2021-02-23 PPS School Board Regular Meeting

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District Portland Public Schools
Date 2021-02-23
Time 18:00:00
Venue Virtual/Online
Meeting Type regular
Directors Present missing
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Event 1: PPS Board Regular Meeting Superintendent Report 2/23/21

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for my report this week uh i'd like to focus on how we've been celebrating and honoring black history month here at bps so i'm going to be dedicating my report to that important topic so i think by now you know that the way we celebrate black history at pps is isn't something of course we want limited to the month of february but it is an important time to sort of increase our focus throughout the district uh and i would like to share a snapshot and i know that there was interest expressed by our directors so i want to provide for you a sampling of some of the array of activities that have already taken place this month and i'll be inviting our cio dr valentino in a moment to also share how we're supporting black history month um from an instructional standpoint so uh i know that our directors had also requested previously an opportunity to hear about the curricular guidance that's provided to our educators so i'm going to start in and again this isn't an exhaustive list of everything that's happened across our schools but want to provide a snapshot of activities from the last three weeks that have taken place so of course all of these activities are made possible by our dedicated teachers and school leaders across the district who have dedicated time and planning and effort to lessons and events for our students here on screen you see the smiling faces of our leda school staff as they plan their school's black history month celebration and assembly and below them are members of the climate team and instructional leadership team at jason lee elementary who are showing support for black lives matter week of action on the next slide you see markham elementary school's kindergarten black excellence group uh meeting with principal lydia paul smith and principal secretary leah harrison to discuss the black student affinity group lincoln high school's advanced critical race studies students supported the black lives matter week of action as well leading the staff's all-staff professional development racial equity workshops for other students and presenting to 1500 peers in all english classes and in spanish and ell classes and you can see that beach elementary has had a variety of black history month content and resources available through its school counseling site benson tech principal curtis wilson addressed his entire school community at the start of the month like many of our principals reiterating the point about the need to celebrate the contributions of black people throughout the year while placing a special spotlight on black history in february and last weekend woodlawn elementary leaned into their local culture with woodlawn history night which they promoted as an evening of memories and shared stories about growing up in the neighborhood and we'll return to woodlawn in just a moment sitting elementary fourth and fifth graders recently enjoyed a visit with rio cortez the author of the book the abcs of black history and at robert gray middle school sixth graders researched and created posters about black mathematicians and held class discussions about the importance of representation after school 7th and 8th grade students recently participated in a unit of study that focused on the origins goals and strategies of the black lives matter movement as part of the work the students put together a virtual art gallery and each student was asked to write an artist statement that would accompany their work and you won't be surprised to know that da vinci arts middle school also expressed their learning about black history through student art use your voice is the title of this piece of artwork created by truly a da vinci seventh grader so we have many powerful examples of students leading discussions about race and racial equity in many ways ida b wells barnett high school's no place for hate peer facilitators in partnership with the anti-defamation league recently hosted a community conversation about race on february 3rd i really appreciated the student-led dialogue the event was described as a call to action to our community about how to take a stand against racism and other forms of hate by being an ally and advocating for individuals or groups who are targets of such bias and discrimination i know that many of our directors also watch this event broadcast amazing work by our youth leaders and their mentors at wells barnett high school once again so i've shown you a few examples of black history month coming to life at our schools i'd like to now welcome dr luis valentino our chief academic
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officer to talk a little bit about how our office of teaching and learning and others are supporting this important work by our students and educators dr valentino good evening um superintendent president laurie directors um can you hear me okay yes sir thank you um it has been a point of pride really to see all of the black history month activities at our schools um our instructional teams have been supporting this work in a number of ways most notably by providing resources that help our educators and students do what they do best and i want to reiterate what superintendent guerrero mentioned earlier our focus on and our celebration of the black experience is not limited to february but certainly there is a special dedication in our classrooms albeit virtually right now uh during black history month as you can see some of the examples of instructional support in the on the slide are to schools that range from resource databases where they can access information to specific school supports when schools call uh members of our teams and ask for for specific guidance on certain things related to black history month next slide please i thought i would highlight for you a couple of examples of resources that are that have been made available to our educators first you see the pathway to equitable math instruction on the left side of the slide and while you might not immediately think of mathematics as germane to the black history month experience yet it plays an important role in bringing focus to the contributions made by black men and women in the fields of mathematics science and technology one high school lesson that we have made available for example integrates the story of catherine johnson a mathematician whose name you will recognize if you saw the movie hidden figures and her work with nasa the lesson couples her story using text audio and video including an incredible rap song which helps to contextualize the math activity the students will collab will collaborate on which is related to space travel students have to use algebraic computations to determine the relative positions of earth and mars during which an optimal transfer of a spacecraft can occur much like ms johnson did for astronaut john glenn who said if she says the calculations are good then i'm ready to go on the right side of the slide you will see some some of the black history month resources provided by our visual and performing arts department one of the resources is about black writers in a video provided in this resource an artist describes part of an essay entitled the negro artist and the racial mountain where langston hughes writes about his encounter with a black poet who tells him i don't want to be a black poet i just wanted to be a poet what the poet was questioning himself was whether his poetry could stand on its own merits because he was a black man the artist then talks about other art forms using the same concept about identity teachers and students can use this resource to engage on this or related questions the resources provided speak to raising consciousness and centers it around the black experience but of course our our continued curriculum and instruction work is to ensure that all of our pps students have meaningful opportunities to engage in culturally relevant culturally sustaining and culturally affirming materials throughout the school year across all disciplines pre-k-12 thank you for the opportunity to share superintendent thank you dr valentino and again i think directors can see that our educators and those who support them have put in a tremendous amount of good work to properly honor and learn about the contributions of black people of yesterday and today and even though it predated black history month by a couple weeks i would be remiss not to mention the recent today show a martin luther king jr day interview of two of our black educators woodlawn elementary teachers lionel clegg and anthony lowry who you might have seen featured throughout kgw tv's inside woodlawn series they were interviewed by today's craig melvin about their unique work as black male primary grade level school educators so thank you to lionel and anthony for underlining the importance of diverse educators and continuing to inspire all students and finally to to wrap us up i would like to share a written a
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rendition of lift every voice and saying don't hold on to your seats i'm not going to be the one singing it lift every voice and sing often referred to as the black national anthem as performed here by ruby faye williams of tubman middle school ruby faye was a bit camera shy during the tubman celebration but i think you will enjoy her performance and also the reactions that it brought to close this out for today we have our very own ruby faye williams and we need to give her a hand prior um she has an amazing voice she's blue she pulls us out with the black national anthem so ruby fang it's on your feet [Music] let our rejoicing rise see singing a song full of the faith that the dark past has taught us singing the song full of [Music] oh let us march on till victories [Music] that is amazing to close this out for today we have our very own ruby faye one what an amazing way to cap off this look at black history month at pps thank you so much ruby for that rendition uh my thanks to ruby faye to our students our educators and administrators all across the district and to our culturally specific community partners and others who contribute to our schools celebrations of black history month these organizations include black parent initiative and sei who encourage everyone to support black owned business this at businesses this saturday uh and every day uh cairo's spread the love event is also this saturday evening and multnomah county's coveted vaccines virtual session for african immigrants and refugees takes place on thursday finally we've enjoyed all of the shared stories this month from colleagues and community members and have particularly enjoyed the daily black history month emails from long time pps partner mr michael grice thank you

Event 2: PPS Board of Education Regular Meeting - 2/23/2021 meeting starts at 51:10

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you you um thank you everybody for your patience tonight we had some technical difficulties uh which resulted in a delay for us to get started but this board meeting for the board of education for february 23 2021 is called to order for tonight's meeting any item that will be voted on has been posted on the pps website under the board and meetings tabs this meeting is being streamed live on pps tv services website and on channel 28 and will be replayed throughout the next two weeks please check the district website for replay times welcome to tonight's board meeting board policy 1.20.010-pv1a states that board the board shall elect one of its members as for chair and one of its members as board vice chair at such times and for such periods as follows at the first regular meeting in january for the period from such election until the election of the succeeding chair or voice chair as the case may be at the first regular meeting in the succeeding july we however decided in january to postpone the board leadership vote until after the board had an opportunity to really deeply discuss the topic of leadership the topic of how people are elected and how um white supremacy is showing up in our systems and behaviors we did this at our retreat this past saturday and we considered ways to make pathways to board leadership more transparent and more inclusive and on saturday we discuss various ideas on leadership and how we as a board can make known our desire to step into a role as board chair and board vice chair our wonderful team led by michelle depos with director brim edwards and director bailey will be working on further developing this model for our april retreat so that for our july elections we have a very clear and transparent way of moving forward with leadership as we live into these changes around leadership we're moving from a nominations model to a declaration model and in the future we plan to hold declarations of candidates separately from board votes for tonight however they are simultaneous so i state now that i would like to continue as chair are there any people other declarations tonight for chair i'm not don't worry i'm not um making a declaration but i just had to i just had a question um so when you do a declaration do you have a second or is it just a i'm sorry this is a different process so i'm gonna declare and then i will ask for a motion and a second um so that's it's a little bit of a funky process so instead of a declaration instead of a nomination it's just a declaration of of interest and then the moving the motion forward to second and adopt so if there are more multiple people who declare we'll move forward a resolution and then we'll discuss it and land on one name to put in the resolution and then vote on that resolution so that's how it'll and then that's how it'll move forward sort of like with the nominations process but instead of nominations declarations all right do i have emotions i uh chair larry i just want to um thank you and thank the my colleagues on the board for considering moving this item to the beginning of the agenda rather than the very end considering that uh this is a time when if people are going to be on the call they're going to be in the call up front and it brings a little bit more transparency to the process and that it's happening you know 605 rather than
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at midnight um so i appreciate it i'm looking forward to working with my colleagues to come up with a way that not only increases our transparency but also creates a situation for our you know diverse board members that we will you know maybe see in the future all right are there any other declarations do i have a motion and a second to adopt resolution six two four eight election of board chairperson so moved second director from edwards moves and director constant seconds adoption of resolution 6248 is there any board discussion you're here thank you for your willingness chair lowry to serve again and um i think this is really an important moment for leadership in our district i think we're struggling with um some of the most challenging issues this school district has faced perhaps ever as we move into our next budget cycle and as we deal with all the intricacies of how we safely reopen our schools i think leadership at the board level is really critical because there are a lot of policy uh policy and budget decisions uh wrapped up in all this so thank you for your willingness to serve and i think we have some hard work ahead of us all thank you yeah it is a very challenging time as we know from looking at our staff members capacity as we talked about last night and the levels of burnout we're seeing um is there any further board discussion ms bradshaw is there any public comment no the board will now vote on resolution 6248 election of board chair person all in favor please indicate by saying yes yes yes sorry all opposed please indicate by saying no are there any abstentions resolution 6248 is approved by a vote of seven to zero are there any declarations for vice chair i would declare my interest or my candace my candidacy is that the right term i'm not sure this is all new for all of us we're figuring it out together are there any other declarations do i have a motion in a second to adopt resolution 6249 election of board vice chairperson so moved second director to pass moves and director brim edwards seconds the resolution adoption of resolution six two four nine is there any board discussion all right why was i not permitted to vote on the last resolution i think nathaniel i'm not sure that the student rep officially votes on the board election but i think you're very welcome to note your um opinion on it uh for the record if you would like it's just i remember voting uh the first time around all right i also think if that's the case that that's something we should look at changing as we revisit this question around board leadership elections i'd like to see that changed great let's let's go let's let's get nathaniel's decision on each of these uh resolutions and we will be sure that we have that more buttoned down the next time so student representative how do you vote on um resolution 6248 well i was gone i was going to abstain on both either way because uh as i was excluded from the conversation regarding the process the dsc and i don't feel comfortable making a determination okay um so is there any uh further board discussion on uh resolution 6249 election of board vice chairperson i do just want to say that it's been a pleasure serving with scott and that um i you know knew him as a nice guy that i served with on the board but we've really developed a relationship of trust where we can kind of hold one another accountable and have difficult conversations um and help each other be better so that's been um a really wonderful partnership and so deeply appreciate his willingness to call me on crap when it needs to be called and his receptivity for me to do the same with him and i would just say thank you for stepping into this very difficult year and i think all of us on the board for both the chair and vice chair are are interested in making sure that the next six months are successful so please call on us to help in any way that we
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that we can ms bradshaw is there any public comment the board will now vote on resolution 6249 election aboard vice chairperson all in favor please indicate by saying yes yes yes yes all opposed all opposed please indicate by saying no are there any abstentions resolution 6249 is approved by a vote of seven to zero with student representative xu voting abstain for the same reason all right thank you all we begin with the board consent agenda hey um chair lowry can i ask i think um at our retreat it was determined that director to pass director brim edwards and director bailey we're going to look at these election processes so can i ask you guys to get with liz around this student rep both participation in the vote but also um whether there are barriers to our student rep holding a leadership position you could literally i would appreciate it yeah thank you i think student voice is really important um it's very important always has been um and i would love to yes we will add that to our the list of uh topics that we'll discuss thank you and i would also really appreciate not being excluded in these conversations going forward and being permitted to attend retreats when such topics are being discussed given a great consequence and i i think that by policy the the subject matter where the student representative is excluded is very narrow to uh generally limited to personnel issues so this this was a um the student rep had not attended the first two retreats and so it was not included on this one and i think that was an oversight i was not invited to either of those either right so i think because they're um the board's self-evaluation process um so we'll we will have further conversations about inclusion of nathaniel in the april retreat at this point um to see what what what is permissive what is permitted and what we need to um do going forward to make sure student voice is elevated so we're going to go ahead and begin with the consent agenda now thank you for bringing that up appreciate it it's really important um if there are any items you'd like to pull we will set those aside for discussion and vote at the end of the meeting ms bradshaw are there any changes to the consent agenda no so chair lowry i have a not a um i don't want to pull for a separate vote but i do have one one agenda item that from the consent agenda after it's been moved just to raise great awesome board members are there any items you would like to pull from the consent agenda um i would potentially like to pull i don't i didn't see that it had its own number on the expenditure contracts but it's the contract for the um swings cte space at uh marshall high school i have some outstanding questions about that okay the cedar mill construction advance authorization that one correct yes okay so we'll go ahead and pull that from resolution 6242 for now any other items to pull all right um ms bradshaw is there any let's see i lost my place we need to um move the consent agenda um as amended uh do i have a motion and second second all right director brim edwards moves and director bailey seconds the adoption of the consent agenda is there any board discussion on the consent agenda yes i have a question about the heritage conservation group um contract directed edwards uh roseanne could we ask chief dan young to join good evening thank you um so this is the contract for um the renew the removal of the murals from grant high school earlier this the last two years has been a discussion about this and the decision was made to remove them and some community members had been concerned that when they were going to going to be removed that they would be destroyed mr young could you explain uh this process of what what's going to happen with the murals when they're taken down which by the way i agree with the decision to be taken down i think it would be good for the community to understand so there were people who didn't want to have them taken down but to understand what the district is going to do um in the process
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in the removal yeah thank you for the question yeah they most definitely will not be destroyed so the contract before you tonight is for the heritage conservation group and that is to remove the murals so what they will do is they will erect scaffolding they will very carefully remove the murals and the pieces in which they are put up i think was eight total pieces uh and then they will preserve that in separate crates for storage and transportation uh options from there there really are two disposition options the district can either sell them once they are down or they can donate them in our conversations with the art community there hasn't been any obvious potential buyers that are out there that is a process that we could go through and if there were not any buyers uh we could of course then donate those pieces and so that's the decision that is still yet to be made but what it is clear is that they're going to be removed they're going to be preserved this is a firm that has a specialized expertise in the removal of art yes that's correct they are a very reputable material conservation firm they do a lot of this kind of work particularly in this area they're actually also very familiar with pps's works as well so they're a good firm to do this work thank you so may i ask about this so they're going to be either sold or the options are selling or donating i mean they could be kept in storage or they could be donated are you thinking the oregon historical society or city archives or you know it'd be nice to you know have them on display somewhere yeah it's a great question we've talked to a number of different potential places and there have been different organizations that said they would be willing to accept them as a donation uh we would go through a process of how we would do that we haven't made that final determination yet and to be honest off hand i can't remember all who we have talked to uh but that is a viable option of donating that to a company that will ultimately display them yeah i mean even the portland art museum has a very robust uh native american um northwest pacific northwest native collection that that might that might look at taking it and also have the means to maintain it yeah absolutely i i know we've had conversations i'm pretty sure we've had conversations with portland art museum and some other ones i just can't recall specifically who they were thank you that's all the questions i had and again i agree with the decision to take them down yeah same same here and it's good to know that it will be restored by really good folks working on it any further board discussion on the consent agenda ms bradshaw is there any public comment on the consent agenda no the board will now vote on resolution two four 6241-6247 just a second since that one expenditure contract that i have a question about doesn't have its own um item number is it or is it not excluded from this slate that we are voting on right now it is excluded from the slate we have removed the cedar mill um construction advance operation that was removed from resolution 6242. okay thank you yes so it will be um resolutions 6241-6247 as amended all in favor please indicate by saying yes yes yes yes yes all opposed please indicate by saying no are there any abstentions i already asked that okay the consent agenda is proved by a vote of seven to zero with student representative shu voting yes chief young it looks like you'll be making a second appearance later in the night or maybe right now i'm ready whenever and i've even got some friends to bring along okay uh so thank you dan i want to apologize to staff for not submitting questions sooner than um earlier this afternoon regarding this contract although this as dan well knows this is something that i have tracked and asked a lot of questions about over time i think this project was initially um budgeted and forecasted about two million dollars it appears here with this advanced authorization at 3.5 million dollars and a couple of my questions are uh one how much of that is for actual equipment or ff e that will have enduring value and be moved to benson potentially or is this all just for the structure itself and this
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temporary swing use the director constant we our practice has been that when we pull items from the consent agenda we we take those to the end of the meeting so that we can um proceed with our uh student and public comment so i'll ask you to hold those questions to the end of the meeting and we'll get uh dan young back when uh we're at that time and we'll go ahead and move on with our um student and public comment right now is that cool that means staff has to hang around i superintendent what would you like us to do because i want to make sure we're honoring staff time whatever suits the chair uh staff will wait until the appropriate moment we can take it up later okay um let's go ahead and turn now to student and public comment before we begin i would like to review our guidelines for comment we thank the community for taking the time to attend this meeting and provide your comments public input informs our work and we look forward to hearing your thoughts reflections and concerns and our responsibility as a board is to actively listen our board office may follow up on board-related issues raised during public testimony and we request that complaints about individual employees be directed to the superintendent's office as a personnel matter if you have additional materials or items you would like to provide to the board or superintendent we ask that you email them to public comment at pps.net again that's public comment all one word at pps.net please make sure when you begin your comment that you clearly state your name and spell your last name you will have three minutes to speak and you will hear a sound after three minutes which means it is time to conclude your comments ms bradshaw do we have anyone signed up for student or public comment we do we have alex groom put your camera back on you're on mute alex is i we can hear you and i think you're all set to go hello um my name is alex groom g-r-o-o-m my pronouns are she her and i'm a fifth grader at access academy your plan for the hybrid model doesn't make sense to me it doesn't give the students who need the most support what they need first number one they need to be safe number two they need more help from teachers a lot of kids who need more help might live with people who have health problems if those people get covered they could get really sick or die from it why aren't you thinking about those people a lot of kids who need more help might already have pretty big bubbles because they live but with a lot of people in the same house or maybe the adults work in places that aren't that safe there are a lot of ways they could get covered your plan says families can choose to do in-person school or online school but what happens to the kids that stay home did they just watch their teacher teach the other students how does that give kids what they need to learn how does that give them more support from their teachers when the teacher is split between paying attention to the kids in the classroom and the kids on their computer screen colbit is nearly in control in oregon but i mean under control but we need more people to have a chance to get the vaccine if we start in person school before more people can get the vaccine and more people could die when cases spike again your plan seems too complex it will be a big hassle for some families who are in a routine now to redo all of that for just two hours a day it would be good to see my friends in person and i miss them a lot but right now it just seems too risky if waiting a bit longer makes it so other people can get what they need to be safe and learn i'm okay with that and i think a lot of other students would be too here's what i think makes the most sense make sure the kids who need the most help get it in a safe way you could hire more teachers to do work with kids online you could do more limited in-person instruction for kids whose families are okay with in-person school no matter what you do just think about the kids who need the most help first make sure you are thinking about them and keeping them safe and learning before anything else thank you for your time and doing all you can to support students during cdl thank you alex thank you thank you elliot knop good evening my name is elliott knopp nopp i use he hem pronouns and i'm a senior at franklin high school i testified a year ago in regards to student engagement and climate justice
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i'm here today to continue the conversation specifically around the high school climate justice elective i was told there would be student involvement every step of the way and was thrilled to see this realized in the curricular design institute for the class over the summer there were a variety of students who worked hard and brought their valuable perspective alongside other teachers and administrators a key reason that students were engagement was so high was because we were getting paid when the incident when the institute ended in july their work was nowhere close to over but student involvement dropped drastically this was because we were no longer getting paid for our continuing work even though all the adults were only a couple of other students and i showed up to these later meetings and it was clear that student involvement was no longer being prioritized at the beginning of february the climate justice class launched a franklin so along with the three other franklin students and our teacher i i continued what i signed up for being involved every step of the way the other students and i work on the class daily developing lesson plans leading discussions and constructing slideshows for our class this was the work that we knew came along with the job that we were hired for over the summer but pps has been making our job harder it has taken a month to gain editing access to canvas so it has only been operational this week and we've been denied access to the at pps email accounts that we were created for us over the summer reactivating those accounts would fix the issues with canvas as well as make our google meet classes run a lot smoother all of these problems make it seem like pps does not value student involvement like you did over the summer this is furthered by the lack of compensation for our work already this month everyone on my team has put in over 40 hours into making this class powerful and engaging for the students luckily the other three students and i are so passionate about this that we've been willing to continue the work without compensation or help from pps but if you truly value the student involvement and want students to feel encouraged to participate the culture of compensating students for their work needs to emerge this is why the design institute over the summer was so successful because we were getting paid the lack of pay also becomes an equity concern when students who want to participate in activities with the district like climate justice can't because they have to do work to make money this has already been a concern with the students and on my team who need to make money and are forced to prioritize a job over working on the class i appreciate all that pps has done over the past year to engage with students but there is still a lot that needs to be done before our voices can really feel her thank you so much for listening and good evening thank you thank you thank you elliot andy jacob hi uh i'm andy jacob a parent of two second graders of bridger and a member of the southeast guiding coalition um i wanted to thank those of you took the time to read the questions about phase two from me and 17 other coalition members um and our offer in that letter still stands to discuss those with you anytime would be helpful my colleague beth and i had planned to highlight some of the issues we raised in that letter but in light of last night's discussion discussion we thought it might be helpful to share a few thoughts about the idea of drastically narrowing phase two of the coalition's work i really appreciated hearing from the superintendent about the district's urgent priorities over the next year and the concerns about spreading staff too then um i actually used to do communications for the new york city school system so i completely understand uh the tough training district leaders have to make uh in the best of times much less in the middle of the day and with that said i'm still asking you not to put the southeast enrollment balancing work on the background for starters this work isn't a distraction from the district's important instructional initiatives it's foundational it's about creating the conditions and schools for those initiatives to succeed even the best curriculum is not going to work in a school that's too crowded to find enough classrooms to teach it in and no plan for our middle schools is going to help a school that doesn't have the staff and the resources it needs because it's so under enrolled and on a more practical level uh the toothpaste is already out of the tube here um you've already decided to open up and convert five k-day schools this fall which is going to create a set of under-enrolled k-5 schools um a brand new overcrowded middle school to go along with schools mclean like whitman like woodmere that have been chronically underevolved for years and again these big imbalances are going to have real consequences for our most vulnerable students in a part of a sit of the city that's um that's often been treated like an afterthought in these processes and simply opening harrison park is not going to fix these inequities it might actually exacerbate them and is going to require some tough decisions in the short run anyway as beth is going to explain in a moment the reality is there's never going to be a perfect time to do this work as director moore said last night there's a reason that this particular can always seems to be the one that gets kicked down the road it takes it requires tough
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decisions that will make some school communities unhappy that doesn't make the work any less essential and the longer you wait to finally do it and the more false starts they kind of pile up the harder and more disruptive any solution is going to be so for all those reasons um i'd urge you not to narrow the scope of the coalition space to work too drastically at minimum let us address the middle school imbalances across the region so that the district's middle school initiatives will be positioned positioned for success in the years ahead and set a clear timeline for any pieces you delay so that they don't drift indefinitely i'm really confident the coalition can find solutions if the majority of the board has the political courage to let us try thanks thank you thank you beth cavanaugh hi i'm beth cavanaugh c-a-v-a-n-a-u-g-h she her pronouns and i'm also a parent member of the southeast guiding coalition based on last night's work session as andy said i'm going to lay out some examples of how opening harrison park forces many bigger questions that the coalition has asked the board to grapple with prior to phase two so immediately converting harrison park to a middle school requires us to determine where the current k5 students go one option is the clark building the current home of creative science school this would require us to relocate and potentially reconfigure css focus option reconfiguration is not within the coalition's purview so that would require staff and and board decision making relocation without configuration would require another school to be closed in order to make space as you was discussed last night school closure in outer southeast rather than boundary change holds our more affluent wider communities with robust or overcrowded schools in inner-southeast harmless while displacing a diverse low-income community in outer southeast another option would be moving harrison parks elementary program to a nearby school like bridger this requires decisions about dli program locations in order to accommodate harrison parks k5 students almost all of bridger's current students who've been in constant upheaval over the last five years while waiting for enrollment balancing to happen would need to move elsewhere this requires guidance from the dli department and targeted input from impacted communities about where bridger's spanish emerging program would then go then there's the issue of harrison park middle school enrollment if we begin only with current harrison park and bridger neighborhood middle grades harrison park would open with an enrollment of less than 30 percent adding surrounding schools such as vestal or atkinson requires us to carefully consider what we believe about split feeders adding one or the other of those schools would bring enrollment up to about 42 percent both gets us just over 60 when harrison park opens the single strand mandarin program will have reached sixth grade this program is for neighborhood students not open to kids across the district and fifty percent of them are native chinese speakers will pps be able to staff a single grade of a single strand dli program at harrison park in 2020 should that single class of sixth graders join the mandarin program at hosford further reducing enrollment at harrison park should we consider moving hosford's mandarin program to harrison park according to the most recent data housford's program has 18 percent native speakers none of whom reside in the hospital neighborhood so i don't say all of this to scare you off from reopening harrison park as a middle school in 2020 on the contrary i don't think that's an option and your phase one vote clearly shows that you that ensuring access to middle schools for southeast students is your top priority but i want you to recognize that focusing only on harrison park would have ripples far beyond that immediate community and finally to echo what andy said phase two needs to include lane vestal whitman and woodmere schools that have been dealing with dramatic underenrollment long before this process began don't further exacerbate those inequities by limiting the process only to kellogg and harrison park thank you thank you thank you thank you we have michael bauer uh mike bauer b-a-u-e-r he him pronouns member st john's and roosevelt community teacher cleveland high school four members superintendent thank you for giving me the opportunity to speak to you this evening um as you may be aware the athletic director at roosevelt high school sanjay betty has been placed on paid administrative leave because of an alleged breach in covic protocols i might add this is a one-time breach of which has resulted in weeks of paid administrative leave and a threat of termination this is concerning a couple fronts sanjay's respected member of the roosevelt community which has been shown by the outpouring of support by parents students and staff and their continued efforts to have him reinstated as athletic director what is truly troubling about this
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situation is the district's quick move to possible termination of sanjay if there was evidence of repeated offenses by continually putting the safety of students and staff at risk the district's actions might be justified but this is the first alleged offense at the january 26 board meeting your body discussed the importance of returning students to buildings asap with the return of students to the staff with sorry with the return of students and staff to buildings there will be breaches and covet procedures there will be positive cova tests and possible covet outbreaks these scenarios are bad for all but if the sanjay principle is applied to staff who are supervising will they suffer the same fate weeks of paid administrative leave and the possibility of termination this is bad for all pot all parties our school staff going to be treated similar to sanjay if the answer is yes then the responsibility of covet protocol accountability and ensuring student safety should be reached should reach beyond the building or field level the decision makers who make the policy should also face a similar fate of sanjay as move forward with the return of students to school there may be other events similar to sanjay's and currently the response is discipline that is mirrored out in paid administrative leave with the threat of possible determination many of the teachers who are sending back into the buildings do not want to go because of health concerns for their communities they serve they understand what is at stake a coveted vaccination might protect the health of school workers but it might not serve it might not save their livelihood because of the breach of covet protocol all said it is not the act of returning to school in person that i'm here to discuss it's the district's response and actions regarding sanjay i heard you all do not set a precedent and return sanjay betty to his position of athletic director at roosevelt high school i also urge you to examine your policy in the event of a coveted incident so all those involved do not meet the same fate as sanjay thank you thank you thank you thank you we have nadia coronado hello my name is nadia coronado last name c-o-r-o-n-a-d i googly she her pronouns i am a community member i have three school-aged children i have been a member of the sitan community here in north portland and st john's for eight years i don't know if i said that um i wanted to start off my statement with some sobering statistics about the half a million people that we have now passed with covid i specifically want to talk about oregon and how oregon has a population the hispanic latinx population is 13 and yet is 35 of the cases i wanted to start off with that because i know superintendent you often talk about our black indigenous and bipoc families and communities and how important we and they are to you and so i find as a parent the survey that was sent to me by pps in regards to starting hybrid and lippy was incredibly misleading when i said that i wanted my three children to stay with their teacher because it was very important i did not mean that we should go into some kind of simulcast model and now force teachers to have to learn yet another new skill with just a few weeks left of the school year and so i was very very disappointed with that and i see that we have reached or the district has reached almost 59 of survey responses for a survey that was emailed i know that there was some phone outreach and i would like to take that 60 response rate and see how many of those were emailed responses and how many of those were phone responses because who are the families that do not have email are not checking email cannot get that survey to work i took the survey in spanish when i clicked on the hyperlink to see if i could understand what a hybrid model is because nowhere in the survey did it say it was only going to be two and a half hours and i want my children back in person i do they want to see their friends but nowhere in this in survey per in survey this survey did it say that school was only going to be for two hours two and a half hours it didn't say that at all and when i clicked on the hyperlink in spanish it was the presentation in english only so that wasn't there
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and i again i say this and my hope is that the district can ask teachers teachers are the ones who teach my children please talk to teachers ask them what they need ask them what's going to be helpful because when i have been listening to the bargaining agreements and pps district employees say guess what there is no change in in having to write lesson plans if you're doing it online versus doing it in person and when i hear that from people who are making decisions about what school will look like from my children it worries me and i just ask that you as a district please reach out to the teachers and figure out what is actually going to work because the teachers are the ones who hear the parents and hear the families and what we need thank you thank you thank you thank you jessica wise good evening i'm jessica wise wyse i use she her pronouns i'm the mother of a pps third grader and kindergartener i'm also a research assistant professor in the ohsu psu school of public health and i'm a pps graduate so thank you for giving me the opportunity to speak so my comments are going to address two topics the first is science and the second is risk so we know from evidence across the country and around the world that opening schools with basic basic precautions in place is safe in a study in the journal of pediatrics researchers at the duke university school of medicine tracked 90 000 students and staff across 11 school districts in north carolina who are conducting in-person learning particularly mostly hybrid and across this nine-week period they identified just 32 cases of covent infection that were attributed to schools within schools that means that the likelihood of acquiring covid within schools across the nine-week period was .035 percent there were no cases of students passing coving to staff in a second study researchers tracked covet-19 transmission within public schools in rural wisconsin over a three-month period researchers identified 191 cases among students and staff only seven were linked to in-school transmission there were no staph infections reported so this leads to my second point is any risk too much and i think we hear that this language quite a bit it would be reasonable to take a zero risk approach if school closure really meant zero risk the fact is there are clear risks to children of maintaining school closure these include significant learning loss reading delay chronic absenteeism and disengagement in school all of these are likely to exacerbate existing inequalities there are also rising rates of depression and anxiety among children and adolescents a recent cdc study reported a sharp rise in the proportion of childhood visits to the emergency room that were for mental health emergencies there was a 24 increase among children age 5 to 11 and a 31 increase among adolescents 12 to 17. so what does this look like for my families and families that i know this looks like kids lying on the couch or in bed for hours at a time it looks like refusal to go outside refusal to get off the screen at the end of the day statements like i hate school from kids who loved in person school it looks like sadness irritability anger withdrawal these are significant costs that we're experiencing right now and they are likely to have long-term implications for children and for society so given what we know about safety in school returning kids to in-person school as soon as possible should be our number one priority and pps is in a great position to open schools teachers are getting vaccinated and we have the lowest rate of infection in the continental united states so i want to say in conclusion thank you to all pps teachers and staff for your incredible hard work throughout this pandemic and i hope that we can take these thoughts about science and risk forward thank you appreciate it thank you thank you with eric couple thank you hi i'm eric heppell h-a-p-p-e-l i have three daughters in pps uh 11th grade ninth grade and sixth grade and they've been in here
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since kindergarten thank you for the opportunity to speak i am part of ed 300 group advocating for opening schools today is the 348th day since we had a statewide closure of k-12 schools today zero percent of pbs students have in-school options well about 70 percent of u.s students have in school options well i was glad to hear dr byrd discuss k-12 opening for q4 we want to make sure that this doesn't slip and we continue to push towards five days a week school as quickly as possible like most of the rest of the united states has achieved we learned last week that over one in four students are listed as chronic or severely absent from pps classes that's over thirteen thousand students not coming to school on a regular basis these numbers are double what they were in september and for bypoc students english language learners and students with disabilities these rates are even worse we also learned that 66 percent of pps k-5 grade families choose hybrid learning over cdl they know that cdl is not working for them we also know from overwhelming data that jessica wise who is wise just shared that it is safe to open schools we have had no deaths in oregon for school-aged children since covid began there are similar known numbers low numbers for this and ever in this age group across the us and world we also know the transmission between student and teacher and student and student is very low as jessica wise just shared we also learned yesterday that pps has bought 3 000 classroom hepa air filters that will clean the air in the classrooms that do not have the right ventilation and we know the teachers have been vaccinated and or will be on their second vaccination soon the ships are aligned covet is not a risk for our students or vaccinated staff community rates are very low and falling i'm asking you pps board portland association of teachers pbs administration we need to open schools with urgency and start to plan to move to five days as quickly as possible in two weeks we will have stolen one year of education from our children as some of them have completely fallen out of school history will show that we have made a very grave error keeping schools closed this long in fact the president is already showing us this as we see kids struggling with learning mental health and worse i do not say this lightly or dramatically and i i am a data driven person and i have always presented you with facts pps and p-a-t please put our kids first they have been last for a year kids first means in-school options five days a week and we need to get there as fast as possible thank you thank you thank you thanks thank you that concludes who we have signed up thank you we move now to our student representatives report and again thank you everyone for your comments tonight and our board manager rosen powell is available if you have something specific you want to follow up with and she is amazing anyway we move now on to nathaniel shoe for the student reps report thank you and my connection has been going out every so often so i'm sorry if i randomly cut out um i'd like to begin first by taking a second if you'll permit me to acknowledge something of a personal milestone today tonight marks my last board meeting as a child at least in the legal sense most regrettably my 18th birthday is imminent when i was younger i never used to picture the days leading up to it adulthood seemed like something that happened to other people not me but had i tried to do so i feel certain that i would not have expected them to be spending them in pps board meetings and work sessions much less in the midst of a global pandemic it is an odd coming of age indeed on an unrelated note i would like to highlight one recent effort arising from the dsc's intergovernmental subcommittee after meaning to do so for a while the subcommittee decided to reach out to other district-wide student governments in the hope of paving the way uh to future collaborations and learning more about each other's roles and districts thus far deputy student rep weinberg and i have met with two of hillsborough school districts three student reps to their board and one of the lake oswego school districts too these two districts unfortunately are the only other major ones in the portland metro area with student representatives on their boards although
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there are others with some other form of district rights to government with whom we are currently still trying to get in contact this is an extremely exciting new initiative especially as none of the reps we spoke to had contact with those from other districts finally i'd like to note that i will be presenting an update on the reopening schools student survey later tonight while not fully comprehensive it is now considerably more so than the version you saw last unfortunately as a result of the recent snowstorm and resulting power outages dr brown's team will need more time to finish analyzing the qualitative responses as well as the statistics by race and ethnicity once available i intend to provide that update separately tonight i'll be focusing on the overall responses and where they came from thank you happy birthday what day is your birthday nathaniel um i'd rather not say for a very specific reason um yeah anyway well happy birthday happy birthday birthday happy birthday hope you get to do something fun to celebrate in these weird covid times breann garth that's the really old reference spot sorry um superintendent guerrero would you like to um tell us about your birthday no would you like to make your uh superintendent's report i would thank you chair lowry happy birthday nathaniel i do have some slides for you as is customary i'm having a hard time pulling up i'm going to jump in because air time is valuable so good evening directors and when i started this to everyone listening in this evening i guess i'll start by dispelling what i understand are some wild social media rumors and some surprisingly sensationalist news media interest from a couple outlets i've expected better from uh in regards to my whereabouts these days i assure my seven bosses i'm living and working here in the city of roses so for my office here in northeast portland tonight i'm reporting on a i'll be happy to introduce a couple of important items on tonight's regular meeting agenda that i'll be introducing later but for my report this week i'd like to focus on how we've been celebrating and honoring black history month here at pps so i'm going to be dedicating my report uh to that uh important topic so i think by now you know that the way we celebrate black history at pps is isn't something of course we want limited to the month of february but it is an important time to sort of increase our focus throughout the district uh and i would like to share a snapshot and i know that there was interest uh expressed by our directors so i want to provide for you a sampling of some of the array of activities that have already taken place this month and i'll be inviting our cio dr valentino in a moment to also share how we're supporting black history month from an instructional standpoint so uh i know that our directors had also requested previously an opportunity to hear about the curricular guidance that's provided to our educators so i'm going to start in and again this isn't an exhaustive list of everything that's happened across our schools but want to provide a snapshot of activities from the last three weeks that have taken place so of course all of these activities are made possible by our dedicated teachers and school leaders across the district who have dedicated time and planning and effort to lessons and events for our students here on screen you see the smiling faces of our leda school staff as they plan their school's black history month celebration and assembly and below them are members of the climate team and instructional leadership team at jason lee elementary who are showing support for black lives matter week of action [Music] on the next slide you see markham elementary school's kindergarten black excellence group meeting with principal lydia paul smith and principal secretary leah harrison to
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discuss the black student affinity group lincoln high school's advanced critical race studies students supported the black lives matter week of action as well leading the staff's all-staff professional development racial equity workshops for other students and presenting to 1500 peers in all english classes and in spanish and ell classes and you can see that beach elementary has had a variety of black history month content and resources available through its school counseling site benson tech principal curtis wilson addressed his entire school community at the start of the month like many of our principals reiterating the point about the need to celebrate the contributions of black people throughout the year while placing a special spotlight on black history in february and last weekend woodlawn elementary leaned into their local culture with woodlawn history night which they promoted as an evening of memories and shared stories about growing up in the neighborhood and we'll return to woodlawn in just a moment sitting elementary 4th and 5th graders recently enjoyed a visit with rio cortez the author of the book the abcs of black history and at robert gray middle school sixth graders researched and created posters about black mathematicians and held class discussions about the importance of representation after school 7th and 8th grade students recently participated in a unit of study that focused on the origins goals and strategies of the black lives matter movement as part of the work the students put together a virtual art gallery and each student was asked to write an artist statement that would accompany their work and you won't be surprised to know that da vinci arts middle school also expressed their learning about black history through student art use your voice is the title of this piece of artwork created by truly a da vinci 7th grader so we have many powerful examples of students leading discussions about race and racial equity in many ways ida b wells barnett high school's no place for hate peer facilitators in partnership with the anti-defamation league recently hosted a community conversation about race on february 3rd i really appreciated the student-led dialogue the event was described as a call to action to our community about how to take a stand against racism and other forms of hate by being an ally and advocating for individuals or groups who are targets of such bias and discrimination i know that many of our directors also watch this event broadcast amazing work by our youth leaders and their mentors at wells barnett high school once again so i've shown you a few examples of black history month coming to life at our schools i'd like to now welcome dr luis valentino our chief academic officer to talk a little bit about how our office of teaching and learning and others are supporting this important work by our students and educators dr valentino good evening um superintendent guerrero our president laurie directors um can you hear me okay yes sir thank you um it has been a point of pride really to see all of the black history month activities at our schools our instructional teams have been supporting this work in a number of ways most notably by providing resources that help our educators and students do what they do best and i want to reiterate what to bring to guerrero mentioned earlier our focus on in our celebration of the black experience is not limited to february but certainly there is a special dedication in our classrooms albeit virtually right now during black history month as you can see some of the examples of instructional support in the on the slide are to schools that range from resource databases where they can access information to specific school supports when schools call uh the members of our teams and ask for for specific guidance on certain things related to black history month next slide please i thought i would highlight for you a couple of examples of resources that are that have been made available to our our educators first you see the pathway to equitable math instruction on the left side of the slide and while you might not immediately think of mathematics as germane to the black history month experience yet it plays an important role in bringing focus to the contributions made by black men and women
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in the fields of mathematics science and technology one high school lesson that we have made available for example integrates the story of catherine johnson a mathematician whose name you will recognize if you saw the movie hidden figures and her work with nasa the lesson couples her story using text audio and video including an incredible rap song which helps to contextualize the math activity the students will collab will collaborate on which is related to space travel students have to use algebraic computations to determine the relative positions of earth and mars during which an optimal transfer of a spacecraft can occur much like ms johnson did for astronaut john glenn who said if she says the calculations are good then i'm ready to go the right side of the slide you will see some some of the black history month resources provided by our visual and performing arts department one of the resources is about black writers in a video provided in this resource an artist describes part of an essay entitled the negro artist and the racial mountain where langston hughes writes about his encounter with a black poet who tells him i don't want to be a black poet i just wanted to be a poet what the poet was questioning himself was whether his poetry could stand on its own merits because he was a black man the artist then talks about other art forms using the same concept about identity teachers and students can use this resource to engage on this or related questions the resources provided speak to raising consciousness and centers it around the black experience but of course our our continued curriculum and instruction work is to ensure that all of our pps students have meaningful opportunities to engage in culturally relevant culturally sustaining and culturally affirming materials throughout the school year across all disciplines pre-k-12 thank you for the opportunity to share superintendent thank you dr valentino and again i think directors can see that our educators and those who support them have put in a tremendous amount of good work to properly honor and learn about the contributions of black people of yesterday and today and even though it predated black history month by a couple weeks i would be remiss not to mention the recent today show a martin luther king jr day interview of two of our black educators woodlawn elementary teachers lionel clegg and anthony lowry who you might have seen featured throughout kgw tv's inside woodlawn series they were interviewed by today's craig melvin about their unique work as black male primary grade level school educators so thank you to lionel and anthony for underlining the importance of diverse educators and continuing to inspire all students and finally to to wrap us up i would like to share a written a rendition of lift every voice and saying don't hold on to your seats i'm not going to be the one singing it lift every voice and sing often referred to as the black national anthem as performed here by ruby faye williams of tubman middle school ruby faye was a bit camera shy during the tubman celebration but i think you will enjoy her performance and also the reactions that it brought to close this out for today we have a brand ruby faye williams and we need to give her a hand prior um she has an amazing voice she's close us out with the black national anthem so ruby fang it's on you lift every voice and sing to the thing ring with the heart man [Music] let our rejoicing rise higher singing a song full of the faith that the god past has taught us singing the song full of the hope that the presence is [Music]
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a final day let us march on till victories [Music] that was amazing what an amazing way to cap off this look at black history month at pps thank you so much ruby for that rendition my thanks to ruby faye to our students our educators and administrators all across the district and to our culturally specific community partners and others who contribute to our school's celebrations of black history month these organizations include black parent initiative and sei who encourage everyone to support black owned business this at businesses this saturday and every day uh cairo's spread the love event is also this saturday evening and multnomah county's coveted vaccines virtual session for african immigrants and refugees takes place on thursday uh finally we've enjoyed uh all of the shared stories this month from colleagues and community members and have particularly enjoyed the daily black history month emails from long time pps partner mr michael grice thank you all and uh chair uh that concludes uh your unvaccinated superintendent's report for this evening from northeast portland thank you superintendent guerrero um we are going to take a quick break here till 7 35 and then come back and move on to celebrating our classified employees so i'll see you all back at 7 35 superintendent and dr valentino i just want to really thank both of you for uh sharing those specific activities through for with black history month it was really great to see the artwork and hear about what's going on in classrooms since we don't get the chance to go visit thank you we love our schools you
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you you you
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back to order um and um we'll wait until we see guadalupe because he gets to do the next thing so there he is in portland ready to roll all right superintendent guerrero would you um like to introduce this next item which is the resolution to recognize classified and non-representative non-represented employee appreciation week week which is march 1st through 5th yeah i would very much thank you chair lowry and and just a side note i hope for our viewing audience uh you you got to see and hopefully appreciate a new little feature here during board breaks showcasing our talented students tonight you saw a sampling of student art so thank you to those student artists so march 1st through 5th is classified and non-represented employees appreciation week this is a great opportunity to say thank you to our portland public schools classified and unrepresented employees who are so often the familiar faces and welcoming presence to our students families and public they directly support our students reach out to families keep our classrooms clean and equipped help our offices buildings and cafeterias run smoothly and generally set the tone of our schools departments and the overall organization our chief of human resources sharon reese is going to share further who's included in this marvelous group of employees that we want to appreciate and i think is we'll also be doing the honors of reading the resolution sharon superintendent it is my in fact my honor to read this resolution which will include the employee groups that are included in the recognition we know that employees have choices about where they work and our employees choose to work at a public school district at portland public school district because they believe in our students and understand their connections and contributions to student achievement resolution number 6250 provides portland public schools classified and non-represented employees are essential members of our educational team our students learning experience is shaped every day by members of our classified and non-represented staff on the front lines and behind the scenes our classified and non-represented staff are in a unique position to influence our school school communities they create a positive learning environment for our students classified and non-represented staff keep our administrative and school offices humming attend to our buildings and grounds help us communicate with each other and our community shepherd supplies and equipment to name a few because of this vital and integral role we are grateful for their work and their support classified employees include members of our valued labor partners including the portland federation of school professionals administrative assistants school secretaries para educators therapeutic intervention coaches occupational and physical therapists physical therapy assistants certified occupational therapy assistants sign language interpreters campus security agents community agents and others our service employees international union which includes our nutrition services and custodians the amalgamated transit union our bus drivers and the district council of unions are skilled maintenance workers for example painters electricians carpenters and others our warehouse workers and television services non-represented employees include our central office staff executive assistants project managers managers supervisors analysts associates and other non-licensed positions that work in service to support our schools and ultimately all of our students since march of 2020 when pbs shifted to comprehensive distance learning due to the kova 19 global pandemic classified employees have become essential workers who have provided much needed support to students and families these caring individuals have served over 3.2 million meals made deliveries of food and supplies to families in need prepared and packaged curriculum materials and technology kits and have prepared buildings to welcome back students and staff we know for our students that this is more than meals and school supplies but the valued connection to beloved individuals in their school communities their dedication as frontline workers during this time is especially notable as our classified and non-represented employees are the most racially diverse employee groups at portland public schools and we know that blacks latinos and native americans bear an equal burden of the global pandemic with communities of color being disproportionately affected by covenant 19 across the united states for their efforts on behalf
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of the more than 449 000 students in the portland public schools community the classified and non-represented employees deserve our collective recognition and our thanks be it resolved that the board of education declares march 1st through 5th 2021 classified and non-represented employee appreciation week in recognition of the many daily services provided to enrich and support students in portland public schools towards their highest achievement possible be it further resolved that the board encourages the portland public schools community to join in honoring classified and non-represented employees for their positive impact on our students and our community chair lowry thank you and back to you thank you very much sharon um so do i have a motion and second to adopt resolution 6250 resolution to recognize classified and non-represented employee appreciation week for march 1st through 5th of 2021 so move no moved second right director from edwards moves in director con sam seconds the adoption of resolution 6250 is there any board discussion i would just have to say having spent quite a bit of time in um elementary schools the last couple years as a volunteer before i was on the board um just how much the classified staff do and i think uh chief reese you mentioned it when you talked about that connection that students have um and and seeing that and the ways so i know that our classified staff brings so much um to the school environment and community and um it's really important to honor and recognize them especially in this very difficult year we've had another thing that's really cool is that so many of our classified staff have incredible longevity in their school community so over time they just really make a huge impact as being you know some of the most memorable and caring people in the building i'm just going to add on to everybody else um thank you to all of you who've done sort of heroic work this year all right miss bradshaw is there any public comment on 6250 no all right the board will now vote on resolution 6250 resolution to recognize classified and non-representative employee appreciation 2021 all in favor please indicate by saying yes yes yes yes all opposed please indicate by saying no are there any abstentions i believe director bailey is at the madison high school pta meeting right now so resolution 6250 is approved by a vote of six to zero with student representative shu voting yes thank you nathaniel all right we move on to our board committee and conference reports and we'll begin uh with director depos with the audit committee do you mean director berm edwards i was just gonna say sorry it's director broome edwards i i told you i was having brain fog lately yes director from edwards from the audit committee yeah we haven't had a meeting since um the last board meeting we have one coming up this week um so no no additional report all right now we move on to record bond committee yes so i have nothing also to report um except that you'll notice that we approved the um installation of our co-chairs um this i don't have the resolution in front of me but this evening we do have a school improvement bond committee coming up on march 4th at 4 30 so join us for that great thank you michelle all right cprc director more uh we had a cbsc meeting on uh february 11th um [Music] we went over um well we met the new cfo um who will be joining pps uh full-time next month i believe um and um we had some discussions about uh what to look uh looking ahead to the budget process and
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starting to do some planning around a joint session to be held between the board and the cbse and our next meeting is um i don't have it on my calendar but i believe it's one month from the 11th so that would also be march 11th right yes february doesn't yes yeah yeah when there's only 28 days in february all right charter and alternative programs um director constance we just had our hearing as part of the renewal process for opal school and arthur academy and that is an opportunity for people to come forward in support of or in opposition to the renewal application there was no one who came in opposition to and lots of people who said wonderful things about the education that their children were receiving and also other educators who have benefited from from learning from the educators in those two institutions so it was just a great opportunity to appreciate the good work that's being done there and then at our next board meeting we will have those uh renewals come before the full board thank you director constant and it's always such a great um thing to celebrate those wonderful charter programs uh director scott intergovernmental committee report thank you um we met on february 11th and discussed a number of fascinating uh state legislative issues um and then most importantly we did as a committee um approve a letter of support to uh multnomah county encouraging them to continue exploration of municipal broadband in multnomah county and we will be meeting again on march 11th yep um that's excellent i think we've learned especially during this pandemic how important it is to consider broadband as a public utility all right our policy committee director moore we met on february 17th and discussed a number of policies and various stages of consideration [Music] continued the discussion on the climate crisis response policy including a discussion of the data capabilities of pps and tracking things like greenhouse gas emissions and doing common audits um and we will be continuing to to work on that policy mostly offline [Music] and we also talked about the student assignment policy and this was a first discussion it was it was mostly a conceptual discussion about the kinds of um we had some framing questions for the the kinds of issues that we might want to look at in terms of some revisions um especially in light of the um southeast guiding coalition work that's uh going to be signing phase two soon uh we also talked about a new comprehensive sexuality education policy um and it will be coming to the board on march 9th for a first meeting and we also surfaced some um based on comments we've received during the uh comment period for the real estate policy we've surfaced some issues that um we will be looking at some revisions um at our next meeting which will be march 8th and we want to make sure that the real estate policy aligns closely with our racial racial equity and social justice framework we will also be looking at a computer usage policy and a revision of the formal complaint policy on marcie thank you director more director from edwards i understand you had um something you wanted to bring forward for the policy committee meeting at this time to help us do some of that um as uh committee chair moore uh indicated um with the preservation maintenance and disposition of uh district real estate um i'm gonna work with the chair and the staff um on two draft amendments that again more interconnect um the policy with our racial equity and social justice
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um policy and we'll uh share that with a board members and then again working with the chair and um staff on drafting that and we'll circulate it to everybody else i had a really enlightening conversation with ms large and miss ledezma today as we just sort of think through you know how do we think about the ways we really live into our racial equity and social justice lens and think through fiduciary responsibility and partnership and all of those pieces and i think one of the things i so appreciate about my time with the district is this sort of ability to make mistakes or to um try something out and learn from it and adjust and so thank you director promoters for bringing that language so we can further this work of making sure that the way we're talking about land and ownership really is um equitable oh i'm sorry my camera my camera is off i really apologize for that um my husband brought me dinner so i was eating uh in between uh people's reports so you all don't need to see me have things in my teeth um but apologize for having my camera off for that section director constant i saw that you wanted to make a comment and director more as well can i just add one but you can go first can i just add one thing um so i think we anticipate that the committee will consider some language changes on march 8th that will be brought to the full board on the following day at the next regular board meeting on march 9th um and at that point we'll be asking for um this will be the second reading and we'll be asking the board to adopt rita now those language changes do you expect those to address either of the concerns that i brought up with you by email about two issues that could be interpreted as undermining our resj values one had to do with the rights of lessees in terms of termination rights on a lease and one had to do with length of term i think you saw a response from general counsel large but i did not receive a response to my email that i sent saying that i was concerned about those two uh pieces of this um revised policy as written was that a question for for me as with my amendments um if they are going to likely be addressed in your amendments or otherwise by the policy committee and language changes so at the last um at the meeting in which we had the first reading of this policy i engaged in a colloquy with um mary kane to address two of those issues um on termination and also on the length um and at the time uh mary kane affirmed that uh the five years that's in the policy is a floor it is not the ceiling and that as part of the lease negotiations um the district can enter into a long-term lease of longer than than five years there's no prohibition in the language um in addition um the and i'm happy to recirculate the colloquy that um we had which is establishing a legislative record is that um on the termination that as part of the the lease negotiations and discussions there would be language that the termination period would be something that would be a reasonable period between negotiating between the two parties so it certainly is not designed to the district be able to just um terminate uh say mid-school year um or before a time that's uh appropriate or practical and so i'm happy to recirculate that but my my um for me that answered the questions about early termination and whether five years was too short um so my amendment does not address that addresses some of the issues that were raised in the letter that we received um before the last board meeting does that answer your question director constant um maybe i'll look at that language again and see if it seems sufficient because i've had several people from the community express that they were concerned about that language too and even if it's not prohibitive there might be a way for us to be slightly more hospitable as long as
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we're in the process of remaking policy great thank you and i think we've the uh director bailey director brian edwards uh director moore and i are on that policy team so i think we've we've heard that and we'll make sure that that's followed up on anything else for policy committee before we move on to uh rose quarter all right any reports from our rose quarter team no we um courtney and i have a couple meetings scheduled this coming week to discuss the project director bailey do you have anything on the caps thank you i want to take a moment to celebrate director moore and director depos um director moore has been selected to be part of the council of great city schools governance coaching cohort for the next year and so she began that work this past saturday or friday actually of training with them um to more deeply understand governance and then director depos has been chosen to be part of cohort 3 of the school board partners to do some supportive work around racial equity and anti-racism work so congratulations to both of our directors here who are um gaining valuable knowledge that they'll bring back to us but also being leaders on the national stage of school boards and really appreciate both of them uh willing to serve in that capacity and do that work so i think a round of applause for both of them is uh in order so congratulations both of you our next item is the resolution to change the name of madison high school and superintendent guerrero would you like to introduce this exciting item very much so thank you chair lowry last july we shared with you a plan and a procedure for updating the administrative directive for renaming district buildings and other spaces with madison high school serving as a case study in the naming and defining places process so this this approach has been intended to align our intentions and actions and move to a more balanced approach that centers the voices and experiences of our students especially our students of color and aligns with our racial equity and social justice framework and plan so tonight i'm really excited to have students and participants here from the renaming committee of madison high school last week i met with principal skyles and adam skyles and learned about the renaming committee's recommendation to rename madison after former madison high school principal leotis v mcdaniel in addition to being known as a respected school leader we've learned that he was also a pps alum having attended buckman and graduating from lincoln high school class of 1953 and you're going to learn much more about mr mcdaniel in just a moment i'm forwarding the school community's recommendation with confidence that they have observed all expected elements of the process for student and community stakeholder engagement and input and thus their recommendation has my full support it is therefore my recommendation to you as a pps board to formally accept this name change and to consider it this evening so as i turn it over to the team to share with you more about the engagement process and how they arrived at this recommendation i just want to express how proud i am again of our students the community our school staff and administrators for their active engagement and leadership to get to this recommendation tonight so i'd like to ask danny ledesma our senior advisor on racial equity and social justice along with our invited guests who will introduce themselves in a moment to share more on how this recommendation came together uh thank you superintendent uh chair chair lowry uh directors um i am standing in between this presentation and uh and and some more information i just want to reiterate what the superintendent uh said about that this uh this renaming is part of a larger process as you'll recall um this summer uh we talked about launching a process to revise the administrative directive uh associated with namings and um we wanted to we endeavor to uh go through an equity based uh center equity uh center design process to do that and part of that design was to do a case study and we really wanted to think about what could we improve what could we do to better support the processes of name of name changes so that they're not just focused on uh changing a name or changing signage but really getting that a different student experience um and so um we're happy to uh i'm really happy to introduce the principal we've had an opportunity to hear more about the process about ways that the students have been really engaged in really really fascinating research
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and i would just say that we're really excited about the upcoming administrative directive changes and some of the resources that we'll have for folks so that we can really begin to pull through some of the better practices the best practices that are coming out of these name change processes so that additional school communities uh can have a playbook if you will of how how to do this and and really continue to center student voice as we as we think about these changes not just for the for in name only but for also going making sure there's alignment with our values and the student experience so i'm really excited to introduce principal adam skyles who will tell us more about this process thank you good evening board sharing board members my name is adam skyles proud principal of what is currently known as madison high school i am excited and humbled to present to you all alongside students who have been part of a historical process to provide you all a recommendation for a new name mr leotis v mcdaniel we as a collective want to acknowledge that this is not enough yes madison with your approval and support will hopefully have a new name but we want to recognize that our process wasn't easy and it did not happen in asylum our school renaming effort has been an ongoing process for more than two years this past year we have witnessed tragic events continuing to impact black brown and native communities as well as the lgbtq plus community these events reinforce the need to be intentional as we work towards dismantling inequities that have existed for generations in the united states our process was challenging bold and meaningful as a community we continue to develop a greater capacity to understand and empathize with each other as we seek to establish common ground we are hopeful that this opportunity will enable us to come together and focus on our strengths and aspirations and how we can best support our students and families our new name is only a pillar to a foundation of making sure the places our students learn and play is reflective and welcoming through our process we have been committed to making sure our new name challenges anti-racist aspects and reflects our community respect education equity and diversity values although it was difficult to choose the final name to represent madison high school we are proud to celebrate this historic moment the oldest v mcdaniel high school will be the first pps high school named in honor of a local african-american educator i would like to give special thanks to our committee members amina brady tanya mele miguel nancy max mccall and community engagement specialist maria and of course even more so to thank our students dubai doce marquis zane jewell athene cindy jaya vincent and leslie at this time i would like to turn it over to our students athene zane jaya leslie davidoche and cindy who will present around our process today thank you principal skyles uh next side please and one more thank you uh my name is athene i'm a madison student and member of the renaming committee from the beginning we knew that to be successful we needed to take time establishing the values that we wanted to see reflected in a name change our committee closely followed the district's administrative directive to make sure that we created and adapted a process that challenged our thinking since we're only the second school in the district to take on this difficult and very rewarding task through the process we ensured that we stuck to key principles including communicating with and incorporating the input of stakeholders impacted by the name change documenting community support and providing evidence of how a recommendation is relevant to our school as you can see on this slide our committee also worked to consolidate core values that guided our entire process we wanted our new name to embody the school's creed values of community respect education equity and diversity and to perpetuate anti-racist convictions we also committed to openly communicating with our community and including all voices and perspectives through our new name we hope to reflect change and justice and to make a selection that ensured everyone feels included next slide please as you know our renaming process started late june july when the formal requests by some of my classmates here were made to make the change pre-planning started in august and september which included us students having the opportunity to be part of the selection process for the adults during our committee i think it's just it's very impactful how students play such an active role and form the committee and it felt like we were front center in this whole process we spend the months of october november designing our process and turning our guiding principles and establishing toolkits for engagement like our website and surveys for community outreach we started to meet on a weekly basis to
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research and learned about the recommendations in december and january we spent time reaching out to our communities more intentionally that was followed by more analysis research and conversations that ultimately led up to the month of february where we did outreach and followed up where we were finally able to come up with our finalists and then our final recommendation next slide please [Music] um as in indicated our engagement tools led us to have a robust outreach which arguably can always be better our community engagement included over 2 500 community input responses through a combination of survey around recommendation and nominations and survey around refining our selection criteria in our finalist survey that included over 1100 responses as well as language specific phone calls done in order for us to contact contact and capture voices of our family and students next slide please thank you um i'm leslie i'm a student and a community member and as you just heard from jaya about our engagement our name decision wasn't done in a vacuum we carried our engagement amplifying what has worked with the process at what is now ew wells high school in coordination with engagement specialists we were able to collaboratively elaborate our engagement strategies and tactics to reach our madison community we started off with the creation of the committee where we had over 65 applications for a position on it in which um student voices were obviously included and i think that we ended up with a pretty diverse committee um once we had sent out our first survey requesting name suggestions we ended up with over 400 name recommendations from the community and additional surveys were put out in multiple languages to give us a total of 2500 input responses if you're interested in learning more information you can always click the links that are provided on the slide next slide please after taking a look into our community feedback our principles our guidelines and having continuous deliberation in research and continuing to coordinate with our tribal community to make sure names that were put forward had the right name spelling and pronunciation we put a list of eight incredible finalists to our communities all candidates in this slide are beyond incredible representing the land our school stands on and beyond incredible and that should be honored regardless people have challenged racial structures and have people who have challenged racial structures and have impacted our community on many levels and concepts that emphasize the need of coming together as our community to be bold next slide our community had hard courageous conversations to a point we discussed coming combining names as well as it was extremely difficult to narrow down our list we want to recognize that all names are worthy of being represented in our school in one way or another even if they are not at our school ultimately our committee decided that leotis v mcdaniel was the right fit to have our school be named after next slide please thank you so much my name is cindy i'm a student committee member and as doce said we picked mcdaniel as her name mcdaniel was a greatly respected well-loved and highly celebrated leader from our community specifically at madison and he was one of the very few black high school principals in oregon in the 80s and while he worked at our school he was tasked with leading madison through desegregation and busing he was well known for his kind demeanor contagious laugh integrity and his ability to be able to connect with all individuals on a deeper level he was very popular among students and staff as a potential name while earning numerous awards and accolades from the many community organizations he contributed to thank you all so much sorry about that before we move to q a we wanted to note again how extensive this process was we dedicated hours to conversations with community members to make sure that we understood what was best what was the best fit for a name at our school however this naming process is the bare minimum of what we can do to pay respect to people and people of color so the administrative directive must directly approach how our students in particular students of color must be engaged in these processes and explicitly give guidance honoring names with communities
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sorry i have not been historically represented indigenous community should also have some priority in the naming processes since they are the first people on this lane we must honor that with that said thank you you guys have any questions for us thank you i have a question go ahead and apply me i'm wondering this is for the students i'm wondering what about this process was challenging and if you were to do it all over again what would you do differently you know we always get the all the shiny presentations but i think that we learn more from the struggles that we go through in the learning that happens um during a process i can speak to that question from personal i think that there should be a little more indigenous representation um being the only indigenous person within this community or this committee my bad um it felt i felt tokenized um i would just like more kind of more representation of others like me where i don't feel like a lot of the indigenous like uh i've not looked at to answer all the questions i appreciate you um saying that and bringing that forward with um dubai doche i i find myself also the only in many spaces and i understand intimately and viscerally how difficult that is i can also tell you that speaking your voice will just to always speak your truth i appreciate your sharing that with us tonight i just want to honor all the work you have done um is it jaya or jaya jaya yeah jaya i just appreciate you know what you highlighted there of it's an expensive process when we think about the time and intentionality and all the work that so many have put into this so thank you for valuing your time and energy and the work you've done i would also say that um i lose track of the script all the time when during board meetings so no worries about any of that that happens during presentation yeah i'm probably a little ticketed but yeah it's i just so appreciate this and i'm so excited to learn more about mr mcdaniel and to celebrate his legacy here in portland and so thank you for highlighting for me someone i wasn't aware of that's a huge contributor to the portland community so exciting to think of having this new identity and this new name with that beautiful new building that i just went by today that is looking so fantastic so i'm just so excited for all of you and thank you for your work that you've done for all the students that come after you so i wanted to acknowledge um all the work that was done to showcase the individuals who you considered for this honor i learned a lot about portland history and [Music] see as one of the great values of the process that we're lifting and elevating individuals who've played a big role in the city and and and the state and and also uh places uh so i just want to just call out to the the committee for um not only um honoring an individual um with it by renaming the high school but also um sharing with us other leaders in the community who um have made this city what it is so thank you for doing that cheer lower you can um i guess oh wait if others have questions and i'll go ahead why don't you just go ahead director burn edwards okay um i just want to acknowledge like what um what's what's happening in our city and i think it is um as somebody who grew up here uh surrounded by monuments to sort of past leaders of the community it's so heartening to see all the changes that are happening and tonight's change that's being really led by our student leaders i live just down the hill from what was the harvey scott statue and
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over the weekend it was replaced with a bust of york um who was a very important figure with um lewis and clark expedition and i think about the ways in which we as a school district have in the past honored leaders and i'm really heartened that pps is taking this moment to elevate and honor leaders in our community who in the past haven't been recognized and that the history of other leaders um and well and there and and their history and um [Music] that in the past that have been elevated but um really we should have taken a deeper look at their legacies one of the things i wanted to just briefly say is you know i was a high school student during the time period that mcdaniel up in here in portland when mcdaniel um was a principal and the day that that you all announced who um you were proposing to be um honored when in the renaming um i got a text from and then subsequently a letter from an individual who was the class of 87 and like that's somebody who was born in the last century um but i want you to know that um your your choice in the recommendation um is really affirmed by the students who went before you and the students who benefited from uh principal mcdaniel's um leadership and i was asked to read um they couldn't come for public comment tonight but just a short letter um from a student who was at madison at the time that um principal mcdaniel was there and who said that you guys did an awesome job in coming with up with this choice um so here's the letter it's from connie seeley class of 1987. i want to let you know how excited i am that the school board is considering renaming madison high school leotis v mcdaniel high school mr mcdaniel was principal when i was at madison he led with respect and care and was beloved by students he always had a smile on his face he was accessible and it was clear he was in our corner he passed suddenly and unexpectedly my senior year it goes without saying the entire school community was shocked and saddened so much so when we learned that the school wouldn't close for his funeral he we organized a walkout word got to the district and as i remember it they let us go students and faculty met at the high school and walked to his service we lined the path at the cemetery and honored him at his burial i'm so excited to hear that school may be named after him to me he embodied what you would want from an educator kindness compassion leadership and then nudge when you needed it thank you so nicely done students um there are lots of other former madison students um who agree with you and your choice i want to also point out that mr mcdaniel was a 1953 graduate of um of lincoln high school and that probably was i'm pretty sure there weren't a lot of african-americans that were attending lincoln i i'm not positive about that um my dad um actually got his picture in the paper in 1951 for being the first negro to graduate from central catholic so that's to say that um dubai doche and other students it's it's okay to be the first and sometimes you need to be the only until you can bring other people along so um mr mcdaniel was also probably an only and a first in many ways and i'm really proud to just to witness this conversation tonight yeah i want to thank the students again for leading another great process uh i think it's really wonderful that we have two new school names one named after a national hero one after a local hero so that's awesome and i think the suggestion to elevate the participation of native students in future processes is really great and considering that schools are physical spaces on land just uh to me really reinforces that idea so uh you know we've been looking for feedback on how to make this process better and uh i hear that loud and clear so just want to say thank thank you again for your work awesome job and i was away from the board meeting real briefly uh to attend the madison pta meeting
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and i told them how excited i was to be voting tonight on on the rename so any other board comments or questions call the question i i'm gonna thank you everyone for all of your hard work um now we get to the fun part for us as a board do i have a motion and a second to adopt resolution six two five one resolution to change the name of madison high school so i moved second all right director depos moves and director brim edwards seconds the adoption of resolution 6251 uh is there any further board discussion ms bradshaw is there any public comment no all right the board will now vote on resolution 6251 resolution to change the name of madison high school to leotis v mcdaniels all in favor please indicate by saying yes yes that was a very enthusiastic yes uh michelle i loved it i'll oppose please indicate by saying no are there are any abstentions resolution 6251 is approved by a vote of seven to zero with student representative shu voting yes all right i think uh this deserves some wild cheering excellent work student and team thank you all and um i know that with the iwells barnett process we it says in the language that it is officially to be known from this time on as uh leo yodasv mcdaniels and um ode was gracious enough to expedite that product process for ida b wells burnett and so we hope the same is true for um the otis v mcdaniels high school and um i'm very excited for you all that this is your new school thank you congratulations uh to our students and we'll try to pull another favor from ode excellent all right i think they owe us all right superintendent guerrero would you like to introduce our next agenda item on covid hybrid and lippy sure it's quite a transition uh and another really big topic uh tonight's another one a lot of big stuff tonight it's kind of uh it's awesome it just shows all the amazing work you and your team and all of those in the district have been doing a lot of entrees on the menu so another another big topic here and i know many people interested in continuing to hear more about developing plants when it comes to reopening schools and all the phases involved there so tonight again senior staff has has been judicious and continuing to to work at this topic so you'll hear from our chief assistant performance our chief of schools our chief of hr our senior advisor and and other supporting staff so i'm going to go ahead and turn it over to them so uh good evening uh superintendent guerrero congratulations chair lowry vice chair bailey and happy birthday nathaniel that was a tough act to follow um but i i think a lot of folks are looking forward to this update as well next slide please so today uh where i give an update as as we've done on a regular basis we'll update the board and community on the current metrics we'll also have our chief operating officer dan young come to to speak today about our health and safety measures that his team has been working diligently on to to ensure the health and safety of our students staff and community that will be followed by a conversation with a couple of members of our academic team to be able to talk about the expansion of athletics as well as visual and performing arts in our schools we'll also then have dr byrd will come in to to speak about the expansion of limited in-person activities at our schools we'll spend some time talking about the survey that went out to gather information from our our families about their interests in hybrid or continuing in c and cdl and then finally dr berg will will round us out by talking about some of the proposed schedule options for hybrid in middle and high school next slide please
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you know throughout this window we've had guiding principles they they continue uh they continue to inform our work um as we we've spoken about before everything that we we do all our consideration all our planning is centered in uh racial equity and social justice uh again there's a heavy emphasis on ensuring the health and wellness of our students staff and larger community throughout this window throughout this pandemic the importance of cultivating relationships and connection uh continues to be one of the the driving pieces as we move forward and finally certainly there's been a ton of innovation we continue to look at opportunities to innovate as we move forward next slide please continuing the uh theme of of good news our our case rates in the county continue to go down uh right now we're at 108.9 cases that's uh down from uh 550 cases the peak that we were experiencing in the latter part of of november and early december we continue today's numbers uh were i think seven cases per per hundred thousand per day uh so it looks like we're stable right around 100 cases per per hundred thousand over a two week period which is good news uh quite the move over time next slide please continuing that that theme of good news uh at this point we're in the fourth wave of vaccinations and all our student-facing uh staff now have the opportunity to or have had the opportunity to schedule a vac vaccination appointment our staff that were in the first wave are actually eligible uh at this point to schedule their second vaccination and this obviously is good news uh when we start thinking about layering our protections for our faculty and staff and larger community with with that being said i'm going to hand things over to dan young our chief operating officer to expand and talk a little bit more about health and safety measures okay good evening next slide please tonight i'd like to briefly highlight two aspects of pps's reopening health and safety strategy one is the importance of utilizing a multi-layered approach and two the importance of aligning our protocols to public health agency guidance next slide fees as recommended by public health organizations including the cdc pps is utilizing a layered risk reduction strategy this multi-tiered approach includes safety measures measures such as use of mass social distancing regular hand washing cleaning of buildings contract tracing and more and though each uh and though each individual strategy has imperfections together they produce a strong safety program next slide please i think it's worth taking a minute to review how we operationalize health and safety protocols you may be familiar with state and local public health guidance documents including the ready schools safe learners plan which is managed by ode and the communicable disease management plan which is managed by multnomah county these documents inform district level health and safety guidance including our standard operating procedures our standard operating procedures conform to state and local guidance provide function specific details and in turn they inform the school specific site reopening plans that are developed by school administration so one quick example the ready school safe learners document requires that symptom screening be completed prior to individuals entering schools the school entry screening sop provides specific as to how screening is to be accomplished at each school and which symptoms to screen for the school's specific real being plan provides site specific details including what entrances will be used for student entry and which staff will complete the screening next slide please and just to highlight the standard operating procedures a little bit more staff have been developing these since the beginning of the pandemic our sops again align with public health agency guidance documents and add specifics and granularity to specific functions the target audience for the slps is primarily pps staff and training is being developed for each of the sops and to ensure that they are kept up to date they are updated with every guidance change including with every new version of ready schools next slide please can i believe i'm handing off to dr burke
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actually it's coming back to me just for a moment and again we mentioned earlier that we had put forward a preference form for our families to be able to indicate whether or not they wanted students to have the opportunity to come back to hybrid instruction or continue in remote learning next slide please and when we sent this out we we sent out two two waves of emails to support this um emails were not never intended to be the sole route uh to gather that information we also have telephone outreach we we understand that not everybody has email uh and this was particularly true given uh the snowstorm and the the proportion of people that have been without electricity and phone access during this window of time despite that i'm pleased to say that we've had a nearly 60 response rate to date uh it's actually i think a little bit over 60 percent at this point in time but when we captured the data this morning it was just a little nudge under 60. of that uh 70 of the respondents said that they wanted some form of in-person instruction for their student and of those the lion share six roughly 66 percent or two two-thirds uh said that they wanted hybrid for their student and the remaining 4.4 percent uh said that they'd like to have limited in person as their in-person activity so a fully two out of three uh of the respondents indicated that they wanted hybrid instruction for their student this was relatively stable across races as well so if we look at our african-american and latino populations six out of ten of our african-american families responded that they wanted hybrid instruction for their students and six out of ten of our latino families indicated the same next the light please excuse me dr brown yes i'm assuming that the question wasn't do you want hybrid versus all in person it was just if offered hybrid would you opt in the the question was whether or not folks would like to to have hybrid instruction would would like their student to participate in hybrid instruction if the the family said no i'm not interested in hybrid then we asked if they were interested in limited in person that combined total was roughly well with seven out of ten families said that they wanted some form of in-person activity for their student hybrid or limited in person but but it didn't speak to full-time no okay um dr brown can i also ask one more question about the survey sure um was it indicated on the survey that um if you didn't opt into hybrid when it was first offered that you may not be able to get into it later we had a number of documents that were provided to families to inform them about the opportunities to go between hybrid and comprehensive distance learning or remote instruction in this case the survey itself did not specify that but it was in the accompli accompanying materials to to help people make that decision did i answer your question mr bailey um [Music] oh well let me make sure that i understood the answer could uh could a family have gotten the impression that they had to say yes to hybrid or risk missing that opportunity altogether there i don't believe that there was anything in the survey that would have led them to believe that this was a one-time choice and in fact if you recall to the last board meeting one of the things that that we talked about in terms of the the hybrid model one of the benefits of the hybrid model that was being proposed was that uh it would allow families some opportunity to go back and forth between those two if need be right and that was my impression as well i i'm just responding to one of the letters that came in saying that that they felt strong-armed like we had to commit now even though we didn't want to necessarily because that was our only our only choice so that certainly was not the intent again what we're we're trying to do is capture people's intent whether or not they were interested in hybrid whether or not they would be interested in having their student participation hybrid uh because it's a necessary piece of information for us to be able to plan um to be able to return to some form of in-person instruction next slide please really quickly yes i have a question as well michelle why don't you go ahead because
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i bet your question is the same as mine age before beauty they always say i'm curious if the respondents you say that respondents um 60 um of latino and black respondents responded did the responses by race line up approximately to what we would expect in terms of what the population is no like no like um director of the past no like many of the other surveys that we send out via email there's no representation of white families this is why we were really planful to have telephone calls as part of that and telephone banking as a way to capture additional voices and make sure we had adequate representation we're targeting 80 response rate for each school in order to be able to plan and so i expect that as we move forward we will see some movement in these numbers but this is where we were as of this morning in terms of of uh responses and i think again the piece that was interesting to me is i i've heard uh a number of times some concern about african-american latino or native families maybe not wanting to participate in hybrid and the fact is that the folks who have responded have expressed interest in some form of in-person activity either hybrid or lippy uh and i think that's important because we really didn't want to afford families the opportunity to make a choice for their child and to respect that choice and to be able to incorporate that in our planning so i was right that was um my question thank you i'm director to pass specifically dr brown um of of uh black and latino families what is the response rate right now 59.3 overall what's the response rate broken down i don't have that number in front of me right now and frankly it's one that keeps changing uh because we've been uh gathering information even during the course of today um i expect that by the next board meeting we should have a more complete response again we're targeting an 80 response rate across the system thank you doctor how many students are currently in lippy uh that is going to be update uh dr byrd's going to give you an update on that later that again is a number that's moving uh and it's increasing over time yeah i'm just curious just do you have a ballpark number just i was looking at these other numbers because so this morning it was at 438 i believe it's over 500 right now okay so and as part of the survey we did ask um at the front of the survey we asked uh parents about uh what they would perceive as as far as additional needs for their students and and by far the probably the most predominant piece here is that nearly half of the the parents who responded the survey talked about the importance of person in-person peer interactions they really thought it was important for their students to be able to get back and interact with their peers that was followed by again the need for academic support and the one thing that i was really pleased in this was looking at how few saw this as a saw the additional need for ongoing connectivity support to move forward so again this is where we are today it's a moving target where we're gathering additional information i'm actually a little shocked that we got this high of a response rate given the awful weather and the electric electricity being out and again during the the course of the remainder of the week we will be engaging a lot of phone banking to to gather again the targets at least 80 percent from each school in order to be able to adequately plan to meet students needs as we move forward and again the options that are being considered right now are are hybrid or ongoing limited in person or continuing in remote instruction for students so how is the is this excuse me will that will the survey then be open until we reach that 80 rate and then i'm wondering if the people that are quicker to respond i'm wondering if i think you said that the those numbers that curve will move at some point so stragglers i suspect the people that answered right away are people that either love surveys are very anxious to start school so i was just curious what your thoughts were about that so uh director depos i um i'm not going to speculate how folks are going to respond as we move forward on this i'm going to be really interested in seeing how those numbers move um and being able to give a more full report as we we hit a more full representation in our sample so dr brown we're hearing just a lot of different things about the survey
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um if thinking ahead to like a middle the middle or high school survey what what have you learned that you might ask differently um or a nuance that we may have missed or would you still do the same survey that we've got out there so there are some things that i think worked really well one of which was you know this allows us this survey allows us or the way it's constructed allows us to connect data back to our student information system pretty quickly and allows us to not ask a whole lot of questions that are sort of redundant because we already know you know the race of the student we know their their uh special needs status et cetera we don't need to to ask all those questions those are some of the positive things one of the things i think that we learned in this process is that we probably need to embed more information in the survey in in the in the prior round we had sent out some communication to parents ahead of time saying hey this is what we're looking at it was sort of a robust uh set of materials to to let people know but it wasn't embedded in the survey and i think what i heard sort of consistently was that it would have been helpful to have some of that information embedded in the survey and we're certainly looking forward to that and as we plan for 6 8 and 9 12 we're taking those lessons learned and incorporating them as we move forward this is a very different way for us to it's it's more of a a census of our student body and it is a very different way to to to approach it um again please that you know from the get-go we did not um plan just to hear via email we knew that that would not reach everybody uh that we had uh you know intended to to use phone banking as part of the process from the beginning those are things i think we'll build upon but absolutely i think we're going to embed more information in the survey so um that folks have information just in time as they're trying to make decisions and then there were a couple of mechanical things in the survey which made it a little difficult on the first day for folks to move back and forth in the survey and we will certainly remove those mechanical barriers as we move forward as well we we also heard tonight about a translation issue um where a parent was taking the spanish language survey and clicked on a link and only got an english powerpoint presentation i think yeah um that one again we were very intentional about in making sure the materials are translated uh the link to the board presentation um that one i'm going to have to follow up on to to see what our options are on on that because that that's what folks were being linked out to and it was was as today's presentation it's in english so um that i think is a challenge that we need to think a little bit about as we move forward but uh the majority of those materials that were in that were in were very again intentionally translated we want things to to be accessible this is something that i take really personally into heart my wife's a second language learner and the importance of accessibility of languages is near and dear to me if there are no other questions at this point i'd like to transition to mr marshall haskins who's going to talk with us a little bit about athletics and some of the opportunities so next slide please and mr haskins is mr house guns with us does not look like he is in um yeah he was muted now it looks like he's not is he back in the attendees right there i think we lost him in the ether between attendee and panelist so rachel can you hear can you hear us i don't think you're mike okay his microphone appears to not be working mr haskins we still can't hear you
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tonight is the night of technical difficulties we had a hard time starting and it looks like we're having a hard time hearing mr hoskins thank you for your patience with us as we figure out these issues hello mr haskins we still can't hear you sadly you can step in for marshall to talk about athletics if you can't get his audio right we'll wait a couple seconds i can say in the void that our students are beyond thrilled to be playing this week unfortunately i don't think we're able to make it work with mr haskins right now so um dr bird would you go ahead and um sure so we're glad to uh if you could go to the next slide please we're very glad to announce uh this evening that all conference of high schools uh and osa osaa are now season one so in portland public schools that means we have 4568 students that are registered across the district includes a variety of sports they're listed there football basketball soccer cross country wrestling cheer uh dance and dribble team softball baseball golf swimming volleyball track water polo and lacrosse they're all in outdoor training right now and on this february or yesterday the uh competitions began and there were approximately 2 800 almost 2 900 students that are involved in those sports um the seasons three and four will work out on a limited basis due to facility uh capacity because as you can imagine we have many students participating and there are limited hours in the day that that can happen so we have to uh put some capacity uh control limits on there and then finally the pil youth sports programs will begin on march 15th and now on another exciting addition to our limited in-person offerings is our visual and performing arts and dr sarah davis is here to talk a little bit about that hi so working with mr haskins as part of the osaa initiative we have been able to clear the hurdles for also allowing extracurricular music activities and these are in preparation for league competitions so band choir and orchestra all having outdoor sessions have the um have the ability to start moving forward currently lincoln and franklin are participating small cohorts of students about 10 per session and as our other schools indicate readiness there is room for additional music programming to start up and come on board all right thank you dr davis uh go to the next slide can i just ask i'm sorry um why is it just at two high schools so it is organized by high school as they are ready um and our music directors um have uh interesting capacity to to join on and do that and so it is it is still voluntary and school by school so it's not going to be a whole district we cannot expectations it will be voluntary by educator by music directors at each school okay thank you dr davis also i want to provide an update on our limited in person instructions so we now have 29 schools that are offering uh limited impression instruction and the total the up to the minute total is 572 students that are now attending uh lippy so the number was updated today uh and that represents uh 45 of the percent of those students represent uh students who identify as black or latino and that's a 25.2 percentage uh points across the district i will just remind everyone that uh the number is small and it's on purpose because it's limited in person which suggests that it's targeted interventions and supports for students who need that the most by march 1st we'll have another update and we'll have all of our schools uh operating some version of limited in-person instruction
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so next time we meet we'll have uh that number will be bigger and the number of schools will be uh district wide next slide please dr byrd uh quickly that's uh one that's great news about the libya expansion uh on track is the uh response to invitation by race and ethnicity proportional uh that would be a question for uh dr brown i believe okay and and i can take that offline okay but i i would guess other board members would be interested as well sure we can get you that detailed information okay and i'm really excited uh tonight to talk to you about our middle and high school plan for hybrid instruction go to the next slide please we're very uh excited to announce our plan tonight and that is to return uh our middle and high school students to a hybrid instruction for those who choose it in quarter four and starting next week we will gather information and input from our families on their preferences for schedules tonight i'm going to go over several different options all of this of course is subject to negotiation with our labor partner portland association of teachers and this these plans that i've mentioned these schedule options i'm going to show you tonight are going to be a little different from the elementary schedule and there's lots of reasons for that but uh keep in mind as we go through the presentation that we will continue to follow the ready school safe learners guidance and that um is how we can provide in-person learning opportunities for pps students but there are some constraints that we have to consider for our larger secondary schools so next slide please first the first thing we have to think about is the student interaction so students are only supposed to interact with 100 students per week based on the guidance from ready school safe learners so if you think about that if a student has four classes and they have 20 people in 20 different people in each class across the week that would be that would be uh you know 20 times four is 80 if they have four classes so it's 80 students so they'll be safe to be interacting with uh that number of students then you have the teachers and but it has to be under 100 100 or lower another so in our larger high schools and middle schools this creates an issue that we need to create more cohorts so that we can have the limited interactions another big difference between elementary and secondary schools are is the teacher licensure issue so in secondary schools teachers are licensed by content area whereas in elementary they're authorized to teach all of the core content areas together and then of course class size as you know as student students get older the class sizes are higher in secondary so that forces also more cohorts to be able to serve the children that want to take advantage of these options next slide so you know why are we um doing this one of the reasons we want to do this is we look at data and we see the need to bring children uh back in school to offer the opportunity to bring children back in school this is a look at our attendance rates uh the first column is uh is is sorted by race and ethnicity and uh we have pre-pandemic attendance which was a snapshot in uh january of last year and then you see the attendance year to date for uh the this current school year and you see uh some some numbers there that uh concern us so particularly in our native american latino uh black communities all of our communities actually uh every uh there's there's some drops in attendance so we need to re-engage those students and provide opportunities for them to engage in person and we think that hybrid experience might be an opportunity to uh engage those students again next slide please um just a really quick so i want to make sure i understand because the attendance figures are a little surprising to me um is this is this the daily attendance or yearly attendance how does that so this is a the pre-pandemic contents was attendance year-to-date as of january i think 27th uh before the pandemic hit and this current group is by group uh it's a combination of quarter one and quarter two attendance so it's year-to-date attendance so yeah i just i'm i'm still maybe i'm a little surprised at the numbers so does that mean 68.1 percent of latino students attended middle or high school pre-pandemic at all no in a uh it's a percentage of time they're they're attending so we have chronic we have um we have different categories of attendance we have uh chronic absenteeism and we have uh there's levels so if you if you're below if you're below 90 is considered chronic absenteeism that's not this data this is the rate of the average uh attendance rate of students attending uh broken down by race so that means okay so so of of eligible school days in a year um latino students had attended 68.1 of those white students 79.3 and this is grade 6 through yeah and this is grade 6 through 12 by the way this is uh not uh
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segregated by middle or high school it's just together yeah i will just express i'm actually i'm surprised that the numbers were so low pre-pandemic and of course the fact that they've gotten even lower is is your point which i appreciate greatly but um this is surprising data for me just in general thanks yeah just just to build off on on that um can i ask what you think about the accuracy of this data because you know i know a lot of parent unhappy parents who get those emails or or automated calls home about absences when their kids were actually logged in or tried to log in or were late to log in or something like that i think that happens all the time so how how good do we feel about this data so we certainly have had at the beginning there we certainly had some uh some um hiccups in the tenants taking because of the synchronous and asynchronous uh issue that uh we put some systems in place to uh make that bet to fix that those problems and so uh we believe that uh that has adjusted over time and gotten better we have uh different systems that teachers can check so if a student is online and then get you know online they show up for their online class then they're marked present if they turn in work for during the asynchronous time that you know that validates their attendance but there has to be something to validate their attendance i would also just add that you know attendance is one thing and then we have to look at the level of engagement that students are are participating so if you just log into the system and you're not engaging you know that this is not measuring engagement this is measuring did you come to school and did you um just you know just like we would in brick and mortar it doesn't measure the level of um engagement so i think that's another uh point of verification so so i just look at these i just want to make sure i'm gonna i'm gonna build off of um director scott's um questions because i just want to make sure i'm understanding it so for black students they attended this school year half half the days no so these numbers represent the students who attended 90 of the time or greater so 50.5 in this case 50.5 of black students have 90 or better attendance the students who attend less than 90 are considered chronic or serious absenteeism these numbers don't these numbers represent the students who have 90 or better attendance okay um because the way that it the the head the headline makes um creates a different narrative um so i'm gonna try and rephrase this so just using one example so for black students half the students are at less than 90 percent half the students are attending 90 or better so that would yes that would mean that okay okay and so what you would take from this is when in pre-pandemic um white students had their their level of attendance has not dropped at all and what we've seen is with students of color disaggregated that they all started at a with lower attendance rates and it's been exacerbated throughout the pandemic correct and in fact white students it's actually improved a bit from 79.3 to 79.8 have ninety percent or better attendance per day i think this is super concerning yeah and and i actually uh sort of bookend with director constance and you mentioned that dr byrd about the students who you know their computer's on but their picture isn't and they're really not there uh so it looks like they're logged in but they they're they're not exactly present yeah i mean it's it's definitely possible that this is not a measure again of engagement it's a measure of uh is there some way that we can measure your attendance either through live uh live session or through uh to submitting work obviously they submit at work they're engaging in their their um engaging in the work okay next slide so tonight we're going to talk to you uh you know as i said at the beginning the plan is to return uh all students middle and high school as well as k5 to give them an option to return to hybrid instruction uh by the beginning of the fourth quarter uh and we want to go over today a couple of options so students will have the ability to remain in remote learning and we'll talk about how that's going to look in just a moment or they'll have an option to participate in hybrid instruction where they'll be assigned to a cohort and they'll attend their classes depending on the model and i'll show you several different in just a moment
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they'll either attend for a couple of days a week or up to a week at a time when not in person they would be participating in the live and interactive instruction using a concurrent or simulcast delivery model next slide please so we've talked a lot in the last presentation about what is simulcast some people call it concurrent instruction some people call simulcast there are many different names for it but uh we wanted you all to see actually see what it looks like instead of me explaining it to you want you to see it so this is a short video that's produced by fairfax county schools in virginia which is in the dc metro area so uh we're going to show you this short video so you can see what it actually means by simulcaster concurrent [Music] a concurrent model is one in which instruction is accessible by students in school and at home at the same time it's important that both groups of students are part of the classroom experience regardless of where they are physically here's a class set up for concurrent instruction notice how students are wearing masks responsibly and are seated six feet apart with a set of individual materials nearby following the fcps and cdc approved guidelines for safe social distancing the teacher is engaging both groups of students with a regular practice that she would use if all students were in school face to face she asks questions to a whole group then provides time for students to think before asking them to share she did have to make some changes ahead of time though the teacher uses her laptop as part of her facilitation station and projects in the back of the room to show students interacting at home this large visual cue helps to bring the two groups together and encourages everyone to feel like an active member of the classroom community this setup is different from a usual classroom setup and took time and resources to prepare let's take a closer look at how the teacher intentionally encourages participation from students at home and in person uh from home let me get uh pierre and evan and then in the classroom let me get audrey she has made a deliberate choice to invite responses from both groups so that all learners are individually engaged and can hear from their classmates regardless of their location this small shift in her facilitation language helps to keep the entire class connected let's take a look at similar practices at a high school the students responsibly wear masks and are seated six feet apart following the fcps and cdc approved guidelines for safe social distancing the teacher is engaging both groups of students he uses technology to make the instruction clear and visible to the students learning at home while the students in school follow along with his in-person modeling teachers are also determining creative ways to check in with students as a large group in small groups and one-on-one here's an example of a teacher checking in with individual students to monitor progress and give one-on-one support notice the masks and plexiglas screen look closer at the back of the room in-school students who are six feet apart and at-home students are learning through other activities such as engaging with independent choice boards full of accessible resources about their current unit these options can be supported through technology or through other materials using this kind of workshop model provides the teacher with time to check in and conference meeting the needs of students individually while others build new knowledge and apply their learning while you are seeing a face-to-face meeting here the teacher can also do this with a student at home in a breakout room this is one way a teacher can meet the individual and group needs of students during concurrent instruction the transition to concurrent instruction is a shift from what teachers have been doing for years all right thank you next slide please so i wanted to give you the opportunity to see the model and action um because there's been lots of discussion about what it is and what it isn't so that that was a pretty example of course uh you know that's from a school district that has a little different equipment we have some uh different camera equipment that's actually wide angle and uh allows the
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teacher to move around a bit more follows the teacher uh and we also have we have different uh computers in the school head so just uh it's it's uh an example about the safety protocols in the classroom we do have this would it be something similar or it would be very similar uh we have we do not have plexiglas shields installed in classrooms we have them in office spaces where uh where stu where uh the public comes but in in classrooms is six feet of distance and uh you know hand sanitizer those kinds of things are in place uh so you know people have asked who who else does this uh or did and there's several people we have some neighbors that do it as close as beaverton and westland wilsonville for secondary schools and then there are some examples of across the country miami-dade which is one of the largest school districts in the country arlington which is in the suburbs of dallas texas and then fairfax which is the one you just saw there are many more this is a this is a very small sample of the number of uh districts in the country that are using this model particularly at the secondary level next slide please so i want to show go through some uh a couple of examples of schedules actually dr byrd can i can i interrupt for a second because i and um unless you want us to hold all questions to the end i wanted to ask a question about simulcast good and you know what i wanted to just explore just for a couple minutes is what what were the alternatives that you and staff um considered when sort of addressing this because you know we're getting a lot of questions about simulcast and and and you know i know that as you went through this process and you know you've been planning for months including as you know early as last august when we were sort of thinking about going back in hybrid and different ways to do that um what are some of the alternatives and and what was some of the rationale in terms of why we ended up with the simulcast versus those other alternatives yeah i think the biggest constraint really is the is in the uh ready school stakeholders and the the number of student interactions the student can have per week so that really limits uh especially at the secondary level that really limits the um the model because you can't have um there's only so many cohorts you can have to have a quality experience and you have to have a way for those students who are at home to participate and a teacher can't can't teach uh you know live uh part of the student and then the other part of this there's the other class the class members that aren't there uh there's not enough hours in the school day to to necessarily divide that in elementary it's a little different we do think that some schools uh while we think simulcast or concurrent instruction is an option for elementary programs we do think that some schools in our district will be able to the the demand and the supply of rooms will be enough that uh they could have the students come that want to come participate in in personal instruction come in the morning and then the teacher would teach the students who stay at home the same lesson in the afternoon via cdl just like they're doing right now but as you get move up into the grade levels when you have a high school with 600 kids there's it becomes impossible to um [Music] serve enough students in person to be able to uh run a schedule and keep kids with the same teacher keep them in their master schedule and and quite honestly in secondary schools the teacher licensure is is very prohibitive i mean you teach english you can't then you know in elementary you can you could if you wanted to do some remapping of schools that's what our neighbor districts are doing that is also very disruptive so if we don't if we didn't this model allows us to keep kids with their teachers in elementary school it allows uh instruction for dual immersion programs to continue because if you if you don't have a balance of students who are native speakers non-date speakers in a dual immersion class that creates uh issues and so you know there are a lot of pros in this of course this is not business as usual this is not school in a brick and mortar environment where everybody's there and they're not uh socially distance this this is different this is you know it's a pandemic and we have to uh respond in different ways and we have to make sure safety protocols are in place so i think um you know there were several uh factors that led us to this and um you know where it and as i said this is just like a few examples of schools that are doing across the country that in secondary schools this is very consistent yeah so that's um that that's really helpful and i think i think delineating that really clearly i don't know if we have that in an faq yet on our on our website but delineating that really clearly because you know as you've talked about some of the logistics issues but also you know keeping kids with teachers the teacher licensure et cetera i mean you know one of the alternatives we hear is well wait why why don't we have teachers you know who are just going to teach the the the cdl well somebody else teaches in person and and you know again i as i recall i mean one that would involve hiring right potentially hundreds of new teachers which i think would be would be impossible um but it also would have meant um breaking that relationship between kids and their teachers and so you know i i in my mind as i'm getting some of these emails and hearing from parents who are frustrated i also think
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well you know had we gone down a route like that and said if you if you chose either in person or at home you would have had to switch teachers i could imagine we would have had very significant you know concern you know over that as well so none of these options are perfect there are there are there are drawbacks to each of them but but i think delineating sort of the the rationale why we really think this was the best of of not you know i mean not great options because we're in a pandemic so no option is great but we are making the best and i think what is really helpful so thanks thank you so just a second follow-up since um doctor directors make you a doctor mr scott um a question um because he asked about um bill immersion what about um sped special education and english language learners yeah so we can provide services for those children in this hybrid model those are definitely it's definitely a reason another group of students who we need to get back into school so that we can meet their needs better and you know it's it's limited amount of time that we're going to be able to see students because we need to cohort them and allow different groups to come in but this does allow a return to school and quite frankly uh you know we have students and uh if you're a first grader this year you missed the last quarter of your kindergarten year and you missed all you know you that you didn't miss you had an alternative setting for the last quarter of your kindergarten year you've had an alternative uh year for this year and so we need to get those students back to in-person instruction so that we can uh assess their um you know where where their opportunities are for growth and to um you know plan for next year and that will this will give us an opportunity and again it's a it's a family's choice whether they wish to uh uh participate in this program or not yeah next slide please so i want to show you two different schedule options that we'll be seeking input from our families on and as always we'll be uh we'll continue to collaborate with our union about this we have shown these uh these middle school models to our to our to the pit bargaining team but this option next slide would allow for students uh to participate in a rotation by day so we would most of our middle schools will have to be divided into three cohorts because of the number of students that that that are exist this gives you a three week look at a student's schedule so students would attend uh the groups would attend uh four days monday through thursday and friday would be some time for teacher planning some independent work for students and uh some touch points for uh teachers and students but there a good chunk of that day would be dedicated to teacher preparation so if you're in group a in this instance on week one you would go to school monday and thursday week two you'll go to school on wednesday and week three you'll go to school on wednesday so it depends on how many groups how many days a week you go so it's one or two days uh the advantage of the this mod this schedule is that uh middle school students whether they're attending one or two days will be going through their full schedule so you will see all your teachers the days that you're on campus and the students that are not in school so on in this example if you're in group a on monday you'll be in school groups b and c will be participating in instruction through the simulcast concurrent instruction model that's one option next slide we have another option that allows for more continuous days of instruction so you would be able to participate in a week of instruction so next slide so this is what that looks like week one group a would come to school you will come every day you'll come monday through thursday and you run your full schedule you'll see all your teachers while you're in school uh then your your classmates in groups b and c will be uh participating in simulcasts concurrent instruction and then week two group b will come in and the other two groups will participate so it goes like that so we want to ask our parents our families and parents what is their value do you do is it better for your child to go every day for four days or is it better to rotate so we want to gather some data on that as we uh continue to collaborate with our teachers union on uh different models that is the middle school so next slide dr bird do you mind just going back to that previous slide for one second please no problem at all the one before yeah okay this one um
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so what happened to you muted yourself what happened to three days one week two days the next week two cohorts oh oh i'm sorry thank you for bringing that up we do have some smaller schools that could do this in two cohorts and they would just have group a and group b uh but most of our middle school programs would would do uh three cohort model but the students in the k-8 schools those middle school programs are smaller and they would likely be able to do this in two groups group a and group b and just as a reminder uh you know if you if you as a family opt to remain in remote learning you would still participate in the schedule so there would be you would uh participate in simulcast uh learning but you would just you would do that with your uh you know every day as your classes are in school so dr byrd would the k-8s then have uh a bifurcated schedule one for k5 and one for six eight yes they do right now the all the six eight uh students follow the middle school schedule right now okay so yeah we we would continue that that process okay and one i'm sorry one more question how how does this amount of teacher planning time compared to what is currently um allotted in the contract yep so uh well they would have if you're a teacher uh in middle school you would have your prep period uh every day as you do because this the students start following their schedule so if your prep period is second period you would have that every day and then on friday if that was the day that was the day where students were doing asynchronous work we're working on what that schedule would look like for teacher planning and preparation while students are doing independent work but also that is an opportunity for teachers to be able to check in with students who are perhaps not participating in um in the hybrid option so that would be like we have now office hours for students that we would still want to build in some time for that as well so we're working out the teacher schedule and that is of course subject to bargaining so we're still working on the plans for the number of minutes that teachers would have but for middle school for sure you're going to have your prep period every day just like you would as if you were in brick and mortar so that so that it could be that on friday could be devoted for student contact for students that need extra help it could be some office hour time or yeah there's different options for that some small group for students who are not uh able to come or or just need additional help yeah okay you can go to the i think we can advance a couple of slides there one more and one more again all right so that's middle school and i want you to shift gears so we're going to talk about high school which is a little different and a little more complex so uh leave the middle school world and let's go to the high school so we want to offer also two different schedule options for our high school students we have also two different schedules running in our high schools we have some schools that are running what's called a 4x4 schedule which you'll see what that looks like in just a minute and then we have two of our schools that participate in ib program that are running an eight period schedule so we'll show you how that um how that would look again students in high school who choose to remain in remote learning will certainly have that opportunity and they will participate through concurrent or simulcast instruction next slide first schedule i want to talk to you about is and i'm showing you a four a four by four schedule because it's uh much more visually uh understandable for this purpose of this presentation but i'll talk about the eight period as well so i wanted to introduce you to three students that we know jacob uh maya and uh dante so uh they are in cohorts maya's in cohort a jacob is in cohort b and dante is in covert c now if you see at the top of their schedule on monday tuesday and thursday and friday they're going to be coming to school and you see that on monday they're going to be focused on first period which is english tuesday they're going to be in their math class geometry wednesday will be wednesday will be i'll talk about wednesday separately thursday will be in person for a spanish class and then friday will be their fourth period u.s history class so let's look at maya's schedule maya's in cohort a she is elected to come in person and she's gonna from 9 to 10 30 she's going to be in class with her english teacher on monday and while she's in class jacob and dante are going to be at home and they're going to be doing some independent work for this period for period 1 english so maybe they're going to be reading something in preparation for class maybe they're going to be working on homework from the night before they're going to be doing some preparation for independent work that's gonna that's going to be for english class at 11 o'clock maya's going to go home
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jacob is going to come to school and so then jacob will be live instruction with his english teacher and maya and dante will be doing their independent work at home at 12 30 jacob goes home maya's already at home and everybody has their grab-and-go lunch and then it's time at 1 15 for dante to come to school and he will participate in his english class while maya and jacob work on their work for english at home when that's done we will have 30 minutes of time to work on third period uh on monday it would be third period which would be spanish so that will be asynchronous work that they'll be doing uh third period this is very similar to the schedule that high school students experience now they basically work with two classes a day so this keeps that um that rhythm intact two classes today so monday all three students regardless of their cohort are going to work on english and period three which in this case is spanish and then it goes through the week on wednesday is very similar to what students are experiencing right now they would have some synchronous or asynchronous instruction in the morning they'll have office hours and a a chance to work with teachers so this would be for students who didn't opt into a cohort would have a chance to work with teachers they'll still have their uh lunch time and they'll have um [Music] this this would be their schedule now why is it three cohorts well if you think of um a grant for example there are 1700 students at that school so depending on the number of students that opt into this program we may need to divide the cohorts into uh more than more than two for sure and um and so we have to account for that um there may also be students that are not in these cohorts and they're they're at home in remote learning and they're participating though they're following the same schedule so every the the benefit of this this offering is that you see in a week's period of time you see all of your teachers one time so you get to see on the 4x4 schedule if you are attending lincoln or cleveland those are schools on eight period schedules those students would see one the first week they would see their first four periods and week two they would see periods five through eight so it would take two weeks to get through all of your classes and that is because of the constraints of the schedule the 100 limit if you have eight periods to get through you cannot possibly uh do that with less than 100 students in one week's time so it takes more time i want to show you this option b we're going to keep our same friends with us um there we go so we still have maya jacob and dante and this is going to be another option that we want to get feedback on uh but students will be assigned to a core and they would attend for two classes a day so if you go to the next slide again this is a four by four because it is much more visually uh easy to understand and i know that is also a little challenging on this there's a lot of information on the slide i was gonna say this is easier to understand we're in trouble you should see the eight period um okay so this is we have our same students we have uh maya jacob and dante but you see we only have two cohorts here uh so dante in this case is um we're going to talk about what he's going to do in just a minute but this is because we want to offer two periods a day and we only have so many hours in the day to offer those those classes and um we need to uh be uh we need to arrange how kids are going to come into class in different ways so we're going to take uh maya for example so let me go over the schedule first so monday the ache if you're in the a court which is maya you would you would come to periods one and two and if you're in the uh b cohort you would go to periods uh uh one and two also on on i'm sorry uh you will go to periods three and four live and then it this can be subject to change this could be the schools could do this differently but this is how this this particular school's doing so let's look at maya again so maya's going to come in person she's going to be in english class in in in person cohort b which is jacob's group he's going to be doing his work at home independent work and then uh maya is going to go to at 10 10 she's going to go to her geometry class and then uh korby is going to stay remain at home maya's going to get her lunch and she's going to go home and uh then then jacob's going to come now what about dante well dante is going to stay home sometimes and he's going to come to school all these students are going to stay home sometimes they're going to come to school sometimes so let's say that maya is really struggling in english so her teacher is going to prioritize maya needs some extra help and i need to see her in person i need to see my in class jacob on the other hand he has an a and he um you know can operate very efficiently in a remote learning setting so he's going
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to come in some he'll be have the opportunity to come in but we're going to prioritize the most high need learners in this in this model because we have the option of simulcast and and concurrent learning this allows us to have some kids learning at home and bring kids in so the value here is do you want to have one class and see all your teachers in one week or do you want to have two classes in person and there's a trade-off if if we choose to go with a model with two classes in person that means that we're going to have to have a little differentiation in who gets to come and when because we because of space considerations and also because of the uh the number of students you would interact with in a weekly period this will be the same thing for an eight period schedule except it would be two it would also take you two weeks to get through uh your classes uh wednesday again on this schedule is the same as students are used to now they'll have some synchronous instruction and then also office hours and time to work with their teachers so i think uh you know it's just a matter of your preference you want one class in person or two classes in person but understanding what the trade offer that is even if you select if you even if this is the model for example that you know is most popular and it's the model that uh we negotiate with our with our uh labor partners it doesn't mean that you're going to come to every class every day you might you might be in and out of the group depending upon the needs of the students in this book dr bird you're saying something really important here but i'm not i'm not 100 sure i'm following it um i think i get the first schedule you would you would come to one class a day and for you know uh you get all four of your classes every week in this schedule just making sure i'm understanding that you would come for two classes a day but because of that we might have to limit the number of students who are coming to class so it's possible in this option schedule b that we the district would have to tell some students who want to be in school you can't come because of the cohort limits that the state has put in place under this schedule is that right that's correct so we wouldn't tell them i don't think we would tell them you can't come i think we would be strategic in what they came to so you know um you know when i if you're if you're a foreign language student in spanish class and you are you know you you really need to be in person to thrive in that then that might be the class that you uh come to and so have you come on the day that spanish and us history so there's there'll be some some uh work to differentiate who comes when uh but the the trade-off is you get to come to two classes instead of one class so it's just another option but yeah it does mean that it's possible depending on the number of students that opt into this that not everybody that wants to come will be able to come every uh day for every class that is that is the case with uh i have a question about that as well so what do we do with the students who want to come but they're not prioritized as needing more in-person instruction so they will participate in uh the insomniacs or concurrent instruction but they will be able to i mean we will allow them to i'm not saying they can never come but they might not come every monday for english maybe they maybe the teacher has to further divide the class and it's uh she has two groups so you're going to come in group a and you're going to come next week in group b uh so that you know they can come but they can't uh they might not be able to come every single time so so would each cohort then have like i went to a school in washington dc and there was an a class and a b class which was very inequitable i was in the a class but it was you know the classes were different for those students yeah um this would not present that problem and so i'm just curious if if co each cohort will have higher need students students that are you know academically have higher academic needs or or need more instruction are those students will those students be prioritized and then what do we do with everyone else so i mean yes we would prioritize i mean so each cohort would have like an a and a b yeah a higher need an average need or whatever well and you want to mix you don't you want to mixability levels in classes anyways you don't want to you wouldn't necessarily have a class with all students that um struggle with the same thing you would want to mix you want mixed ability groups in classes but um yeah so it's not it's not a matter of having the you know the the superhero reading group and the buzz that's not that's not what that you know that's not what this is it's not that way it's and it's it's allowing students the opportunity to come at some point you just it we just may it just depends on the numbers i just think we have to be clear about that if you if we go with two classes a day there are additional limitations that are placed on this due to
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the 100 student interaction per week and that is something that's not negotiable that's not a choice that the district can just choose not to to follow we have to um is negotiable but not just by us well not by me yeah not by us right um so that's why it creates that um that difference okay dr byrd yes so just um and i'm sure you're thinking about this but i i think it might need to be voiced because you talked about well so and so is an a student so they might not need to come in as much there's also the social emotional absolutely absolutely so that happened i i'm assuming that will be part of the decision certainly under consideration as par as a factor and also you know i do want to point out that we have many high school students that are involved in athletics not everybody's an athlete but we're looking also to expand our visual and performing arts uh activities for students so yes we are we will look at a combination of factors um as we look at these different options so the next steps would be that we will be sending out a learning preference form and to our middle school community and also to our high school community to understand which of these resonates with with the group again we are continuing to negotiate and collaborate with our with pat so we'll be continuing to talk with them uh and look for ways to refine these models but we do want to understand from our communities what what is uh important to you is it one day or is it one period is it two periods is and understanding the limitations of both of those um of both of those models i gotta say i i appreciate the thinking that's gone on these models trying to explain this yeah in a survey in a way that students and parents can sort through yeah without really knowing the reality it is is going to be a challenge and at some point i wonder if it's just just make a decision and do it um i i don't know that i would find it hard to anticipate which would be better for my student or if i was a student which would be better because i don't don't know the reality and how it actually feel so can i can i follow up on that um okay you can hear me my audio has been out for a while um so i'm you've walked me through this and i'm still struggling to understand how this is gonna actually play out um so you've got schedule a and schedule b schedule a okay i i think i can wrap my head around that schedule b this thing um so correct me if i'm wrong but it seems to me that schedule b is significantly more complicated for everyone sure the more periods you add to to in person instruction in the secondary school the more complex it becomes because you're depending upon the number of students who want to participate okay so what's not clear to me is given the inc increased level of complexity here what would the advantage be to the schedule b especially given that you would probably have to impose some limitations on how many students could actually participate in this at any one time so i'm struggling to understand what the advantage is well the advantage would be that students get to see are teachers two times a week instead of one time a week because as you work your way through the week if you're on a four by four schedule you're gonna go to all your classes two times instead of one time so it's more uh it's more teacher student interaction in person understanding that there are some limits to that but it's still uh it's it's a greater opportunity for that interaction particularly for the students that need it most i think um you know we have to we would have to prioritize in a high school setting you know we're talking about students that are credit if we're talking about students that are credit deficient and in need of credit to grad you know to move towards graduation there's an advantage to to bringing those students in more frequently than just one time for one period a week um you know so i think any model that we have again is not it's not a regular school where we can welcome 16 or 1700 kids back in the building but we want to do what we can we want to provide uh people with different models to see so they can understand quite frankly what the limitations are and what the given takes are for each model um so you know that that is um and we'll socialize this in different ways that you know you're right it's it's not easy to explain
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uh unless you are used to looking at these kinds of documents but um but you know we will socialize it in different graphic ways so that people uh can understand it and also you know there's different ways we can we can communicate this this information but i do think it's important i think one of the lessons that we um learned from the k5 surveys that we do need to show people there's different ways to do this but there are limited ways to do this uh and and in this secondary model it really does rely upon the simulcast or concurrent teaching model which you all saw an example of earlier and uh and for the reasons i've explained earlier but it is it is not a um you know you think of a even a middle school 750 800 kids that is a challenge just getting kids in school so we have to divide the cohorts in a way that makes sense to get students in the building and out of the building and high touch surfaces clean so they're you know there there are many uh complex factors in reopening a school but we think it's very important that our children have an opportunity to get back into a school if they want to before the school year ends and that is the so that's why we we believe it is worth uh you know these complex models and presenting these different options to people to understand what uh the community values and you know we want to we don't want to just present people with just one so just just so i understand um so there'll be a similar survey that goes out to high school families like we've had i mean you know a census type survey and there'd be some sort of description you know would you want to um go back to be in person you know one or two classes a day and the rest of the day i mean is that how you describe it yeah i think we would describe it in different ways i think we would do some graphic representation of this uh i think we would do some um so you know there's there's different ways that we can we can show this um but i think yes we're going to say uh there are limit we i think we will we need to point out what the limitations of each model are so in the first model in schedule a it's that you're going to go to your classes one one time a week but you have three cohorts so you know we think we can accommodate most students that way in this schedule b it's two cores you go to more classes but there are some limitations with space that we have to work with so we would show both of those options and i do want to be clear that we're not saying sign up for which one we're asking which one resonates with you we will then evaluate the data and see what we can accomplish just like we're doing with that k5 we are collecting data from parents we're going to we're actually working on this right now schools that have high participation rates we're actually going through an exercise where we're cohorting them in groups to see uh how that would work how that would actually look with the space that we have available and how we can assign those students so we'll have more data on that at the end of this week um and so we'll go through the same exercise with our high school students so right and director brim edwards and i think sean articulated that well and i think once we do get that data back and we actually do know who's going to be actually physically coming back into buildings you know then we'll be able to actually make the appropriate pivot um um to be able to match you know with the appropriate space in the buildings because there are a lot of logistics that have to go into it but we also have to know the number of bodies that are actually physically coming back and these are the two models that we are absolutely presenting and we're absolutely ready to move into um again i think you broke it down easy when we look at these schedules it is very difficult to kind of break down but but how you look at it though is schedule one you have one longer class period schedule two you have two shorter class periods and it all really depends on the amount of on the amount of students that are opting to come back in and then we're able then to be able to um then we're able to actually provide more definition to what that looks like in the campus space um to to your earlier question but i also want to reiterate i think that the big highlight from this is is that you know we do have a 612 plan um and and and you know we we have a plan for you know getting our children back in k-12 and i think that's the part that's most exciting but as dr byrd did state you know the high school schedule is a lot more is a lot more highly complex and there are a lot more limitations so we want to make sure that we're getting you know the most accurate data back in terms of how many students we're going to have um and because we have our principles that are readily available right now to help us start to to define what that looks like so we can have the appropriate schedule in place ready to go this is all based on the cohort size not changing as if that's static correct and that's that's the real that's the real lim limit yeah yes ma'am can i ask a clarify on that and i know there's a simple answer to this question but i don't know what it is if a high school student has four classes and 25 students per class why can that high school student not attend four periods a day
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four days a week because they would have 25 students uh if this assumed those are all unique students so that's a hundred plus four teachers uh it's 104 that puts them over the that puts them over the uh limit of 100. and if one of those classes happens to be banned he might have 75 students or 65 students in his class so that would automatically uh put a wrench into that plan and it's almost unfathomable to think about each individual student's schedule with varying class sizes and varying numbers of students that are going to opt in to in-person learning that's right and most of our high schools have more than 25 students in our class so that's why i have to limit the size and break them up into different cohorts i think deputy superintendent cuellar i think you buried the lead there you're right that you know you guys have worked incredibly hard to figure out a way to get our high school students back in the building because we know they're suffering and we know they need it and we know there are many many many districts that are doing it safely so i really appreciate the work that's gone into this because i think it's fair to say that given our current state constraints it's practically impossible you you've you've found a very narrow window here but it's practically impossible given those current constraints so i think we need to renew our conversation at the statewide level about what do we need to do to create an environment where we can get our high school students back to school safely where we're not where we can modify these constraints a bit and i don't know deputy superintendent guerrero i know you're you're in those conversations on a you know several times a week with our state leaders and i don't know if you're seeing um i don't know if that's an active conversation or if you're seeing much flexibility or willingness to engage now that it's not hypothetical anymore now that people like dr byrd are really trying to figure out how to make it work is there any movement there well i think what you're seeing or observing across the state is [Music] districts you know contending with um many many of the same constraints you just you just listed a key one is you know worse there are still mandatory guidelines for for districts to observe and the social distancing and the cohorting are two critical ones so what happens is you see examples like you're seeing described tonight where you're taking your student body and you're chopping it into various cohorts and you can model out different schedules do you want one longer class do you want a couple shorter classes do you want to sprinkle in some other activities but they're all different ways of slicing up the student body so that they're not coming into contact beyond that cohort limitation um and so that that's the jigsaw puzzle here is you know how do you what's your preference for doing that um and i think that's what you see with with high schools around the state or various forms of a similar schedule so um i want to say yeah this is great this is incredibly creative work trying to work with what we have within those constraints and i truly appreciate that i'm i'm still i'm i'm stuck thinking as a parent between a and b a gives me certainty b might be better system-wide because the students with greater needs are going to get more attention and i think perversely if i have if my student has greater needs i'm going to vote for b if my student has less needs according to how you explain it i'm going with a and i don't i i i don't think that's the choice we want to put out there and regardless of which model we chose there is an opportunity for us for students to get on wednesdays when the day that is is um not live instruction there will be opportunities for students to meet with teachers for office hours so it's not uh if you and there will be some students
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who who choose to remain in uh distance learning and that's why the the element of simulcast or concurrent instruction is so important in this because as you saw in that video the teachers uh are including the entire class and the instructions so um so yeah that's the uh that's the that's the difference here but you know i think i just the the plan here is to offer hybrid instruction for all middle school and high school students uh beginning in the fourth quarter and we're going to get some feedback now about uh different uh schedule models and then come back and and um we'll you know have some data to discuss but but as as you've explained it and maybe i've misunderstood it um if i have a student who's relatively successful i'm going for a because in b there's the chance that i won't i will get less in-person time that is possible in a large school depending on how many students choose to come back yeah that is possible right it doesn't mean you're never going to get to come back no no no i understand that but um but yes in this in schedule a yes you would be able to come because there's three cohorts that allows you some more flexibility the more cohorts you add the more flexibility you got but the depth in person that's that sets up an incentive for working against the greater good um so i would ask that you take a step back and say do we really want people to vote on this or do you want to figure out which one is going to be the greater good for students as a whole going forward um and and think of it in those terms thank you so i appreciate the the question and the concerns from from directors i think what i don't want to have get lost here is that as a school district we are looking to open up our middle schools and our high schools with a hybrid plan in april if not sooner what you're hearing here is some of the operational complexity in doing that and i think we would agree that the goal and the objective here is to maximize in-person instruction for as many students as possible as soon as we can and we hope that we can arrive at some of those agreements and these will continue to iterate but you're seeing in concept what those what those can look like um and we'll continue working at them and it's helpful to hear uh some of your feedback here tonight at the same time there are increasing opportunities for students to have on-campus activities including athletics and visual performing arts you heard i think marshall haskins is back on the line if we want to teleport him and if i want to give him his moment you know to share anything because i know he's excited uh to have our athletes student athletes uh back uh marshall are you there yes can you hear me yes success yes okay great sorry about that um first i just want to say that uh today is a very proud moment for me to know that madison we will be renamed leo's v mcdaniel mr mcdaniel actually hired me back in a long time ago i'm not going to tell you when as a as a varsity basketball coach and integration specialist and i was young and inexperienced and he gave me a chance and i think just proud to say that i know him and that my girlfriend's mother went to high school with them at lincoln and speak this week and spoke value volumes of him when i was hired because how great of a person he was then and pre brown versus education he was at lincoln high school so you can just think how difficult that had to have been for him and not only he excelled there but he was a great principal everyone at madison loved him and i think everyone at madison that was there as a student and or staff during the time i was there were all they're they're all very proud to say that um they'll better drive down 82nd and say that's at mcdaniels high school now so i'll just start with that i'm just really excited about that as it relates to athletics uh sean thank you for stepping and doing the slide i couldn't figure out the audio but i wanted to be able to just say thank you to um sean and guadalupe and brenda and luis for supporting us and being able to offer the the opportunity for kids to have social emotional learning and contact with a positive adult and be out being active uh starting in october all the way until
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february 21st a lot of districts didn't do that i'm very happy to say that ours did we demonstrated that we can do the other protocols uh that were that were established and i think that they are have gone a long way towards helping us help figure how to do lippy because we've had the experience of doing that this whole time the other thing is in order to have athletics we had to do what's called the opt-in form which we actually had lippy as part of athletics as well so we actually did that this week so we're excited to uh to make sure all of our kids for contact sports football dance cheer uh you have to uh do some additional things in order to qualify for that and so we've been able to meet those guidelines as well but i just want to answer any questions you guys might have around athletics does the cross-country season come first and then track so the season right now is uh fall it's actually going to be fall sports so we have soccer girls and boys men and women soccer we have football we have volleyball and we have cross country we're excited i was out today and in a normal year we probably have out of 50 kids on football per team and then kobe we were thinking we were going to get around 25 or 30 just because some parents not won them out i'm really excited i think our low number was 38 a high number was like 65 and so that's pretty darn good for the first day of fall sports for football um we'll have a first day of volleyball tomorrow and we think the numbers will be high because we've been you know getting the word out and and that for soccer uh we're trying to figure out how not to turn kids away uh you know we have 22 kids on a team most time at some schools we have 80 90 kids trying out so we're trying to add additional teams to be able to to provide as many kids an opportunity as possible so um i thought it was interesting one of the things tonight as i was looking at doing some research about uh principal mcdaniels is that he's um in the pil hall of fame and he's in it for really being supportive of athletics as a way to develop students um and so it's great to see this presentation um tonight because one of the things i'm interested in knowing is we saw earlier some participation rates um and attendance from our students and i'm wondering if the students who have the opportunity to participate in athletics are also more active in schools and whether that's something when we start the youth sports program that that will be another way for to connect students to their school community in addition and sort of bring them back into that school community if they become disengaged well to participate in athletics they have to be online every day and connected so we take attendance every day so on one and one hand this is a guaranteed attendance improver and for any demographic i mean you you have to be there if you're not i mean we're checking it every day and if you're not there's some coach calling asking where you are and what's the excuse you have for not being there so i think that'll help just by having by being out there with athletics um middle school you know it's going to be a taller task because the kids we have to do some more special things to get them there and to eliminate some berries participate but once they're out there we'll be doing the same attendance and great requirements i'm really glad to see this as a compliment to the in-person instruction and the engagement that students currently have because i do think it's a leader for many for many students to stay engaged in their school community hey mr haskins i don't want you to have to go through sport by sport but can you give a general sense of how osa a has modified rules around competition how similar or different do actual games look from normal well i think the game itself will will be the game itself um i think that the only thing that'll be noticeable will be the uh camaraderie type of activities like the high fives the fist bumps the volleyball we all get together and clap once we do a good play we're all in there in the huddle together those kind of things uh will be different on the sideline
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uh there's a requirement that everyone is six feet apart and then of course everyone has to wear a mask the entire time and we've had like during our open season one where we just had kids been active you know cross-country runners were like we're not going to wear masks and we literally showed him galen rupp was a portland native and an olympian running with his mask on to help them understand you can still run with your mask on so those would be the the major parts uh i think the transportation to and from games will look a little different because before we can pack you know 60 people on the on the 60 pack bus we can't do that anymore so we'll be shuttling more kids to get to places there's also a constraint of 75 people on campus that want time for some some events so we're having to modify how we offer that event but in essence the games will still be the games oh i'll say one other thing that's one other part that obviously there are some additional uh constraints around uh how we enter how we exit uh you know the when people come on campus uh what are the the protocols that we go through the rapid covet screening uh we've done temperature checking we do co we do contract tracing all that will be pre-game stuff so but the game itself will be the same so marshall thanks for the added testimonial tonight on um mr mcdaniels but i appreciate that you could speak further to athletics and i think why it warrants a little attention is because we know that our student athletes have higher attendance rate regardless of demographic and we're clarifying the slide heading because i know we had a little bit of an unclear conversation earlier and we don't want the our community to sort of uh not read that correctly um and so there is there is a connection not just with how on track are our high school athletes remain but um but also their attendance is greater and as you heard marshall say they have to be engaged in order to remain eligible and i i'd add also uh the academic standards didn't change because we're in covet so kids are still going to have to be on track to graduate or have a plan to get back immediately on track i literally to that athletic directors pulled seniors in that were struggling and walked through plans to help them get back to eligibility and back on track to graduate this year's seniors so one of my good friends shared a picture of her daughter and another friend with their masks on at cleveland field coming off a soccer practice and she titled it friday night lights finally um and just sort of you know you could tell by the body language that the girls was thrilled to be able to be back so thank you so much for for making that happen i know it's a key component for life one other thing i would add is i um the other thing that's a little different is we've had to because of lack of capacity of facility and meeting the the the constraints that have been issued by oha um you know we've had to alter our schedule so we don't have like football won't be on friday nights actually soccer will be friday night soccer now they will have friday nights literally uh football will be on saturdays it'll be instead of at a single site i mean at multiple sites it'll be a single or double site so we can literally uh manage uh the covet and since there are no spectators allowed currently it allows us to actually have more a better experience for some kids so we're excited that soccer will finally get to be friday night light soccer thank you deputy quail does uh that conclude the information sharing or update this evening for our board that does superintendent gudero and thank you um school board um for engaging us um in this very robust dialogue and conversation and also for providing us very important feedback too as we continue the work moving forward again i just want to reiterate um you know what has been shared is this is an exciting time you know that we are getting um all of our students uh k-12 um back into school um in a hybrid model um as we start to enter into the fourth quarter and that is exciting so um more to come and we're excited to continue the conversation thank you so i just want to acknowledge that uh we're all hearing a lot of questions and feedback and input on topics
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related to filtration our plans for purifying sort of the learning environment and so either those mitigation efforts are already in place or are going to continue to be in place and chief young could certainly expand on on all of that it will make that information uh public we know there are concerns from our educators i don't blame them on sort of how do i balance students that are at home and in class a lot of those questions depend on who elects to come into in person because if the numbers at a particular grade level are sufficient then then maybe everybody's learning in person they're just coming in the morning or they're coming in the afternoon and so you don't you have less of a need to implement those concurrent or simulcast options or at a school level you might split up your faculty the trade-off being that you might not be learning from the teacher you've been having but you'll still be learning from another second grade teacher at the same school so there are creative solutions here the goal is to get open uh and we just have to keep working at uh what what's most efficient uh we don't want to make this more difficult on our educators and we're going to count on their partnership as we work through uh solutions for for moving forward so hopefully we'll be coming to you soon with clarity on all of that i'd like to ask one last question if i may because we only have this opportunity every two weeks so um i appreciate we've made a tremendous amount of progress in terms of um the logistics of getting our kids back to hybrid learning and i understand that that's the next step but as you just said superintendent it also comes with with a new set of challenges but the the the next question which we haven't addressed at the risks deputy superintendent cuellar and dr bird of making your heads explode is what are the considerations about getting our especially our littlest kids back into full-time school because we see many of our partner districts all over the country that have their march 1 is in fact the common day that they're getting all their k-5 kids back in full-time school so i don't want to leave this conversation without um knowing our current thinking and planning around [Music] how how that could be possible before the end of this year i would love to see nothing more than a rolling return of our youngest students back in schools but i don't want to get ahead of our the team here dr byrd or dr cuellar or [Music] sharon reese if you want to chime in on on that question i don't think uh sharon's in there so uh yeah we're continuing to um you know we're in active negotiations with our labor partners and if it's possible that we can have uh the smallest kids come in sort of on a rolling basis earlier than then we would do that but our latest target is the is the beginning of the fourth quarter we can do it earlier that would be great but uh that's where we are right now but beginning of the fourth quarter is just for hybrid correct correct so any any current conversations around or we have to get we have to go through hybrid first and well i mean i think it also depends on the continued uh health metrics you know if the cases continue to fall at a rate that they're you know falling then that's then that's a different conversation once the metrics reach a different level but at the current metrics that we have we we're planning for hybrid instruction we director constant we have a fundamental uh issue regarding space and social distancing uh and in in order to be able to open up our so we don't we don't have spaces in our schools that accommodate the social distancing uh sorry one more question um it's just uh when we talked about uh talking it over with our educational partners uh p-a-t is always mentioned i haven't heard much in recent weeks about our other employee groups and how discussions are going with them with some information uh regarding impact bargaining uh with the other groups thank you so much uh ms reece um i'm gonna go ahead and have us take a five minute break before we come back and hear from nathaniel uh nathaniel are you still doing the survey it was on one agenda and not on the other okay so we'll have come back at 10 10 um to hear from nathaniel about his
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survey and we have some other items for us as well thank you everyone and so appreciate the incredible amount of um difficult staff work that this has taken to begin to get us back to as director comstown wants and i think all of us do fully
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i almost called you superintendent shoe again yeah maybe one day student representative shoe would you like to proceed with this next agenda item i would thank you oh no i'm gonna try and show my screen give me a minute well now i can't hit the play button let's try that again well now i can't shift my screen um okay so you know we'll we'll let you figure out your technical difficulty uh roseanne just texted me that um since our meeting was supposed to end at 10 something and we still have a lingering question from uh director constand for a staff person uh we'd like to let marina go home in a decent hour um since it looks like we'll probably be here at least another hour so the director constant are you there okay i don't think amy is back from break yet okay nathaniel go ahead no i'm here i'm here amy okay so if any if you could ask your question so we can let marina go home and then we'll yes yes he's working on his tech stuff with roseanne okay does that work for everyone yeah so brenda can go okay so we'll do amy's question and then julia's question and then nathaniel thanks everyone for being flexible great thank you um are you there marina and dan i don't see oh i see you dan on the screen there i see you marina um thank you very much sorry that uh it's so late so i do have questions about this um three and a half million dollar temporary investment at marshall um for uh benson cte uses and uh my first question is that is this just for construction or does some of that cost include ffa that has a lasting value and will then be moved to benson dan would you like me to go ahead and respond yeah absolutely thanks marina all right um thank you this is actually for the construction contract so this is just for the construction itself and while we we talk about it as temporary the building of course is not temporary so that will be a permanent asset for pbs so what will the long-term use of that building be on the marshall campus this three and a half million dollar building um i think that is still being determined uh there will certainly be lots of opportunities to utilize that space we've had a lot of discussions about what that could be but of course any use of that space is three years out so still some time to figure it out um okay and then just i was curious about the value engineering process that went on since i think the original estimate for this and i think the budget in fact for this as a temporary use was about two and a half million dollars and now we have more than 3.5 million so so how did we get here i'm actually not sure uh where the two and a half million number you've got is coming 2 million was what it was originally quoted at the actually the the swing site space um in the original master plan approval was uh budgeted for five and a half million at some point the decision was made that was um when it was anticipated that we were going to phase construction on site at benson and swing site spaces would actually be on the campus when the decision was made to swing benson students to marshall and kenton the budget for those swing spaces was actually significant more so um the budget that we presented at that time was uh 14 million for swing site spaces we're currently significantly below that amount at 14 million was construction cost only we're looking at uh roughly seven and a half at this point so we're significantly below what we anticipated it was going to be back in 2019 and you know of course we continue to
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you know keep an eye on the costs and value engineer for the things that are not under contract this contract in particular uh the procurement came in uh roughly 2 million under what we were anticipating it was going to be so the pricing was extremely competitive okay from your five responsive bids was this a low bid contract it was okay um what was my other question oh uh so how how are how were these budgets then for accommodation for swing sites determined because we've had situations with other high schools where they have had needs that have been denied for budgetary reasons for example with lincoln athletics and not meeting ed specs and they were they had proposed an investment which would have had long-term value for the district and it was rejected out of their plan and here was just allowed to balloon how was that how are those scenarios not comparable um i think what you're talking about with lincoln was related to the plan that was proposed for west sylvan for baseball and softball um baseball and softball were not actually uh going to be um displaced by the construction at lincoln so they were not swing sight uses yeah it wasn't just baseball and softball but the whole bill i don't i don't want to go down a rabbit hole but it was actually for the uh to build out a turf field there and provide alternate athletic space during construction that would have had a long-term value for a school that um does not meeting ed specs on athletics i'm just curious about the process how do we determine the budgets for these temporary investments because that's all that's a lot of money those budgets are determined during the master planning process and they're brought forward to the board as part of the master plan approval so the budget that was determined for lincoln was reviewed and approved by the board as part of the master plan approval for lincoln including the scope that was that was associated with it as were the budgets for benson okay okay so the total um temporary investments that we're making for benson swing sites you said is 14. so it's three and a half for this cte facility at marshall and then for kenton and or i'm sorry it was originally 14. you said now it's seven total uh we're currently looking at roughly seven and a half for hard costs for swings now of course some of those are actual construction construction contracts in hand like the one you have before you some of those are construction that is partially complete and there is more to continue and then we have a small portion for kent that has not yet been procured so it's an estimate okay okay i appreciate you staying and answering these questions superintendent i hope your team is thinking about lots of creative and fabulous ways that we're going to be able to use this deluxe facility that we're building for three years for as a swing site we can hopefully do some cool stuff there in perpetuity well like marina shared we'll we'll have some time to figure out uh what that could be and of course we're always looking for a little real estate uh to host no shortage of programming um so we'll see what emerges but shop for all those industrial arts for all those middle school students that now that are going to be out in outer southeast um director constant are you uh would you be ready to bring that item back to the consent agenda for next time i think their advance authorization request says that they need it to be approved tonight otherwise it's going to affect their construction schedule okay so we'll need to bring that forward uh at the end of the meeting okay great did you get all of that questions you answered uh to make an informed vote on that matter tonight i did thanks for asking great uh director broome edwards thank you marina for sticking around and thank you dan uh director edwards go ahead with your question yeah i apologize i should have brought this up during the consent agenda um and i was under at the end of the meeting but this is so brenda can um go as well um we had a mesd contract um not the contract but their menu of services and it was about this time last year when they they brought their menu last brought their menu to us to be um approved and we also at the same time we're having a conversation about
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some of the high schools without um health centers and um the there had been a conversation that staff would talk with mesd about potentially changing the menu so that those high schools that don't have access to a health set on site health center that we may be able to get some instead of enhanced services or telehealth um for those students and i think right before or right after that meeting happened covet hit and that sort of end we're entered into a different state so i just wanted to ask ms martinek um this evening if you could just share sort of where we are or what the path forward is for that conversation knowing that we had just a year in which um there were other higher priorities yes i'd i'd be happy to um good evening board superintendent student representative shu last year about this time we did meet with a number of different health providers to look at how we were going to implement school-based health centers specifically at grant and lincoln but that wasn't the end of our scope it really was to see how we could start to provide health centers in in all of our schools because there are a few schools that uh we don't have specifically um county uh sponsored health centers and so so what we wanted to do was to really start to look at telehealth at that point in time it was years down the road and then basically about 10 days later kovid hit and we closed uh down schools and we were in the land of covid for the past year now since that time uh telehealth has zoomed through years and years within a matter of months and now we are at a place where we will be able to explore that option and provide some school-based health centers last week and this week i have had conversations uh with kaiser and with our county and also with multnomah esd in how we can start to look at telehealth uh for our high schools and for our students and maybe even staff to be a little bit more creative and so i believe i have a meeting set up with kaiser i think it's next week or the week after um and then the county and school-based uh with the school-based health centers and also with multnomah esd we are going to meet and start planning for for how we're going to in addition to reopen schools and our symptoms spaces and bring our kids back in how we're going to support their preventative health needs and so we will be doing that and hopefully within the next couple of months we'll have a plan moving forward great thank you so much but be really interested in what comes out of those conversations just in terms of filling the gaps for those students that don't have access to it yes really i'm curious is is there is there any data on students using [Music] virtual health services there is some county uh data in regards to that we're not collecting that data uh currently so i can certainly get that information for you if that's something that would be um you'd be interested in um if it's there and available great but if it's not no no worries okay um i just wanna you know if we're offering a model i would want it to be a model that has been shown to have you know actually work with kids with our students yeah in uh the meeting with kaiser and also uh with the county they have said that telehealth is really the way to go and that they have had just huge success specifically around access we don't have to worry about transportation or child care issues or location issues so uh so it's really it's it's the way to go we worked with our partners um also this year in regards to teletherapy for mental health and counseling services and it has been extremely successful so we're really looking forward to that wave of the future that's what i like to hear that's great thank you sure yeah i just want to say that it's really fantastic news and the ability to move that forward amidst all the other things um is is great and
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taking advantage that the change to telehealth has been as you mentioned very swift very small issue um but one just to know i months and months ago um someone brought to my attention that um our chromebooks don't allow our students because of the restrictions we put on them naturally don't allow some of our students to access um counseling and other mental health services i don't know that might have been addressed this was a long a long time ago but that's something to look into in terms of whether our technology with the very you know reasonable restrictions we put on it whether there might be a way to also allow our students to use our technology to access either mental health or or physical health tele telehealth services so so but thank you for moving this forward it's great of course all right thank you all so much all right student representative shu now we get to turn to you for um the presentation with your new information all right thank you um this should work this time all right you should just be seeing this slide is that right guys yep yes you can see the slide all right excellent um when i initially presented the results of our student survey on reopening on the 26th of january i noted that i would provide an update once there was sufficient data to do so i'm happy to report that we have now received a significant increase in responses almost exclusively from several previously underrepresented schools as such and as the survey had been open for over a month it has now been closed for what we expect to be the final time thus the responses i will be presenting tonight constitute the survey's final results in large part this data provides additional support for what i reported previously although there are some minor differences i would encourage any members of the public watching tonight to review my original presentation if they have not done so already as this is an update and i will not be covering all i did originally for your information it starts at approximately 5 hours and 40 minutes into the youtube recording since reopening the survey after it was first closed for data processing we have received over 2000 additional responses bringing the total number up to three thousand two hundred and seventy four over twenty five percent of the district's high school population or six point six percent of our total student population in particular we now have high response rates from eight schools grant at 61.8 percent of its student body cleveland at 38 percent benson at 33.6 jefferson at 24.7 franklin at 16.4 percent lincoln at 22.7 roosevelt at 18.2 and mlc at 42.4 we also received a moderate number of responses out of mcdaniel ida b wells and fabian middle school with 4.6 4 and 2.6 respectively a number of other schools are also represented responses from seven teachers or staff three dsc members and two apparent trolls are excluded from these figures and here's the updated visual breakdown of where our responses came from this time we now have a far wider range of schools represented although there are still some schools that are underrepresented or over-represented approximately a third came from grant a fifth from cleveland a 10th from lincoln benson and franklin each a 20th from roosevelt in jefferson each and a 20th from the remaining schools i'll point out that when i first presented cleveland comprised just under half of all our responses while it is now clearly in the minority and grant comprised only three percent from which it has increased 11 fold overall our final results have varied final results differed very little from our initial results as was the case originally respondents report having a moderately worse time with distance zoning would like to get back to in-person school but are somewhat more wary of a hypothetical pbs plan to get us there in the next month or two it also remains the case that there is much division in disagreement in those who responded however there are some minor differences worth noting in general there has been a slight
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increase in those reporting positive experiences with this concerning with those answering between a 6 and a ten on question one which if you'll remember reads compared to in-person school how has your experience with distance learning done increasing from twenty six point eight percent to twenty nine point five percent for question two which is how much do you want to get back to in-person school those was expressing a desire not to return by answering between a one and a five increased from 29.6 to 31 percent no significant variation in the responses to question 3 without knowing more how enthusiastic would you be about a pps plan that would fully or partially reopen schools in around a month or two assume it would be compliant with public health guidelines was present in addition the overall standard deviations decreased ever so slightly well remaining rather high and increasing between questions one and two and two and three and that concludes my update for the time being i'll point out that while we don't yet have an analysis of the qualitative responses at this time they are available in their entirety to board and slp members on that google sheet i shared with you with you which now totals over 50 000 words um do any board members have questions or comments i just think thank you for you know keeping the survey open and getting a whole lot more responses well done i'm curious when you saw the two possible schedules tonight what were your what were your thoughts about that or what do you think questions that students would have um well i mean i obviously didn't read all the qualitative responses i haven't even read most of them um but of those i did read i didn't really see any concern about the particular scheduling of the um of hybrid learning or in person whatever form that may take um i mean from the concerns i saw from the um or the data themes are foremost among them is clearly the health risks um and if i wonder if there are any um if those two plans present the same level of risk um i imagine since there are variations they probably don't i'd be interested in hearing more about that um that's what comes to mind thank you thank you nathaniel are there any further questions before we move on to our next item i just want to say that it's really amazing that you've done this nathaniel it's so fascinating and it's incredible the number of respondents you have so is this posted um it should be is it is it publicly available on board books let's um i haven't looked right now but let's make sure it is and at the very least email it to us so we can look at it again but it's just it's incredible what you did thank you so much it's so so good to see it it is posted great great thank you so much superintendent guerrero would you like to introduce this uh next item staffing yes thank you and actually it's fitting that we had a good conversation yesterday in a work session about our continued district priorities and how we want to weigh those with the capacity of not just time and effort of staff but also in resources that each of those efforts requires so in most school districts as you know even with a pandemic the operations of the system have to continue uh and so no different from any other annual process budget development has been something also occurring simultaneously which for us tends to start right after the winter break we start pulling together in this case a strategic budget team which included a lot of cross-section of folks including a lot of representative school principals and administrators who helped inform that process and and the board also approved a budget calendar as it does annually and you
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know holding ourselves sort of accountable to making sure that you have a formal budget proposal and a budget message coming your way uh but what we know is that districts have to uh make preliminary staffing allocations to schools because if you don't then school leaders can't begin to plan accordingly for the coming school year they have to begin to make decisions about staffing how they'll arrange their faculty what resources they'll have to work with for commitments and instructional priorities on their site and and human capital is the single largest investment that a school district makes so while you will transparently see all of that data and how it's distributed that staffing across the school system school by school that usually will come later in our published budget book we've tried to be transparent about where all that fte or full-time equivalent gets distributed so we did want to given some requests provide the board with sort of a preview of how those staffing allocations have played out across the school district because it's information we just shared with our school principals and they're starting to have all the conversations many of them sensitive that they need to have in their school buildings so for us fitting to the conversation last night ensuring that we're focusing our uh resources towards yes our reopening of schools but at a critical time when stability in the school district is going to be really important you're going to hear from staff present uh how there's been an emphasis this time around in our budget development process to to try to maintain that staffing stability uh at the school level and given the predicament we're in and the kind of learning acceleration that our students are going to require you'll also hear a theme of uh in resources being set aside to make sure that extended learning opportunities and other direct services to students are there so you're going to hear some of that you're going to hear a lot more of it in much more detail in the weeks and the months to come as as the formal budget gets prepared but you'll start to get a little bit of an idea uh of what's to come so i'll stop there and turn it over to the team who's who's gonna give you sort of some of the allocation rules and logic that went into the staffing allocations to schools so uh and i think we have uh our chief of schools and our deputy superintendent claire hurts is that correct that's right all right so good evening once again i just want to give you a briefing superintendent just shared with you you can go to the next slide that uh you know we propose a school staffing model for the next school year that is uh rooted in our the district vision theory of action and racial equity and social justice lens we also uh want to uh share that we have some targeted investments to aid us in our learning acceleration plan for next year so we're going to be talking about some of those tonight as well as our school staffing allocations and this presentation will share with our principals last week and it was available today for them to share with their staff members in their staff meetings next slide please along with this comes our budget process timeline and so we um are waiting on our state economic forecast tomorrow morning at 8 30 a.m and be ready to go and we um with that forecast helps determine um what the funding level could be um we were waiting for our co-chairs but it's still we don't have a specific date it's being released yet but we hope late february or early march um we are also finalizing our moving out to may that we would want to finalize our budget in late may based on what we would get in terms of funding a final funding level from the legislature and then also that we would come back and um pps after the funding levels were final funding levels were determined both at the state level and the federal level that we would make adjustments to that proposed budget next slide please so some things to think about we are using um one-time funds to get through this next year thanks to the federal stimulus funding for the first two rounds and the third round is still something that um we'll be watching carefully at the federal level to see when and when that's approved and then um also the board has given us permission to spend two percent
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of our general fund balance and so other things that are unknown right now is we're waiting on the co-chairs we're waiting on the legislature and the advocacy to see if were increased from the governor's funding level and then also that last piece that i would share is on the actual enrollment right now we have um made an assumption in on revenue that's more conservative than on the staffing side and we'll tell you a little bit more of that about that on the next slide please and so um our staffing formulas uh are staying level for general ed special ed the um student investment account esl staffing and and is also rolling forward from this year our enrollment support schools as students will be returning from trauma and learning laws from the pandemic so we know that we want to minimize the movement of staff as much as possible depending on where the children come back we may have to we are trying to avoid moving staff around not knowing exactly where and when um students will return especially at our kindergarten first grade levels we lost a significant you know like a three percent overall loss in enrollment this year due to the pandemic so we are uh keeping staffing levels at a pre pandemic level in terms of enrollment um with the um that it comes to a cost of 3.7 million dollars in the budget and to maintain that staffing in schools now i will say that if a school has a fifth grade uh like a k-5 school is moving a bubble a larger class size into sixth grade to the next school level that they could see you know overall lower enrollment it's just that we're not taking out the um enrollment loss due to the pandemic so um [Music] wanting to just making sure that we are focused on our alignment to our vision our theory of action and our racial equity social justice lens and that we are also able to maintain our title one per pupil rates um based on the um additional the funding continuing at the state level so with that going to the next slide and turning it back to sean dr byrd all right thank you uh claire so we also i sucked up the beginning of some plans that we have for uh to learning acceleration as oh yeah um so we have different options we have summer programming that we're talking about we have credit recovery for our high school students we have targeted academic enrichment which will go into next year so these are not just summer programming this is summer and then into next year uh including uh wraparound services and professional learning so the wrap for wraparound services we're looking at increasing our contracts with some of our culturally specific partners that are doing some work with our families now so that would continue into the next school year we want to look at multiple ways for our high school students to get get have opportunities for credit recovery so not just a traditional summer school but also some perhaps some options in the next school year by expanding the virtual scholars programs uh to across the city and i also want to point out that we are getting some one-time money as you know from federal stimulus but we don't want to use one-time money to hire uh staff so we're looking at ways that we can uh use one-time monies that for one-time things and um and avoid having to hire staff that we may have to lay off later uh for uh economic uncertainty so we are getting feedback from the on these plans from our principals right now and other professionals and we will continue to refine them and have more details coming soon next slide please we also are pleased to continue our uh improvements to our arts pathways as you know that's been a goal for the last several years so this is uh to just as a reminder to make sure that k through 12 there's a pathway for students that have a desire to participate in arts programs and it's in accordance with our master arts educational plan so this year we're pleased to add five additional fte to title schools uh serving k-5 and schools impacted by the fellow opening and this will assist in closing these uh these pathways in the cleveland franklin madison clusters uh so far over the last several years jefferson roosevelt have received this assistance and uh there have been uh this is just an a new uh investor or continued investment rather in closing the arts pathways next slide please also uh regarding the
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arts investment that's not just general fund money that's also using our sie dollars so it's to ensure sustainability over time we're uh using different funding uh streams and then uh we mentioned earlier that we had a process superintendent mentioned the district staffing team made up of group of principals and other school staff and district staff their top recommendation was to add student-facing support so we're adding 21.5 fte equivalent uh in order to provide student-facing support for intervention for math or literacy last year we added this some of these positions to our csi schools now we'll be increasing that fte and also adding to our title and tsi schools that are served k through eight so they will be um adding a 1.0 fte for it does a student facing instructional um instructional specialist and we'll also be adding for alliance which is also a csi school in addition across the system we'll add six fte for social workers and that'll be to serve tsi middle schools and k-8s as you know we have last year uh or this current year we added counselors and social workers this is continuing that effort it's also really addressed specifically at the targeted learning acceleration plans that we have and then finally i mentioned that we have credit recovery teachers so we want to add six fte across the system for these credit recovery teachers to um create some hubs for uh some programs that already exist and expand in our mpg program uh for uh the evening scholars program which fills up almost immediately each year so this will create some more capacity in there and we know that we have students that we need to who need to make up credit either from last year or from this this current year and uh students who got a no grade or incomplete they will need to be served through multiple ways so we don't just want to do summer school we want to be able to provide that service throughout the next school year as well uh next slide please so the equity fte the formula will stay remain at eight percent and just as a reminder uh you receive this money based upon a formula of uh your combined historically underserved and then the percentage of direct certification are those students who participate in the pre-reduced lunch program uh through direct certification so the formula will stay eight percent but more schools are not eligible for equity ft so some schools that uh so schools will lose a they'll have a slight adjustment to the equity fte as more schools have uh have come into the um eligibility formula for this so uh but as the superintendent mentioned or claire mentioned our title one allocation is at the higher rate so some schools may they may lose some equity money but then there's also a title if they have more students that qualify uh for title one that will be additional um dollars so they're you know there's uh some give and take in that um next slide that might be the last slide and that is the last line i've said a question on this the slide that talked about kellogg um i'm wondering is that a reference to the um the under enrolled k5s that will remain and then the um under enrolled k8s that are have another year before harrison park opens is that what you meant by the kellogg yeah because of school reconfiguration we'll need to still staff to provide those programs those art programs for uh schools in that area i guess uh not quite sure that's the um question i was answering so we still have these under enroll cave uh k-8s um in that area i mean kellogg theoretically is gonna be full uh and not gonna be under enrolled um but we have we still will have under enrolled k8s that remain and five right k5s well do we have we have some we have some case converting the k5s that will be small okay so the ones that are under enrolled that we're told hey you're not going to go this year it's going to be next year but in the meantime you'll get additional staff um that they have gotten staff in past years i'm just curious is that is that what you meant by that slide that mentioned kellogg or is it something else i'm not sure which slide it was it's the arts it's the arts investment of the arts pathways oh that that that the arts pathways is not is not um due to the enrollment balancing work okay so i guess then my question is the
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remaining under-enrolled k-k-fives and any under-enrolled k-8s that we have is is that addressed in so the we have set aside um fte for the k5s in the kellogg feeder pattern area because there haven't been um adjustments to those enrollments to ensure that they have the same electives that they had prior to or the specials that they had prior to converting from a k-8 to a k-5 that's what we told the community and yes that's included in the budget i'd like all the students staff the student supports um that are going to be contemplated for this next year to help our students re-enter hopefully a normal school year and build on the work that happened this year so um yeah i mean it's great to see all the extra support that's being proposed uh it looked like a lot of it was one-time money that's correct okay so right now it's in one time money um based on federal stimulus dollars and our hopes are that um with additional funding if there's an increase at the um in the co-chairs budget and the final legislative budget that we would be able to fund them more permanently but right now they're funded with one term one-time only funding okay well i was just felt that push and pull of we don't want to hire staff with one-time money and we're hiring a staff with one-time money so i was trying to trying to get those two i i agree with that statement scott okay still we're still working through that okay good thank you so i also um heard some feedback today about cuts in physical education i'm curious about the staffing that went out to schools was it still with that there's a base level of um art music pe for for the elementary and middle schools so the allocation model hasn't changed what may have changed is if um there are fewer classrooms in the school then there's fewer um [Music] special session sections needed for that school so maybe not a change in the formula but a change in a school um based on enrollment change due to fewer students in the school not due to covid but for other reasons thank you i hope we're not burying the lead here directors what you didn't hear is widespread reductions across all kinds of program areas it would be easy to say we're down three and a half percent students so therefore if you don't have the head count principles but we've not done that we've said to our principals we do expect to see many of them returning whether parents choose to redshirt their kindergartners or they show up as first graders we do expect them to re-enroll and and so what we don't want to do and we want to minimize is a lot of disruption with staffing uh with a staff movement in october after the 10-day account and so this was sort of the number one ask that i think our principals really appreciated hearing a few days ago is that they could plan accordingly that they could plan with sort of a stable faculty even if it's at the 1920 uh level and so there's a small calculated risk there but the benefits we believe sort of outweigh uh with our families and our students sort of having the consistency of the teachers that they've known in their buildings and then the other categories were really sort of the high priority that you know middle school principals and high school principals felt were really key you know enhance the social work capacity in middle schools and invest those one-time temporary monies in learning acceleration credit recovery and credit earning opportunities so you're going to be hearing as the budget develops and gets uh you get the narrative in the coming weeks sort of describing what those plans are and how we're investing in them but uh this evening was really sort of meant to sort of you know give you a preview of sort of house staffing allocations when went out to schools of course our school principals still have decisions to make at the school site so uh you know there
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may you may see a reduction or an increase plus or minus in any given school and those are those are decisions that happen at the site-based level depending on their needs and their school improvement plans so if you're hearing any of that it's not because we're letting go a whole widespread group of employees we'll have to have another conversation in the fall to see where things land and uh next budget season depending where the overall revenue forecast goes could be a very different situation uh what we're trying to do is sort of preserve enough resources to make progress in some of the district initiatives that we talked about last night while also sort of taking care of stability and some learning acceleration and intervention for our students as they start to come back and for a fifth quarter of extended learning uh this summer i want to thank staff for presenting this tonight because i think it's a very important message to our community as people are looking at next fall but we'll both considering the spring but also next fall and what they can expect and i think stability and supports are going to be super important to our families and be the thing that brings people back and accelerates and supports our students so thanks to the staff for bringing this early in the in the cycle and and also to your point superintendent it is remarkable that we are not sitting here talking about dramatic cuts and i'm also just so grateful for all the work that went in pre-pandemic around our priorities for the student investment account because we've been able to preserve those same priorities especially for our social emotional supports it's really remarkable and i'm really grateful for how you threaded this needle as well as the last needle so thank you well the team keeps getting creative and somehow we keep pulling it off and i think what you will see spring is with the fuller funding of student investment account we just went right back to the list we did a lot of important engagement work and so sort of the menu of sort of desired uh investments you know we we're going to be revisiting that so partly what i'm going through tonight is part of my brand is still back to a pretty gloomy session we had about cutting 6 million and looking at some multiple year on average cuts and then i'm trying to square this which didn't really have dollar dollars attached to it but have adding a lot of positions um we'll have more for you as we get farther along in the budget process yeah but but that's you know when i talked to people in the intervening weeks it was like yowsers and were in this six million dollar cut and now this is this is quite a different picture and i'm glad it's a different picture um so again as as in our role as ambassadors to the public [Music] it'd be great to update that narrative going forward so i just want to say that we have made it through in this cycle because of the federal stimulus and the fund balance use and so what we're hopeful for is that the enrollment returns and there's um you know solid uh recovery from the recession and that the next year the biennium is solid because then this is a bridge year right and then we can get back on track but it's just um no the economic forecast will certainly give us a picture um tomorrow about how we're doing on that so and and also i'd love a color-coded map to show the investments in our arts plan over the last couple of years and how those gaps are being filled and that robust system that we all want uh those steps being taken because that's such a great thing i'm glad you've brought that up i think you heard last spring around the state of the arts springtime sort of a presentation by kristen brayson around those arts pathways and where we focused uh this year in filling in some of those gaps particularly in the jefferson roosevelt cluster so you saw the five that's closing a bunch of other holes in other clusters and we wanted to make sure that our principals knew that they would be getting that increment so they could start to integrate those those specials those additional opportunities for kids that haven't had those so
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when we'll work with board leadership around when it makes sense to agendize uh a latest um update for visual performing arts because i know they would be anxious to share with you how those pathways continue to be incrementally closed up so we can summarize this meeting superintendent as you have we have financial stability without widespread budget or staffing cuts and we have a plan to open k through 12 in hybrid in the fourth quarter and we renamed a high school after an awesome black portlander and and we're having uh substantial investments in supports to help our kids make up the lost ground from this past year and our student representative did an unprecedented survey of our students on the most important issue of the day which we otherwise wouldn't have had with some great staff support and he's about to turn 18. yeah well we're still on this meeting yeah and we're only an hour behind schedule and our classified staff are awesome do everything on the agenda it's all a work in progress and all getting better every day yes all right is there anything else and our superintendents in portland our superintendent is in portland and our superintendent is working really hard all right is there anything do you want to make a note if he has been noted in two places on the same day that is um how you get to be a saint in the council yeah your miracle of appearance there superintendent um are there any other business items at this time before we adjourn oh also uh director lowry rocks as a chair so some days you need to vote on the remaining item from the business how that's doing for my record here all right anything else before we say goodnight to one another we need chair larry we need to vote on the cedar mill construction contract that was pulled from the christmas agenda totally forgot that the other thing i would like to remind the board of is that we do have agendas signing tomorrow at 11 a.m so if you have items for agenda setting please email those to uh vice chair bailey myself or so we have ready to discuss at the agenda setting meeting okay so we now need to vote on uh the cedar mill item that was from the consent agenda and then uh questions were asked about it do i do i have emotions second okay direction all right director bailey moves and director scott seconds the adoption of the cedar mill contract is there any board discussion all right the board will now vote all in favor please indicate by saying yes yes yes yes yes oh yes please indicate by saying no are there any abstentions the cedar mill contract is approved of seven to zero with student representative shu voting yes all right liz is there anything else we need to do tonight i think you've done it great actually my screen with everyone there for a second that would've been fun go ahead that's just to say can um i know the staffing presentation wasn't um posted before the meeting um if it hasn't been posted we make sure oh thank you uh roseanne it's just it's a great i think it's a great story that we should be sharing so thanks yeah it's amazing i love i mean pps staff have an incredible capacity for finding uh the way through in all of this happened and working together to make a pathway that serves our students incredibly well so i'm excited for the additional resources for the summer programming for what's happening with sports um for the work that's happening to bring everybody and the continued work with our union to move us forward as we um our all of our unions to move us forward in collaboration with our staff to to reopen for students so thank you all for a great night lots of good things long night anything else before i officially adjourn us yeah director to pass last comment just gave me a little bit of an epiphany i don't think i've ever shared with directors i have seven older step brothers and sisters and if i was standing next to a couple of my just a year or two older step brothers you might mistake us so that might explain the sightings in southern and california
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so you're not you're not in line [Music] so uh the next regular meeting of the board will be held on march evening is official good night everyone good night everyone


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