposed to for whatever reason we might want to do that under again extraordinary circumstances for a a good reason makes sense for them to take over maintenance instead of us but scott the language under a is extraordinary economic or other unusual circumstances which might is broader right so which would allow for say a significant reduction of students or your suggestion that you want somebody else to take the maintenance over so it's it's a little broader is language i i think we're i think it's a difference between a short term and a long term in my mind okay you're fading in an outskirt i think it yeah um okay so the longer we talk about i don't know about anybody else but the longer we talk about it the more confused i'm getting so how about we do this liz how about you try to figure out what it is that we're saying here and get back to us good luck i can i'm happy to do that um are uh trying to remember who's i know rita you're one of the assigned board members to this policy um absence of another public meeting i think scott are you the other one i think i don't think so or julia anyway um i'm happy to to help we have a list i just can't remember i'm sorry it's me and alien is it haley well there you go um is the direction to work with the two of you in the absence of a public meeting and then it goes to the meeting on the 12th and there can be discussion there if that that language doesn't work for scott or julia or is it to have another meeting beforehand i mean abs in a public meeting we can't all right so convenient so i guess so we're talking about quite a few changes that are fairly complicated or we bring it back to the next meeting in three weeks i mean that's the other i'm i mean okay i i don't like saying this but i think it's the prudent thing to do let's kick it back to the to the next policy committee meeting and and commit to ourselves that at the end of that meeting we are going to have a policy to forward to the rest of the board so rita one thing that might um make that um real would be in
01h 25m 00s
the interim to be because i'm in some ways like i'm fine with the delegation on wordsmithing if there's an understanding of what it is that we collectively want to have done like i don't need to be involved in that but i'm not sure that we're in agreement on the the policy thing so maybe it's a after this meeting um staff like here you know here's just the wordsmithing bucket and then here are the two places where it's not cl it's a it's a value or a directional and there's two different approaches that we're not sure which it is and then just to send that out with like where are where are people and then if we have a majority on say the one outstanding issues like this applies to sale and and leases for example and there's a majority then you can just draft the language um but i'm i'm hesitant to like we get to next a meeting in three weeks and we're still not clear on where people were on well how how about that can we split the difference on this um i'm i'm a little concerned about us essentially taking a vote over email i'm channeling liz here um so so how about we do this i think there's really only one issue where we're still at loggerheads like we've still got an option a and option b and we haven't decided i think the others we've sort of massaged and we need to you know we're gonna have to work on wordsmithing but i think i mean am i wrong but i i think the the only thing that we're still undecided on is sale versus sale or do we include sale as well as lease in the market terms section okay so here's my proposition alien i will work with staff um staff will work with staff and then you'll come back to alien me with some thoughts and then we will work up two options one that includes sales and one that doesn't and bring it to the next policy committee and then we'll make a decision okay okay all right um because when we're we're running behind now well we're not quite behind but we're about to be behind um because we need to go back to the preamble so julia you had some and we haven't talked about this at all there's a lot of new words here um so julia you had some thoughts to begin with yeah well so this is going to be super brief because mainly why i want to come back to this i just wanted to say that i thought this was really well done and i think it's a much better introduction to this section that we had before so it's mainly just to thank staff and the community members who worked on this so thank you danny and you are the lead on this so that's all i wanted to add i don't have any wordsmithing i just think it's a way better way for us to approach our assets okay um any other comments on the policy generally or this section i just echo what julia said this is an awesome preamble thank you danny and thank you team this is really great okay um and and i i third that um so okay so any other comments about the preamble because that's that's where the bulk of the new stuff is beyond what we did what we've already done um okay any other anything that we need to talk about before we move on just two small things um on page two under sale or long term lease the property that third sentence down it says the district property does not support and i would just add and is not expected to support the district's mission just so we're not just looking at the per the current status quo um and then the last thing is um i think we had an agreement on what that last paragraph meant and so i just wanted to and i don't have to do this here at this meeting but just get confirmation from liz that that is what um that the express fine there's still an express finding
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okay i can confirm that for you okay that's it that than i have but um again really well done i think from the staff's perspective on the preamble and setting this policy up okay all right um we are [Music] pretty much on time i think aren't we actually we're ahead of schedule no we're behind by about 45 minutes yeah way behind okay i'm looking at the wrong number okay all right so it's been an hour and a half um i'm going to try to abide by our agreement let's take a five minute break and get back at 5 40. okay it's the 4 minute break 5 40. okay forward it on to the full board if if we can um i think it's i think we might be able i think that's a reasonable thing to ask um because the uh for the professional conduct policy the changes that we're talking about today are technical changes and i think only two um for the for the anti-racist learning communities policy um we have looked at it before um i don't think it's changed significantly you know really significantly um well it has a bit but um anyway i i'm hoping that we can make progress today so um let's leap right in and who's gonna danny are you going to take the lead on this one yeah with uh with lots of support and care from uh mary kane who's been uh amazing um as per usual so um i think we you as uh uh moore stated you all have seen this before there are a couple changes and i think one of the things that we just wanted to point out is that uh we made a decision to um to uh to to uh to take out some language around uh the more specifics around uh restorative justice and the impacts of those practices on uh the for consequences um right now there's quite a few uh different policies and administrative directives being developed around uh sort of the integration of this i think uh what we proposed instead was to to highlight that there are consequences those consequences are an alignment with our with our approach and to kind of leave it there um i think if you'll recall at the last word meeting there was some you know there was uh lots of questions and sort of um reactions to the implications of sort of like you the use of restorative practices and i think there's just still some more work to be done around understanding what that is and so rather than hold uh this policy to the standard of everyone sort of uh sort of coming to that place of understanding around what restorative practices is when this is uh one portion of it we thought that we would take that out um and then sort of move move forward um without that uh without that confusion still a lot of work to be done and we intend to do that but we wanted to just kind of make it a little bit easier and given the um the sort of states uh deadlines we wanted to see if maybe it might be easier to to move forward in this way um we also um yeah so i would say that of all the changes i was the the major one that we just wanted to make sure that you all were aware of and had an understanding of the reasoning behind that okay um okay so any any comments i mean any overall comments let's do overall um but if people have specific things that they have questions or comments about i really liked the um uh the anti-oppression inclusion of that language um and then i thought you know like the thing about um teaching history is still really important that that um learning about youth and symbols in the past so that that informs the present i also really appreciated that edition so i i think it it's a very i'm very happy with the policy thank you for your work so i'm confused did the i thought the history piece came out uh so at the bottom um just get moved yeah so in the first paragraph in uh
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paragraph three section three so it's just it's worded very well julia where it's about um you know still observing the anti-racist and anti-oppression goals of the policy um but that they fit in with um the oregon state standards okay so that is that and i'm i'm not objecting anything i'm just trying to understand um so in number two we eliminated it's important for students and staff to understand the historical context and that is not just i understand morphed into the number three um expectations and consequences the first paragraph yes okay so oh go ahead did you have more julia yeah i just had one i just had one other thing and um so there was i understand the administrative directivism process and that i think will be helpful just as a general guidance to the broader school community not necessarily for the development of this policy um so my only thing that i um think is to me is missing and this is more of um the it's not that i don't think it meets the general um guidelines of the statutory requirements but a number three second paragraph the last line where we in addition the district will incorporate learning opportunities to support the goals of this policy um is i think so much of this is not going to be about um compliance but really um the district [Music] basically supporting our students and our community into families and better understanding you know hate speech and symbols and what they what they are because one what i've seen over the last couple of years and we've had our share of incidences um clearly there's many with like bad intent but there is often like its lack of awareness or unintentionality but um actually having really significant impacts and so i i hate to lose that sentence in which we're expressing that this is really going to be a learning process for many in in the district about what those are again at the very high level i think everybody knows like the you know the news the confederate flag those things but if you look at the the list of symbols in the that we call out here the hate on display symbols it's i think more complex and there's a lot to be learned by the school community so anyway i would like to leave that sentence in of something that part of the goal is not this isn't just a hey the state told us we had to do it it's a compliance thing but really we want our students and our families to understand the impact some of these things have that most people may not have an awareness about i agree julian i think it goes beyond the symbols you know the idea of an anti-racist anti-oppression learning community is something that our you know like our graduate portrait supports so i think that it is already sort of infused in the dna so if we can add a sentence saying you know part of our learning goals does include um you know um things that support this policy the goals of this policy because just teaching someone okay this symbol is bad is one thing it's that deeper learning about how oppression and racism shows up in systems as well as in behaviors um around symbols and i'm sorry interrupt cara mary got kicked out can you please let her back in the room sorry she's supposed to be playing a support role and also and i was like where'd merry go making dinner um to chime in on that i'm back i'm best supportive when i'm silent apparently um just to chime in on restoring that sentence just as an example the the school name changes could come under that category and it's not part of the curriculum but it
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is certainly a learning opportunity yeah i think um so i i think uh adding this we can sort of work on adding the sentence i think um you'll see and i think you you've got a little bit of a little bit of a sort of things to come in the work around the ad for the ad work around renaming where we're going to have a toolkit that kind of gives a little bit of this and in the election toolkit we also had um really really kind of explicit ways to kind of sort of you know what do you do when you see this or what type of behavior is this and so our intent is to not only address the ignorance that may come from not knowing what the symbols are but also to address what we're seeing which is more likely is that the the grooming that takes place and sort of how the symbols are used as a way to sort of like room uh folks into that and so i think that what we want to have in the administrative directive is why it's taking us a little bit longer it's just a really robust um sort of like as much recent information that we have to incorporate opportunities to learn and also to codify some of the protocols that we've had around the responses um and then a link to the administrative directives around uh student conduct and discipline and the approach around restorative practices so i think it's just um still you know just trying to connect those dots and make sure that we have all of the um accompanying things there so um i know that director remembers you had some some questions and some uh suggestions and so we'll we'll make sure that we're you know i think the spirit of learning is exactly what we're trying to do i think that the you know condemning these is is you know one thing but more than anything we have to try to learn and try to do differently and so that's what the spirit of the ad will look like and certainly the support that we'll try to give to administrators and educators and dan if you can you talk for just a second about the the western states um teaching tolerance book which which we want to borrow heavily from probably yeah so both western state center had a toolkit as well as teaching tolerance and they uh teaching tolerance was more geared towards administrators uh western state center you know kind of linked out to all of the different uh symbols um but then they had kind of and we adapted it in the election toolkit uh basically sort of like if someone says well you know i wanna i you know it's my right to have a picture of a noose on my t-shirt um you know you're you're impeding my free speech we gave sort of like practical responses um that said and we used a lot of western state centers uh sort of prompts and then we added the link to the vision uh the sort of like educator essentials or the graduate profile um and sort of just kind of gave folks those practical ways to kind of push back on some of the some of some of the things that will come up because i i think you know we can say you can't do this there's going to be pushback or there's going to be incidents where people use this and so we want to make sure that we're giving folks tools to to respond and respond way that's in alignment and i think that's where we when we were looking at some of the language around uh restorative justice approach versus discipline you know we had a lot of conversations with some of the students who were um engaged in some of our subcommittee the subcommittee meetings and um and it it it is very difficult and i think it's what david mentioned earlier why we want to remove it from the policy embed it more in the administrative directive and and and really in the the toolkit because the the these incidents are so individualized and julia to your point a previous meeting of what symbols um what symbols mean is a constantly evolving thing and oftentimes students don't exactly know what it is and so that becomes is that the discipline moment or is that the teachable moment and looking at trying to assess um when can we when we can approach something and try to um you know change parts and minds i don't know but you know at least make people aware of what it is as opposed to you know doing kind of a prescriptive disciplinary action and there are there are going to be times when discipline is absolutely going to be warranted but but it's but it's it's a very individualized uh decision right depending on so many circumstances the maturity of the child you know the impact on the other students etc okay so any any other issues or comments with the
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language um yeah just want to say again thank you i'm really happy with the changes and with the comments that have been made so far the only other like awkward word is trespass which is at the end of a paragraph and i don't know if you mean charged with trespass or visitors or contractors that's our i with scott we are saying pontico on this mary will talk about it we misuse it all the time and we need to use it correctly so is that a verb i'm going to trespass you and what i really mean is no trespass you right so it actually isn't even it's not a verb and it's used incorrectly but right we'll fix it in the policy okay yeah awesome thank you okay um i had i had a couple of copy edits one i think is quite minor um the other one i think is minor but it i want to bring it up because it might be more than minor um this is on page two um at the top in b um is reasonably likely to interfere with the rights of students um it currently reads um by denying them full access to the services blah blah um that strikes me as a pretty pretty high ba um so my suggestion is to delete by denying them so it would read is reasonably likely to interfere with the rights of students to full access to services activities and opportunities um does that make sense is that is that an operationalizable thing yes yes okay because i i i think it's hard to i think would be hard to make a case in a lot of these circumstances that a kid has been actually denied access but we can make a case that their right has been interfered with so anyway oh you guys okay with that one does that make sense could you go over that still strikes me as um what exactly does that mean to me that the direct impact on a student is to feel incredibly devalued attacked and not around access to a service so for example if there's like a club and all the club members are wearing a nazi nazi a shirt with a nazi symbol on them uh you're not gonna feel like you have access to that club if you're you know if you're jewish or if you're you know do do we want to add any any not in the direction towards social emotional well-being so i just want to point out that that language comes directly from the ode rule which doesn't mean that we can't change it if we're not changing the meaning but just as a a reference point and we could assess that i mean i wouldn't want to join that club um and it's having a material impact on me as a person maybe not on school activities who knows so i i can think of [Music] that something might not impact a or b but would certainly violate what we're talking about here i think that if there was a club of kids who all were not nazi t-shirts at my school it would it would create a feeling of unsafety in school right do you think it has impact on school activities i think we we read that really broadly of you know if a student is feels unsafe in their own community because there's a loud vocal invisible group um i think that's clear i think it's the more insidious the the smaller the grooming incidents that danny was talking about that are that are harder to maybe pinpoint um but that are part of this disruption and infringement on student rights yeah i i don't know if you've had an opportunity and likely said the language came from ode and from the state board and i think what they're trying to do here is to sort of like is to make this case and the the chair of the board kimberly howard spoke about her experience going to
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school and sort of like you know being called the n-word and sort of like how that created not just a you know to your point read it not not just a feeling of unsafe but felt but was felt was experienced as a hard barrier to belonging um there and so i think that um the i think i think what's what they're trying to establish is that um this is that this this these symbols this language um creates uh such a barrier to access that it is um in fact um rises to the rises to the occasion of sort of uh denying the you know sort of like when it comes to condition with like your right to to free speech that it it i'm so sorry i'm not i'm not saying the legal thing i think i'm gonna try because i'm looking at liz but it basically sort of like rises to the level where it's a consideration uh it's a consideration that's not protected by free speech right i think that's the legal term it's a denial of access if there's that you know when you create that hostile school environment you have denied access so i think i think they're they're they're trying to make your point scott and rita of of that like they're that that the symbols actually are that reach that bar and they're they are still holding the high standard and the use of these symbols meets that meets that standard okay so so i guess the question is um is it um is it more prudent to maintain the language that we have inherited from the state school board um or do we is there any value in pps making it more clear in real people language what we mean that i mean it doesn't mean that you're borrowing the entrance to something it means you're making people feel uncomfortable and therefore i might suggest maybe adding a bullet point that sort of speaks to that third that this sort of like the third thing but i i guess i wouldn't i wouldn't want to dilute a or b inadvertently just does that make sense because i think they're i think as is my understanding and sort of watching the videos and sort of hearing is that they were sort of like building this case so maybe adding one that sort of speaks to or create you know sort of or contributes to you know lack of a sense of belonging um [Music] et cetera and i think i don't like the school what is it yeah it's a whole school environment i don't like the word uncomfortable because that can be dismissed i mean i think this is making a hostile school environment that's a hundred percent and yes people are uncomfortable but i think we we dismiss people's discomfort all the time and say oh just get a sense of humor grow up they didn't mean it that way but i think if when we make this case that this is infringing on people's rights to be at school to be safe to be in a a community um that is whole um i think that's a bigger i think that's the statement the school board this the state board was trying to make um so we could add a c um that says um is reasonably likely to um create to the creation of a hostile educational environment for students i would support that i put that as be and if there's any way to keep the language of c but to elaborate on it because it's as it reads it feels very abstract it doesn't get the point across i agree i see it's a really important point that it infringes on the students sort of full personhood in that school and participating in that school apart from you know feeling hostility directed at them um and if there's any way to to keep that language but to elaborate on it to make it a little more personal or to connect with people more okay um and if not there there are more important things but to me it does not uh have the impact that i think the people who wrote it want it to have again for for a regular person reading it it's it's going to be a bit of a head scratcher um unless there's more elaboration all right we can expand that language yeah
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okay i'm i'm gonna um unless somebody objects i'm gonna stop us here because we're way over time and i want to make sure we have time to talk about the climate um can we ask staff to um just make a few changes that what we talked about and then if you can come back to us um if you could get it back to us before the packet goes out on thursday yes okay i think we should we should move this forward because we're so close yeah yeah but it just you know it would be nice if we could get it sometime on wednesday say i mean we're talking about a sense or two right so if we could get it on wednesday and then if anybody wants to do uh you know oh hell no i can't live with that sentence let us know otherwise it will go forward okay okay so just a clarification um back to um the original issue that um i said something about an alien did as well um just adding some sentence about the learning piece of it that election um toolkit was a great resource but that that will be outside the policy but just have something like one sentence that frames that up well we can put that back we can put that sentence back thank you okay okay we good okay um let's move on to um professional conduct policy and i i'm i'm gonna ask that we try to get through this really fast because it's really technical um and it's real short so mary you gonna take that one yes okay um so there are two minor changes to this um for purposes of um uh our current practice um and you can see them highlighted there the the first one uh it is um as a result of us working very hard to try to capture the requirement that all contractors be um required to do mandatory training um the number of uh contracts that we have the kinds of contractors that we have that have no access to students at all make it prohibitive both in terms of our capacity to oversee it as well as the cost involved in doing it and so we've uh we're asking for a minor uh change to it that it's contractors who have uh direct unsupervised contact with students be required to do the professional conduct training we have just to ease your mind about this we the the team that i have been working with over the last i think two years on developing uh contract uh training standards we have developed some pretty robust um trainings for um contractors who have um uh direct unsupervised contact with students danny can speak to this because they're most of them are in her portfolio they are required to do everything that a pps employee is required to do this is for those contractors who don't have that that level of engagement um who are who who may be in another state doing i.t work for us and you know so uh uh so that's what we're asking for the second the second amendment is in response to the um the changes uh that we have made because of covid and it's specific to the remind app that we now use which allows us to text students directly we had we had not wanted that of the pre remind we had not wanted teachers to engage with students in texting with them but because remind allows us to um have oversight of this these communications and because it's it's been so useful to us during this cdl we're asking that you make this minor edit which is that um this be a lab on on district approved platforms of which remind currently it's reminded maybe something else in the future so those are the two edits okay um any questions about those edits so i have a just a clarifying question that was uh raised um and it relates to the last point and maybe this is just like for the record um it's the last
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point raised um by mary about the the platforms um students don't always use their pps accounts um but for a an adult communicating with a student as long as the staff uses their their account that they're okay because that is captured then by the system is that correct correct correct okay and and for now i didn't name the the platform because but you know my guess is that we will find something newer and better in the next year or two um but for now it's remind and um i've been told by staff it's it's been remarkably helpful for you know students to keep and keep their students engaged okay um oh are we good with these two edits any objections okay and the copy i have it didn't have i didn't see a second at it oh um it had been in previous iterations um on the board webpage when we posted it this last time it fell off so it was replaced uh again today but it's been on there um as i said in the previous iterations that were on the pay from the last board meeting was that revised copy not circulated to committee members mary and if not can that happen right now so at least scott has a copy to look at um roseanne has to give me that answer i don't know the answer to that book it's in board books okay replaced like today because yes we just noticed that that it had been dropped okay okay no worries i'll i'll check on that and if you look at your if you're on youtube you're probably totally fine with it so no worries okay it's one sentence and it's like the pink or red lettering i think page five okay so um i'm gonna assume that scott you're okay with the change um and you'll let us know if that's not the case but um the um so our can we take a vote on uh forwarding these changes onto the full board all in favor say yes yes yes okay that was three i think so no objections no abstentions so we'll forward those changes onto the full board i said yes there should be four yeses right did you vote to urina oh yes four okay unanimous forwarding on it okay um [Music] i'm a selfless person so my vote um okay s so the other thing i want to say before we leave this all together um there are additional changes that are going to be um coming to us in future um and there may be probably two sets of changes that will be coming and we'll be getting one set relatively soon i think within the next couple of months this is the first set this is different and the second set will come relatively shortly yes okay um so so we're not done with this policy altogether but there's there's a fair amount of urgency around these particular changes so we're pushing this through now but don't be surprised in a couple of months when you when we go back okay all right so let's move on to the climate um and um i i want to give a little intro here um because i want to sing the praises of dr tanya mckee um and um let me just give a little background you know her now as a senior director of humanity since 2019 prior to that she was an assistant professor at psu um she has her dissertation uh from auburn university in 2016 and her dissertation was on the u.s department of education green ribbon schools award and i want to talk about this a little bit because she's got some serious street cred on the issue of sustainability and environmental policy making for schools and school districts i had never heard of the green ribbon schools so let me just
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read the blurb from the us department of education site the aim of this program is to inspire schools districts and institutions of higher education to strive for 21st century excellence by highlighting promising school sustainability practices and resources that all can employ to that end the award recognizes school schools districts and higher education institutions that one reduce environmental impact and costs to improve the health and wellness of schools students and staff and three provide effective environmental and sustainability education combined progress in all three of these areas known as pillars serves as a basis for recognition um so dr mckee wrote a an entire dissertation on that so in addition to that since since her degree she is a current member of the united states green building council she was part of the sustainability leaders network for green schools uh she is a peer reviewer of the journal green schools catalyst quarterly since 2016 and she's a peer reviewer of proposals for the green schools national conference since 2017. so not only does she know what she's talking about she's certified as knowing what she's talking about um so we are enormously lucky to have her with us as we contemplate this policy so i'm gonna hand it off to dr mckee take it away all right good evening everyone i'm glad i see a big smile from the superintendent as um he's done lots of work around sustainability previous to coming to portland public schools i even picked up the san francisco policy in my presentation tonight just for you to remind you of all the great work you did um let's see here i suppose i need to share my screen so let me let's see here of course i haven't shared on zoom before uh rita i'm impressed that you did part of my presentation for me oh sorry that's okay i think that's i i didn't want to put you in the awkward position of telling us uh cara can you put up the presentation for some reason maybe i don't have access to share my screen oh wait it does have access um because only holi i made you a co-host okay let's see you want to try now do you see the option otherwise i can let me just see here it's being a little funny ah let's see yeah it okay the screen comes up but it keeps saying only the host so i'm not really sure okay just one second all right be a little awkward i'll just have you um click through it so you can just go ahead and go to the next slide so i was asked to um share a little bit about the national landscape um around climate justice and sustainability pertains really to the policies that have been put into place by districts across the united states and so as rita mentioned i received my phd at auburn university and prior to attending auburn university i was really interested in ecological principles or green school practices as a principal and really where that came from is this idea of on this first slide is
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where we learn matters and that school facilities do have a direct impact and i'm going to kind of set up i'll go through a few slides for you to read but it's important to understand why a policy needs to be in place but more so you know what does that policy look like the implementation of that policy um in terms of what needs to be in place for this for things to actually change and so i start with so you just see on the side right student and staff health so we'll talk a little bit about that and rita alluded to it when she pulled up the pillars of the green ribbon because we're going to talk about the three pillars of the green ribbon as one of the frameworks for schools of course academic achievement environmental resources and property values go ahead kara so i have a few slides and i'm going to just give you time to read them yourself and i just kind of want you as you go through the slides just to read at least the bold in um but just kind of keep in mind that whole idea of why why school facilities matter okay go ahead and just go to the next one so can i just ask a question so as i was looking at um these the slides in advance of the meeting i was wondering if we have like this is a national um most of these slides relate to sort of a national context and i'm i know that we've done a lot of work um some places a lot more work that other places have happened nationally and other and other places maybe we're just like the national average so i was wondering do we have the click down for pps given that's our context so i don't personally have the context of pps um aaron or someone in facilities maybe to talk about some of the things that pps has already um done and so i'll talk a little bit about some of the the other pieces i know you said you went through the slides um because that is a really good point um and i made that comment um a couple weeks ago that there are some things that are already happening that could be highlighted and should be highlighted around the work that's happening already in some schools as well as a district cara go ahead and go to the next one we'll just go through a few more just so you can just try to set the context okay next one all right the next slide uh tanya i did have a question about the slide about garbage and throwing away is that per day per week per month per year i'm assuming not per year no uh that one a waste is i would say a pound is per week it's an average so these slides in particular come from the us green building schools the center for green schools and part of it is to set the stage for school boards to talk about all of the different reasons as to why you put a policy in place and more so how you move from a policy to implementation uh kara next slide and the next one all right then the next one
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so i start with those slides and so part of the work of being part of the sustainability leaders network is sustainability leaders and directors across the united states to have conversations um districts they're either district person they might be somebody from a school they're from universities and really looking at sharing different things that are happening in districts around sustainability and so the center for green schools actually supports schools and districts all across the united states so setting it up there and and i shared this with um liz and others that there are some frameworks around sustainability and one of those frameworks is the u.s department of education's green ribbon award and i'll really briefly go over those three pillars as uh just i'll just show a slide as uh rita mentioned that and then the whole school sustainability framework with from bar crescent uh cross and dunbar out of uc boulder and then the ecological democracy whole school sustainability and i share that because when you're looking at some of the examples of the policies from across the u.s they um they reflect these frameworks and so and there's some specific pieces that are really important to include in a policy and the implementation plan to make sure that it's actually sustainable so for example the last slide that talked about green jobs students education being environmentally literate is really important part of a policy to ensure that it's it's sustainable that it actually happens so i'm just going to quickly show you a couple slides on each of the frameworks and then i'm going to go through um and highlight a few of the policies um a couple of them are from the council of great city schools but just to see some of the work that that other um have done you can go ahead and click cara so just really quickly rita mentioned this is that there's three pillars of the us department of green ribbon schools and it's about net impact or the reduction of um of resources waste water energy co2 and so julia brought up a really good point is that there are some of those pieces that pps is already doing in the facilities um department to to to decrease or have a net impact and then the second pillar is about health and performance health and wellness school gardens so you know we have gardens at certain schools there is um a learning garden at portland state university um dilla fruit dr dilifers williams oversees the learning gardens but health and performance is also about food what students are eating getting outside recess physical education the safety of our buildings right the ventilation the co2 stuff like that in terms of health and wellness and then environmental literacy and so the environmental literacy again schools offering you know environmental science courses classes on sustainability having conferences around green jobs but that idea that it's not just one thing by itself with the framework that it does include all three of the different pillars and so like rita said schools that show growth they can apply for award oregon used to um participate um in the past um but does not participate at for the um the award anymore um but this graphic just in general just showing that this idea that if we're going to you know reduce this well we can also increase the the health and performance environmental literacy but the other piece that the three pillars really focuses on is students the leadership of students how do students lead this work in their schools and their districts which is incredibly important as you'll see some of the other policies next slide and so there's just talks about the reducing and the improving um i just said that so next slide so just to give you a sense of how many schools and i show this so my dissertation focused on the first three years um the 190 schools and so i um dug in deep to all 190 school applications i interviewed teachers at some of the schools and i really looked at what were the practices that were implemented and sustained really interested more so in terms of you know schools win awards all the time but seeing that um something was sustained and why was it sustained and i show this because when you see that
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there's 595 schools districts and post-secondary have won this award since 2012. so there's lots of examples out there of what schools and districts and post-secondary are doing around these three pillars that is that's focused on students but one of the really big pieces that came out of my research around their green schools wasn't just the ecological principles but it was the democratic principles that had to be present in the schools or the school districts so that the sustainability continued and so what i mean by that is that you there had to be leaders in the building i'm going to show that with a couple of the other frameworks and actually i met with the center for green schools when i was doing my research and asked them why there wasn't a fourth pillar around organizational leadership or democratic principles or something around the importance of leadership transparency choice accountability and actually what they said was is that they had that on the docket when they were initially rolling out the award but they weren't sure if you know if it would be too much to ask schools to have the fourth pillar so they didn't move forward with it which is really fascinating because as you move into the other two frameworks a piece of the next two frameworks focus on students it focuses on student leadership it focuses on champions in schools and it's this idea that when you're putting something in place right you want to have buy-in so i'll just tie this into the literacy work right if i come out and say i'm going to mandate this because this is the best thing there i'm going to get pushback right but if i say here's i want to give you an opportunity i want you to come along with this journey i'm going to guide you as we go we're going to learn together and we started it small like in terms of the science of reading training and we began to build the momentum you know we started as a pilot and i would say we've moved to a movement but if i would have started with a mandate of this is what you have to do i can tell you that i wouldn't be successful and so i share that piece and you go to the next slide kara is that these next two frameworks really focus on so you look at this one this is whole school sustainability framework out of uc boulder and again sustainability in the middle but there's a physical place right things that happen in the physical building then there's an educational program and you'll see the word charismatic champions barr actually did a whole um jennifer barr in her master's thesis around this around things that happened in schools happened around a charismatic champion and unless that was broadened and sustained in some kind of organizational change when that person left that building that initiative went along with it um you'll see student powered is one of the pieces where are the students in this right leading the green teams possibly leading um work around the curriculum and then organizational culture communication vision and mission and when i look at this framework in particular i see pieces that are in that are already here in pps right the vision and mission we're focused on a vision and mission you know we're looking at engaging in active designs of facilities new buildings going up when you think about educational program as we're doing some work around writing curriculum not just in the climate justice work but also within social sciences and language arts we're also you know looking at engaging engaging students and getting student voice in the materials that that we're choosing so there are some things here that we're seeing outside of just a climate justice or sustainability next slide you can go ahead and go to the next one and so this is the um third framework and a big part of the second part of my dissertation really focused on ecological and democratic principles that i actually created a survey and i interviewed teachers around their perceptions of ecological and democratic principles in their green ribbon school or school district and was looking to see that were both democratic principles evident as well as ecological principles so this framework you know pertains to the idea that if you have a high level of ecological principles and you want to get to a high
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level of democratic principles and in some of the findings in my work was that in the early the first couple or the first um year of the green ribbon schools there wasn't a lot of democratic principles evident in that first round of schools but as 2013 2014 and so on more and more schools reported on democratic principles that were evident in their schools and also part of the findings were that sustaining ecological change required evidence of democratic leadership and community so when i was asked to share a little bit i pulled the three frameworks that are out there and the reason for that and even starting with the few of the slides to start with is that when i show some of the examples from the school districts that have created policies that these pieces are there the students are evident are present in their policy and you know that there's leadership because you know i always use this example that you cannot make a teacher an employee or a student recycle anything you can't make them do that but you can engage them in the conversation as to why we should and why they could help lead the work and what it does in terms of benefits and so really talking about as a policy puts into place what are the benefits right why why are we reducing waste why are we recycling why are we you know building new facilities what pieces you know when you're looking at the new facilities for example what was put into place um in terms of health and wellness um for the students and then that education piece and that piece is so crucial to the work is how do we ensure that that environmental or sustainability leader literacy is evident so next slide cap and just real quickly if you're curious these are the um six ecological principles they actually initially come from the work of of capra um and then kenzler borrowed from them and then next slide and then the 10 democratic principles so as i'm talking about democratic principles fairness and dignity purpose and vision again purpose and vision was part of the whole school sustainability framework integrity reflection evaluation accountability transparency choice and and so forth and so again sharing that that in a policy moving forward that's evident in the national landscape of policies that many of these democratic principles show up in in the policy or in the implementation plan of the policy so that when a policy goes into place that there's an implementation that this is going going to happen um next slide so there's there's lots of examples of policies i um included the ones here and i'll talk a little bit about them but they're um were all uploaded in a google folder i actually added a few more since then and then there's also a folder of addition articles um and resources um more so talking about the frameworks but just to give you depending on what you were interested in there would be something for you to read if if you were interested um so baltimore public schools howard counties also in maryland uh seattle austin san francisco san diego and again part of the work as i i reached out to several of my colleagues in the sustainability leaders network over the break unfortunately it seems that um they were also taking a break i guess i was the only one unworking and so this morning i heard from many more school districts because i couldn't find all of their policies but working with with many of them because the question i had for them i was hoping i would get some answers before tonight but i didn't hear from any of them yet is really what the pitfalls were when they were putting together a policy and how successful have they been uh with the policy so you're able to pull up their entire policy but for example let's just talk about baltimore public schools so next slide kara
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so baltimore public schools and i just picked um their their key pieces but if you go on the folder i believe it was shared with you there is um their their uh policy but then there's also their plan and a couple of things that really stood out to me in their plan um in their policy was the accountability piece so that democratic principle of accountability where somebody is coming and actually reporting to the board on the work that is is being done and i chose this one to share because it talks about students again develop environmental literate students and i i you know in the research that i did with the schools um the work that i'm continuing to do to support um sustainability um across the u.s and some of the different groups that i participate in this is what we talk about like within the office of teaching and learning for example where are we ensuring that you know that we're involving involving students and you know one of the things that is coming up obviously is with the bond and curriculum materials and you know we're talking about how do we engage with middle school students how do we engage students to look at some of the materials how do we engage our high school students we have our high school students helping us with the international youth leadership council and so there are some things that we're doing not necessarily particular to a standard sustainability policy but that piece has to be there we have to make sure that we're involving the students every step of the way and you'll also see it's there twice right build student leadership and so part of their sustainability plan is student leaders um either in schools or across the district you'll see engaged school communities so they actually have a policy and a plan that i included um in the folder and then of course they brought the other pieces of the pillars reducing natural resources you have improving school green spaces that would do with the health and wellness and then the third pillar really has to do with environmental literacy next slide and so austin their um sustainability framework is a little bit a little bit different hit some of those same pieces of all of the frameworks so the piece that i really liked about this framework when i saw it was that you had teaching and learning you had infrastructure and operations and the community and culture and i didn't talk about this there's some research recently that's been done around having a sustainability director or director of sustainability in districts somebody that works within these three departments so in portland public schools that would look like you know someone that works with office of teaching learning osp facilities um and also with the schools and the idea that districts have put in um and one of the examples is uh san francisco and sacramento both have this position is to ensure that students are part of of what is happening so here you'll see they're working on the four areas energy purchasing water transportation air quality nature food and waste their policies also included in the folder uh next one and so i didn't find a little graphic for san francisco um but you'll see where their pillars they call them sustainability pillars and so they're talking about carbon neutrality and it's in the policy and in some of the work that they've done but san francisco is already also um has an agreement with the city the city of san francisco as well around some of this work and that's a really key piece with many of the policies there is a direct correlation san diego will be an example of that san diego unified school district and the san diego county also have policies in place that support one another so you see here water resilience zero waste sustainable transportation and again that connection to nature and that's where you're seeing the the student impact is the connection to nature next slide so the next couple of slides i just included some of the um different references um i have lots more i also um uploaded many of the the resources and articles in the folder again if there's something that somebody is interested in you know the next slide can you just go to the end where it says questions um but my initial thought when someone said what's the
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the national landscape of this is to take a deeper dive into all of these policies and so i think i've read now recently about 45 um policies over the winter break just to get a better sense and really my lens was looking at the frameworks of the the green ribbon and many of these schools and or districts have been a recipient of the green ribbon award but the piece for me the the big learning as i did a deep dive into the research years ago and have continued to be part of different organizations is the importance of organizational leadership those democratic principles that in the policy that would move forward is to ensure that organizational leadership or democratic principles is there and that a recommendation would just simply be from my hat of sustainability is having a plan in place that would reflect one or more of the frameworks that put students at the center which is also reflective of the um you know visioning work that's happening in pps so like i said i i added some of those policies that i thought were most um pertinent um to share and some different resources and i can answer any questions i i've always been interested in this work as a principal um so it was kind of funny when i said i would do this because i think people just see me as the um the literacy person in the district um i don't consider myself an expert in anything i i do find myself to be quite centered on students so i may be able to answer your questions um i might not and i can always find the answer for you okay thank you um so uh well first of all that was uh all of this um uh information and and all the materials you sent are um uh the materials were a little overwhelming i gotta say um but um it was it was the break i was overwhelmed by how about thorough they were thorough they were thorough yes um so um and i think it would be um i think it would be helpful i i don't know if everybody got a chance to read all read through all of them um and if you get new materials because you know your peers are not coming back um you might want to send us other stuff um but i think we i think it would be helpful for for all of us on this committee to look at the other policies that are out there and and see if we want to borrow or steal um anything from them um for our own policy um and this is just the beginning of our discussions on this policy um so i'm i'm a little hesitant to open it up to a lot of questions because we do have public testimony and it's now 6 50. so how about we do five minutes for questions with the understanding that there'll be more just not today any questions so i don't have any i mean i have a lot of questions but i think what i would find most useful knowing that this is going to be a um a longer discussion is i think it's really important that we start with an accurate picture of where we are like what what is our carbon footprint what's our sustainability footprint where are we trying to go because um i think unless we have an accurate picture it is really difficult to understand like where we're on the right track and where we actually need to make adjustments or provide some policy direction so that's one thing so going forward i think that would be a good baseline for us to have the second thing is um for me a framework that would be i found the part of the discussion this over the presentation interesting on student student related really as a school based i also think there are lots of district-based things whether it is transportation investment policy
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cte offering that really is um at a district level and so which is where i think the board um probably should focus so i'm interested in thinking through how do you divide those things not divide them up but how do they complement each other and where where where's more of the board the board and district staff lane versus building those practices at the school-based level so that's just my initial thinking about it so i would suggest in a lot of schools um and districts have done this is that so part of the green ribbon so part of the us department of education is the application for the green ribbon which is around the three pillars so what many schools will do is they'll take the application this is actually the suggestion that we give them when we're working with schools is start with that application and fill it out and therefore will give you your baseline because it will ask you like where are you at with waste reduction and recycling and co2 and so forth so to get an accurate picture of where we are as a district actually completing that application that is available online i probably just dropped it in the um folder for you um is really a great starting point because it does talk to that it's like this is where we currently are at and i won't overwhelm you anymore but i do have all 595 applications um currently that have won the green ribbon award um so there are plenty of examples to see what other people are doing but really you know we using that as a as a baseline so it can say well this is currently you know where we're at and and i hear you julie about julia about the uh the students and and so i bring that up because yeah there's some place for students to be leading things but there's also opportunities for leaders in the district to ensure that they're keeping students at the center especially like when you brought up cte offerings right like what offerings do we have for students around green jobs so i have a little different perspective from julia i think i would agree with her that it's important to get that baseline but that's more for the implementation of the policy and not necessarily the policy itself um and then subsequently for budgeting and action we've talked before about uh what's the biggest bang for the buck in terms of for example reducing our carbon footprint uh gets back to that baseline measures of where we are but the policy itself i think has to be i think more encompassing and and even you know make sure that we keep doing what we're doing well uh and not neglect what we're doing well to focus on something where we're not doing well um or could be doing better on so uh did not not disagreeing with your points but to me it's a different framework when we're talking about our policy so i'm just excited to uh dive into all the uh a number of the examples that you gave us tanya and see how we can strengthen i think we already have a really really good draft and if there's more that we can bring in from what other [Music] districts have done to make it an even better policy going forward uh that's a tremendous resource that you brought in for us okay go ahead rita um but we should probably uh transition to public now i'm afraid we're gonna have to stop here um in order to make sure that we have uh we end on time and and i still have time for testimony um so i'll just say thank you again and um i'm sure we'll talk at great length in future meetings plural so um thank you again for everything and um i think we have two people signed up for public testimony yes we have mike rosen hasn't mike used up all his slots for the year was a joke hi everyone um i in the 15 months that we've been working on this policy one of the things that we've heard clearly from the community and the feedback we've gotten is to be more specific and do more and i've we've looked at a lot of the policies and plans and resolutions and we've looked at all the ones that were
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presented tonight and it's pretty clear to me that the work around the country is not very comprehensive we have a small set of resolutions here policies and plans and none of them are deep or wide and i think pps needs to really think about taking a leadership role the city is moving forward really quickly through their climate emergency declaration and a new funding mechanism to fund the bureau of planning and sustainability to implement it and i think that we've got a lot of information a lot of opportunity and i just encourage the district to look within in terms of the work it's already doing and could be doing and not spending so much time looking at what's happening around the country because not much is happening thanks thank you jane carmel hi there thank you i'm also um i've worked with mike rosen and amy higgs the executive director for the eco school network on this draft plan for those of you who i haven't met before um and just adding on to what mike said i want to assure you that we um we reviewed all the these documents and more that we talked about tonight and we also drafted the policy around the whole school sustainability framework so um a lot of the things that tanya talked about tonight i think we could feel really good about the draft policy reflecting those different pillars and elements also just as an aside the u.s green building council and center for green schools awarded the eco school network the local organization the national award in 2020 and the eco school network also supported training of one of pps's teachers at woodlawn elementary she led their school in the green ribbon schools process so we do have some depth here in pps and and i liked how some of the stuff that we're already doing has been highlighted and by we i mean pbs in in our school communities so i also think that um or i've appreciated what i've heard from school board directors around commitments to action on climate change and environmental justice and i i just think this is a real opportunity to lead i think other school districts across the country are going to follow the same path that we have and i hope that after the board adopts a climate action policy that other school districts will come and look to portland as the gold standard for best practice thank you thank you that's everybody we have signed up okay um well we have one minute left any any additional comments for the good of the owner okay um i think we did a lot today uh timing was a little bit off unfortunately but um [Music] i think we made progress uh so we will no doubt talk about this policy again in future meetings um uh yet to be determined and um thank you everybody for your attention and hard work today so thank you yeah bye um do we do we have a suggested timeline for the climate policy in terms of uh when we want it ready to go remind me again we do i don't have the thing in front of me yeah okay i've got it i i've it's a new year i'm back from break i've forgotten everything that's right we do have we do have a draft schedule i'll look it up never scratch that i'd like to be involved in the any discussions that um but between the meetings and also um if we have any of the baseline information or um the green schools uh application uh to have that shared with me if that's possible um well can i uh yeah i'm sure there i think we've already gotten some of the information about the baseline info um
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as i recall it needs to be updated um didn't we just wasn't there an update of the matrix in the materials in the board books yes you're right sorry there was yes overwhelmed that's sorry um and um so we do have a subcommittee for this policy and the board representatives are scott and i um so we can we can keep you apprised of developments julia um and um i i don't think we have i think we've only met once as a subcommittee um but i'm sure you know as we get moving we'll be meeting more often um anyway okay anything else we're not 702. okay i'm going to call it then um thank you everybody uh happy new year let's let's hope it actually warrants the title


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