2021-03-11 PPS School Board Work Session

District	Portland Public Schools
Date	2021-03-11
Time	18:15:00
Venue	Virtual/Online
Meeting Type	work
Directors Present	missing

Documents / Media

Transcripts

Event 1: PPS Board of Education Work Session 3/11/2021

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so welcome everybody it's great to see everyone i wish we were uh sitting all together uh in that room up in the second floor of the besc and working in our small groups at our tables and getting to really dive into this work um but i'm going to go ahead and call us to order so this work session of the board of education for march 11 2021 is called the order this meeting is being live streamed on pps tv services website and thank you to our tech team especially terry who always does such a great job of um getting us out there for the public um welcome and we tonight are we are going to have an opportunity to re-familiarize ourselves with the graduate portrait to get an update on the strategic plan development and preview the budget for next year so we're working together with the community budget review committee also known as cbrc superintendent guerrero would you like to get us started this evening thank you chair lowry uh standing live in front of roosevelt high which i think is a nice symbol of our district's continued transformation it's good to see everybody uh some new faces both on the staff side and also with our community budget review committee so i know roseanne's going to do an opening introductions in just a moment but what i will say just at the opening here is this is a great uh big uh first opportunity uh to really get a a bit of a download on where we are in our continued journey as as a school system both in how the community has is dedicated and investing time uh almost a year in constructing a vision for our school system for student success uh and we know that a vision you know unless unless unless there's a a deliberate approach to making it true uh you know you won't you won't see the progress that you were initially excited about so we understand uh certainly as an administration that you you really need to have a concrete series of multi-year strategic plans to to realize that vision so you're gonna you're gonna hear a lot more details about um how we started off in the interim uh with some clear priorities and and the work that's been happening in the middle of everything uh to continue articulating uh a set of strategies that align with with us with with our district vision so it's hard to dive into the conversation around a budget development process without being clear about where we're grounding those strategic investments and you know i think you've heard you can tell an organization's values and priorities by where it dedicates its resources so hopefully we get clearer and more transparent about how that's the case for us and how we differentiate resources and manage those investments towards our vision um can can be clear for for everyone so uh we'll dive into some of those details here now and uh look forward to a very robust conversation i don't expect it'll it'll be the last one that we'll have on this uh and a lot of the work that you'll be hearing about is definitely a work in progress and it doesn't take away from understanding that there are a lot of concurrent strands of work happening like focusing on reopening our schools like understanding that there are still some other streams of resources that have come our way or continuing to come our way and how those get integrated into braiding towards towards our overall goals so even as we reopen even as we contemplate the fall and what that might look like we have to keep our eyes on the prize about where we want to be as a school system and what that means for for our students uh in the long term so with that i'll turn it over to the roseanne powell thank you superintendent um so i'm rosanne powell i'm the board manager here at portland public schools and i want to thank you for the opportunity and thank you to the board and the cbrc for devoting your evening to the workspace my role here is to help us get to know one another by guiding us through introductions and leading us through a few icebreaker activities so i have a fun job tonight uh before we begin i want to review some protocols for engaging in this work session so the protocols you see here come from our professional learning on racial equity through partnership with the center for equity and inclusion we refer to
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that as cei and i'd like to review those now we ask that you stay engaged that you speak your truth responsibly that you listen to understand and to believe that you be willing to do things differently and experience discomfort and expect and accept non-closure so next slide to get us started let's take a moment to go around the virtual room and and introduce ourselves please state your name what role you have in the community or within the organization the number of times you have participated in a joint budget process with both the cvrc and the board and then tell us today one thing you hope to learn and uh i guess i'd like to kick it off with uh we'll start with our chair tonight chair ely lowry all right and roseanne are you gonna invite the next person to speak after i speak or should i invite someone thank you for asking can you invite the next person great and so we'll just kind of um pan that and i know it could be hard to keep track of who has gone and who hasn't so um after we get maybe halfway through if you could just put up your hand like this so that folks can see although i guess we can't since we have the slides up it's we'll figure this out as we go let's just do that all right my name is ailee lowry um i roll oh i need the slide because i didn't memorize the questions sorry it's like we can't have it both ways somehow um my role in the community is that i'm the chair of the um school board and uh i whoa i number of times i participated in the process this is my second time through on the board side of things and i spent two years on the cbrc so i did it twice through the cbrc side of things um and one thing i hope to learn today oh that's a good one um i i want to learn how um how folks are seeing um the hopefulness in this budget process and i think that's always numbers can be really um dry sometimes and one of the things i really love about this work is is how we see how it's it's an agent of hope for our students so that's what i'm hoping to learn today and i will call on sarah kerr from cbrc all right thanks director lowry uh hi everyone i'm sarah kerr i have the privilege of co-chairing the cbrc for the second year uh it's my fourth year uh participating in the budget process i can't remember if we had these joint sessions all four years or not i feel like that wasn't necessarily always true but at the very least four years um participating and i also am a parent of a second grader at rose city park middle school or elementary school geez it's been a long year she is not in middle school she is a second grader and i one thing i hope to learn today i am hoping i know um probably a preliminary conversation but i i'm really eager to understand the ways in which um the just for thinking about budget authorities that are both immediate of students and teachers this year and also sort of how you're thinking about sort of the do now build toward as we think about the long-term recovery i'm hoping to get a sort of clear picture of where we are with our early thinking uh i will go to director depos you're right underneath me on my screen good evening everybody my name is michelle de pass i'm a board member i'm on the board this would be my second time as a board member participating in the cbrc budget process what i think i'm looking to learn today is how having not had experience with the budget process in the old times several years ago let's say really interested in how we're applying our racial equity lens to this document and how we'll know we're looking at things differently compared to the way that the budget's been you know crafted in the past i'm going to pass it to how about claire hello everyone claire hurts deputy superintendent at business and operations and this is the third time i've been a part of the budget process with the board and the cbrc at pps and um one thing i hope to learn today is to really hear and listen to what our community budget representatives have are thinking and
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what they have to say about our strategic planning work and our initial budget work and then also listening carefully to what our board is is um giving us in feedback so i'm really i'm looking forward to hearing that it helps us hone our work and i'm going to tag the person that will be taking uh my place in the board in cbrc budget process as of march 16th not that i'm excited about that or anything with um roberto delgadillo thank you good evening everyone a freshly minted cfo uh for portland public schools and uh first time participating and one of the things i hope to learn today is um chair laurie you touched on this and superintendent guerrero you touched on this as well it's just thinking about numbers can be dry but what's the narrative and story that we want to put together as we start thinking about the strategy and and what the long-term implications are for that so really thinking it intertwining what everyone has to say to give me context and start thinking about how all of that how all those pieces eventually need to come together so really excited to be here and with that i will pass it on to um russell i have russell here mr russell brown dr brown hi my name is russ brown i'm the chief of system performance from portland public schools this is my second time in participating with the cbrc and i too i'm really interested in hearing from the uh members of the community as well as our board in terms of how they uh view the our strategic planning work in the context of recovery and our plan forward i think hope is incredibly important and really interested in as no berto pointed out think about the narrative as we move forward and how we use metrics to help tell that narrative as we move forward and with that i would like to pass it on to jennifer samuels hi my name is jennifer samuels i am a member of the cbrc i've been a also um have been a pps parent for 21 years and i'm still doing it this is my second year on cbrc so the second time i've participated in this type of work and i hope to learn today how cbrc can help and support the district in making sure that we best support and serve students going forward i'm going to pass to lisa selman oh thank you so i'm lisa selman uh i am this is the first for my first year on the cbrc and i am a parent of a freshman at lincoln high school and um so first time going through this budget process but i have worked in both the federal and local government level so i'm familiar with the process itself and one thing i'd like to learn as a newer member is really what how we can be most helpful to the board and what feedback they really need to hone in on the budget as we move forward i will pass it to megan i don't think we've heard from her yet hi i'm megan salvador i'm a project manager for business and operations and this is my first time being a part of this and i'm just here to support and i'm not sure who has else has gone [Music] uh liz have you won yes hi megan um my name is liz large i'm the contracted general counsel uh for the district i had to count on my fingers which is probably not good for a budget process um to realize this is the fourth board and cbrc budget process i've observed and been a part of i think lots of variations on the same theme but i'm very much looking forward to hearing the cbrc's fresh eyes and always smart and insightful questions and we have been in such an intense time that it'll be helpful to have your fresh eyes and perspective on some of the key strategic budgeting issues with that i'll hand it over to scott bailey good evening everybody i'm scott bailey
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i'm vice chair of the school board my babies have long graduated from pps this is my fourth year on the boards for my fourth budget process i think it's the third year that we've it was three years ago that we really deepened the participation of cbrc in this process um the one thing i'd like to walk away with is and i'll say three talking points to say here's how this coming year's budget is going to further our realization of our educational vision and i will tag director constant thank you um i'm amy constand this is my sixth time doing this although to director bailey and sarah kerr's point we in those early years on the board for me we did not have such a collaborative process with the cbrc which certainly was our loss um so i'm looking forward to this discussion tonight because i feel like we're putting all the pieces together in those prior budget conversations we didn't have a strategic plan framework we didn't have a vision um we didn't have a uh real as as much of a robust process with our cbrc so i'm looking forward to to building these things together with the cbrc and then also to really focus on using those tools how do we use the budget process to address the really unusual and unprecedented demands that we know we're going to have to respond to having been out of school for a year um how about jonathan garcia good evening everyone jonathan garcia chief engagement officer here at the district uh i've been this is my fourth budget process uh with the district um i'm excited to hear uh and uh engage in a meaningful conversation with all of you this evening so good to be with all of you uh how about nicole you were on you were muted okay am i unmuted now yep i feel like somebody always has to do it so i'm glad i can take this on for everybody i'm the director of uh i'm nicole bassen i'm the director of budget and grant accounting uh this is my first time in this role in in a joint work session with the board in the cbrc um i am hoping to learn today what is important to you all so that we can focus our resources in support of that and add clarity in our budget around those important pieces so that's what i'm hoping to learn today and let's see let's go with craig have you go craig i knew you were going to call me nicole good evening uh members of the board and members of the cbrc i'm craig cuellar i'm the deputy superintendent for instruction and school communities um this is my third budget process i'm so glad to be going through this process again and one thing i hope to learn today is um again i want to echo the sentiments from from all of you and my colleagues but i am really just interested in just hearing um you know your feedback and really um you know digging into the into the into the deep conversations and dialogue you know as as our vision continues to take full form moving forward for what we do for children so that's what really excites me um i'm going to go ahead and pick my buddy parker yeah i knew you were going to call on me thanks craig um i'm parker myers i represent benson on the cbrc or on the dsc i'm the student representative on the cbrc uh and also the co-vice chair i really would like to hear um the board's perspective um and i you know in that working more collaboratively which i think is a goal of the board as well um well i was planning on calling on you craig but you called on me so i gotta find somebody else um let's go with uh director andrew scott
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somehow i knew that was coming parker hi i'm andrew scott i see him pronouns um i am a board member for pbs this will be my second time through a board and cbrc budget process and yeah i think one thing i hope to learn today is how the budget is changing as a result of covid and how we're refocusing some of our resources but also and just as importantly how it's staying the same and things that we even coming out of this we want we want to keep a focus on um and and and maintain some of that stability and continuity moving forward so i'm excited to be here and i'm going to glance through my list now to find folks um kara i don't think you've introduced yourself hi i'm kara bradshaw i'm the executive assistant to the board um this is my second joints meeting here and um i'm just really interested in general hearing the process and the conversation that's going to take place around the budget between the two groups people and then i will jackson have you gone [Music] may i suggest just a quick process um idea and that's for the people that haven't gone um there's a little at the bottom of your screen there's a raised hand and it'll pop up on your screen and so those that it'll save time and trying to figure out who has gone and who hasn't gone thank you okay um hi i'm jackson i'm the deputy student rep to the district student council i also represent cleveland on the district student council and i'm the student representative to the cbrc along with parker um this is actually my first year so i'm one of very few i guess so what i kind of want to learn is just general process how we can work together and also echoing what um director to pass mentioned about how we can um see our reshape policy or vision incorporated into the budgeting process and hopefully some hopefully just learning more about performance measures too that could be incorporated into this process um and i'll call on director more sorry i was not expecting that um so my name is rita moore uh this is my fourth year on the board um i am this year i am the liaison to the cbrc um i was also 66 years on cbs member um this is i believe only the second time though um in my memory that um the board and cbrc have met in in a joint work session around the budget um and i i think that it's a positive step toward better collaboration so i i hope we continue to do this um what do i hope to learn um a budget is not only a moral document but it should be a strategic document as well so i'm eager to see how we're translating the emerging multi-year strategic plan into the budget building process oh and um who's left uh were they anderson is she uh okay it looks like she may have disappeared um how about david roy i see renee okay um do you see people's hands raised um on their on your screen are you able to see that if you go to the participants list read if you click you can see the people the blue hands raised on the participant list okay okay david sorry thank you director warren goody good good evening everyone i'm david roy i'm the senior director of communications uh for the district i think this is my third time i think i caught the end of a fourth one when i first came home i was doing some work for the district in the budget process here at the district um i am looking forward to uh similarly to what some of my colleagues have said just uh seeing what some of the reaction is to um so much of the good work that's been going on to figure out both sort of budget and priorities over the next year the next few years uh through that uh strategic plan lens so very much uh eager to hear folks reaction questions uh impressions of that so
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uh i will now hand it off speaking of colleagues to my esteemed colleague leslie odell so now i knew he was going to call him me hi i'm leslie odell i am the senior director of our funded programs department and this is my second year participating um in some part of this process um and i'm i feel like a little bit of a broken record but i'm really looking forward to hearing really about what the our board and the cbrc want to learn more about regarding our strategic investments um especially as we're looking at the strategic plan and the emerging strategic plan and so i'm really just listening um to understand what you'd like to hear more of and what you'd learn what you'd like to learn more of and and i will turn it over to nathaniel hello i'm nathaniel shu i'm student representative to the pps board of education and a current senior at jefferson high school uh i have never really been involved in a board or cbrc budget process before so i'm just looking forward to learning more about what the role of the cbrc is in this process and how specifically that will work in such an unconventional year um so let's now go roseanne hi i'm i'm roseanne powell i am the board manager here at portland public schools um this is my seventh budget process but as uh director moore stated it's really only the second time that we've come together in a joint session that i can recall and i like everybody else i think i'm echoing would like to just hear how really how people are seeing the budget in through the lens of our strategic emerging strategic plan and our strategic shifts that we've identified for the year and next i'm going to call on director brim edwards thanks for zan good evening everybody i'm julia broome edwards i am a board member and also um a community and parent activist um the number of times i've participated in the budget process um i think i'm on my second decade so as a board member um this will be my eighth year through um a budget process but many years as a community member as well but i will say it's only been the last couple years where there's been a more integrated process between the board cbrc and district staff so i'm really looking forward tonight to tonight and the process we're about ready to start the one thing i hope to learn today is that um we're in a i think a budget and year and like none other for pps and it's 170 year history and that i'm interested in learning from all of you about ways in which we can better support our students and our staff as we emerge from the pandemic and a really devastating year for our school community and then also how the strategic plan can help guide us as we emerge from the pandemic and help us as we build a stronger uh more resilient and just school district and how we can that strategic plan can better support our our students and help us fulfill the sort of hopes and dreams we have for each of our students and especially the students who we have not served well in the past and i know that we want to serve better in the future and i am going to call on um superintendent guerrero thank you director brom edwards now i feel like i have to use a few more adjectives musician student advocate and instructional leader this is uh my fourth opportunity in portland and hopefully what the community is observing as a continually evolving attempt to create a budget development process and product that is increasingly transparent and aligned with priorities the community and the board has has identified and i think maybe i've
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had eight or ten other annual budgets and processes in two other large urban districts so i've had an opportunity to see this a number of different ways but usually aiming towards the same goal what i hope to to learn and observe in this process is everyone hopefully beginning to gain a clearer understanding of how we are starting to outline um strategies that we believe will will build capacity in the organization and conditions in school to really accelerate outcomes for students and renee were you able to get your microphone working you want to try now yes and um sorry about that when michelle said look for the something to raise your hand i'm on my daughter's computer because i thought we were going to do google meet and this is the only computer that lets me use google me and then we did zoom but my daughter's computer is different so i couldn't find reactions but i am here now um i am i've worked i started working for pps in 1985. my children have also graduated from pps i am presently i this is my first time with cbrc so this is the first time i've done this kind of thing um i am presently on the state board the um advisory board to ode for bss bss student success i am a program manager for ocfs bss student network and we have 23 programs and i am continually volunteering in the school district so i um well in in programs so i'm a comp uh community volunteer and i am hoping to hear um how we we're going to use our funds to really uh work with as a number of people have said work with our students and teachers to recover from covet because um uh our we've just stepped backwards as far as the gap growing and it's a big concern with a lot of us and so i'm glad to be here and i don't see a hand let me see i don't know who hasn't gone here i'll pick one i'll pick brad for you thank you hi my name is uh brad nelson and this is my second year on the cbrc i actually have not gone through the other budget process on the cbrc when there wasn't a pandemic going on um so i think i had some concerns with the uh the process last year um kind of how we were going to address uh things that were i think kind of you know pretty clear pretty early on for you know what was going to happen to kids and i think i really am looking forward tonight to hearing much more about how we're planning on remedying a lot of the you know basically it's a lack of a better term it's a learning gap between kids i think that there's a decent number of kids that have learned through the pandemic and there are a decent number of kids that have not learned much to anything and i think that is going to be one of the greatest challenges that the district and schools around the country are going to have i wish you know i'd had a chance to participate in other processes but like i said this is only the the second one um things i'm looking forward to hearing tonight i actually like numbers um i understand they can be dry but i think we are safe and secure when we are looking at numbers and actually making data-driven decisions um the more numbers we can get i'd like to you know call out claire for sending the materials to us previous to the other meetings that has been an incredible help rather than just coming into these meetings blind um that is a big big help before these um i really want to see you know what we're doing to try and figure out how to uh you know how to fix that learning gap because it is it is enormous and it's
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growing every day um so that's what i'm hoping to do thanks i have to call on somebody else okay um arena okay i'm marina phillips and i had three kids going through bps we moved from corvallis here in 2014 and my two older ones graduated already and my younger one is graduating this year i am serving on cbrc and this year i am one of this wise chairs to help sarah and not to put all the burden on her shoulders what i want to learn from this meeting is how we are going to deal with our synchronized learning some people are saying like we need to accelerate our students to kind of like to see that our strategic plan still stands and works and some people were saying that some people some kids are behind and there is gap in learning so that means in one class we are going to have kids who didn't suffer much and kids who almost completely lost everything and it was a lost year for them and they're going to be in the same classroom so i'm curious how we are going to accommodate both for kind of like polls the paul who didn't suffer much and the poll that's way behind and then the same grade and i also curious how the strategic plan that was in development in 2019 and early 2020 is going to be implemented through the budget now and through the future budget processes that's my interest for today thank you do i need to call somebody or i'm the last one oh there is judah there judah i'm calling on judah all right let's say there's also roger but i'll uh uh i'll call on him afterwards um yes my name is judy mccauley i am uh co-chair of cbrc it's my fourth year on the cbrc um and let's see and so therefore my fourth year in the uh budget cycle and the as people mentioned the changing process i also regularly do budgets in the private sector but this is my only experience in uh the public sector and the biggest thing i hope to learn this evening is really getting a better sense of sort of the transition and continuity points between the current uh issues that are going on within you know transition to now mandatory in person education uh deemed by the state for this year transitioning into the budget for uh next year and then how we're going to have both of those things aligned with the longer term strategic plan obviously in both an uncertain fiscal time but more than anything else in a period where there is a lot of change going on for the families in the district and the kids themselves so i'd like to see us highlight how we can take an integrated approach to wrapping up this school year moving into the budget implementation for next year and setting ourselves up for success while also still aligning ourselves with the longer term strategic plan so um roger i think you are last in line uh good evening and um it's hard not to uh concur with uh most of uh all the other uh speakers uh ahead of me um i have been on cbrc for over a decade um i'm a pps graduate my both my daughters are pps graduates my both my parents taught in the system um i am a former state officer in the oregon pta and was served for four years as the regional two director which is responsible for all pta chapters within pps so uh i have been participated in numerous uh budget cycles uh uh and so uh and i'll just conclude with uh saying uh i'm uh anxious to receive an update uh as to what we can expect from state
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and federal funding uh given the most recent uh passage in congress uh just uh this week uh uh of a covered relief bill that has educational funding uh in included and uh and uh directives uh anticipated uh from uh salem uh regarding uh reopening of schools uh the governor's budget uh currently uh counts as being status quo but fails to take in cost of living increases and so on and so uh what is the fiscal impact of state and federal legislation that we can anticipate that will affect this budget cycle i think that's everyone now unless we had anyone who was solely calling in thank you everyone i think next is jonathan garcia will take us to the next awesome uh thank you and thank you everybody uh again good good evening uh i know that you know that took 45 minutes but i think it was really important um that we got to know a little bit about who's at the table um as we're going to be spending the rest of between now and and the end of the the school year uh getting to know each other a little bit more working together to uh uh through this budget development process so uh today we're going to walk through a long a big deck that we shared with you a few days ago uh and so what i'm going to do is share a little bit about our vision give you a summary of our vision and our vision process many of you were and participated uh in the process but i'll walk you through uh through that pretty quickly and then um i'll have uh dr craig cuellar uh share with you a look back um of year one of our strategic plan and so uh so he'll he'll walk you through some some of those numbers and some of the impact that we're beginning to see uh this year uh and then i'll come back to to we'll take a break uh then i'll i'll come back and share where we are with the development of our 21 to 25 uh strategic plan uh dr brown will uh then join me to share a little bit of how we're thinking about monitoring and measuring progress towards the strategic plan uh and then claire uh will uh end in the evening uh connecting all of this to uh the budget a budget preview of this uh for for the 21 22 school year so uh you're ready to get started great so going to start with our vision uh and and i know that we also shared a 50-page document with you i hope you had a chance to uh to read through it um but i'm going to walk you through a little quite a bit of a story here of how we got to to to the vision and so uh let's get started so back in 2018 19 school year uh the school board the board of education and the superintendent launched a visioning process and the purpose of the visioning process was to to really uh determine a north star for our organization where is it that we are heading to as a as a community as a school community and how do we get there right um and so we went on a journey uh across the community for a year now roger uh participated uh uh in many of those uh events uh meetings uh many of the members of our board and members of the cbrc and and this vision uh really uh brought together the community brought thousands of folks together uh sixteen thousand data points um were cr uh where uh were developed uh were created in order to to to to um to develop this vision um and our vision here is to prepare students to lead change and improve the world and so when we think about our vision uh you know again this is a 50 page document but really our community when our community thinks about our school district and when they think about our graduates they want our graduates of portland public schools to be compassionate critical thinkers able to collaborate solve problems and prepare to lead a more socially just world and so in our vision uh if you if you recall there are four components to it there is a graduate portrait which focuses on our student outcomes what is it that they want what what will they know well who they will like who will they be and what will they be able to do by the time they they graduate from our system so our community came together to
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develop a set of characteristics that we we hope and inspire in all of our students that that leave our system that graduate from our system and we know that in order for our graduates to to possess these characteristics we need a set of uh uh we have we need adults that emulate that that that that showcase ways of being uh in order to promote and support each student in attending that graduate portrait and we call that the uh educator essentials and again we have uh nine characteristics that as a community that you as a community help define uh and then we we as a community also defined 11 system shifts so we know if we want our students to graduate with these sets of characteristics and these pro these sets of uh uh of ways of being if you will and if we say that we we hope these uh ways of being of our educators uh it becomes true then what do we as a school system what are the shifts that we have to make as an institution in order to help realize those and so uh the community identified 11 of those sisterships that that that they've that the community has asked us as an educational leaders to to prioritize to focus on over the course uh towards as we reimagined pps and the last thing that's in our uh vision is a set of core values uh these core values are a set of guides that really share um who were who who and what we're about i think one of the the things that that makes me most proud of when i think about the vision is actually the set of core values and i actually want to thank uh director bailey publicly because uh uh you know three years ago now or two years ago uh when we were in in this journey uh dr uh director bailey you know asked that that we we we sent her a set of core values and then we defined a set of core values so so those are those are also in the vision and so here's the our graduate portrait this is what you as a community said these are the characteristics that are important as our students graduate from our system as a community you wanted our students to who are skilled creative problem solvers and who collaborate effectively you want students who demonstrate mastery of core academic knowledge and skills you want students who are prepared to navigate through failure to success as racial equity leaders you want students to take part in making our society more just and equitable for people of color as you want students who have positive feelings about their personal and cultural identities and a healthy sense of self-worth nurtured by allies who serve as role models and advocates you want our students who are prepared to live in a work in a global environment through multiple multilingual and multicultural learning experiences that begin in early education you want students that are that graduate feeling optimistic about their life about their futures inspired by real-world experiences aware of their career interests and earning practical credentials out of immediate value in the adult world we want students who are self-aware who are reflective and are able to recognize personal bias towards people cultures and situations and so if that's those are the characteristics that we want in our that we as a community aspire for in our students then what does it look like for us as as adults right whether you're in the classroom whether you're on the board whether you're the superintendent whether you're on the cabinet whether you're a custodial staff what does it look like to to be an adult that is trustworthy reliable and courageous what does it look like for to be an adult that is highly competent in areas of practice we aspire as a community to be adults who are knowledgeable about our strengths and biases and have a positive sense of our own identity we also want adults who are courageous change agents who actively promote and ensure racial equity and social justice and i can go on and on and share a little bit about the type of educators that you that we as a community want in our in our in our schools and i and while i won't read every single aspect of these shifts there are 11 shifts that as a community you have identified you know you you want a school district that is connected and trans and a transformative school district you want a school district that aligns its systems and structures through a racial equity lens you want a community a school district that has a culture of physical and emotional safety and so the list goes on here we as a we as a community want a lot of shifts we need to make shifts as an institution in order to
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realize these elements of the graduate portrait and educator essentials and so it's going to take some time to disrupt and to unpack these levels these shifts these these systems that exist i'm going to sit just for for 30 seconds or for maybe 15 seconds i want to sit with these core values as we're going through this budget process uh through the you know between now and june let's think about how these core values show up and who we are and how we show up how do we make sure that students are at the center that we believe that that the belief in the fundamental right to human dignity and generating an equitable world is is valued and the list can go how do we make sure that we're grounded in the spirit of portland and so we're gonna what we're gonna do uh here for the next 15 minutes and i i know megan salvador sent you a summary a one-pager of this educational system shifts and so what we're going to do is split you up into three groups uh three small breakout groups i believe these breakout groups and roseanne you can correct me if i'm wrong are going to be accessible to the public in in real time is that correct yes the links are accessible for anyone to go into various breakout groups and so we're going to break you up here for the next 15 minutes and what we will look uh they're going to be three facilitators uh claire craig and roseanne uh and when you split up we would love for you to have a conversation uh in two parts part a is as you think about um these five system shifts here can you imagine what this would look like if we've successfully attained them if we actually made these shifts so i would love for you to focus on the first five and then uh towards the end maybe the last five minutes uh add the add the second uh set of shifts just have a conversation as a as a group what would this look like if we've successfully attained these elements if we've successfully shifted made these shifts so megan can we split or i don't know who's going to do i that kara is on point for the breakout session he will take you all away can we leave this screen up on for the breakout sessions uh i'll leave this on i don't know if it's gonna carry over to the it will not it will not but everyone should have it via email oh it looks like all of my assignments are now unassigned so i'm at the manually send people over and if you can i don't know if you can help me with that era can you reassign me as host all right so um as as they're doing that that's gonna take a little bit of time i'm gonna keep us keep us going um and share a little bit um about uh our board goals and so you just heard a little bit about our vision again as a as a recap this vision was created by our community by you and and this this this vision really serves as our north star right a destination so as a community we know where we want to go we know what we're aspiring to and so now as as a as a as an elected board our board has has defined a set of goals that we're going to be held publicly accountable for and and in here you can see a third grade reading goal a fifth grade mathematics school and i want to commend the board uh because they uh were bold in um in really naming that uh our students of color uh and and increasing uh academic success for students of color is is a big priority and you can see uh in eighth grade um we have an eighth grade graduate portrait goal that by the spring of 2022 portland public schools 8th graders students will move from 44
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meeting proficiency in both english language arts and mathematics to 51 meeting proficiency in both subjects as measured by sbac and then we also have a post-secondary readiness and ready to college ready for college and for your goal jonathan yes so one thing on this the eighth grade goal we actually had a more expansive goal that was yet to be developed and i don't want to lose track of that that we're just looking at meeting proficiency but it was a richer goal so just like yes i want to just make sure we keep that asterisk on um that eighth grade goal because we still have to outline that absolutely and i noticed that as i was reading the title and it's a graduate portrait but yet the the subject in here was very uh very specific so i think that yeah there is a conversation still ongoing superintendent did you wanna no i think director brian edwards is right in reminding us that uh what we want is a is a backwards mapping of the continuum at eighth grade uh and what we talked about is more of a capstone or an authentic assessment and so we have not forgotten this because in all of our middle school redesign conversations in fact we're talking about if we have a successful middle grades experience with our students what are the dispositions what are the what are the different ways to uh uh identify identity indicators for students growth along a lot of different uh areas not just academics so um we have not forgotten that and you should begin to see emerging uh what that looks like great because as someone who didn't wasn't brilliant in either math or english we know that our students are brilliant in many areas and trying to capture that so that they launch into high school uh feeling competent and accomplished um in more than just the standardized measures absolutely so i'm actually gonna so we're not gonna break up into a breakout room i think we're having some technical difficulties here so what we're going to do is actually do this as a for 10 minutes just to 7 30. uh have a quick conversation here and i'd love to invite our cbrc members and our board members uh to share a little bit about when when they think about these elements of these shifts uh when we think about uh being a connected and transformative school district again there's a little bit more details in each of those uh elements what what do you what would it look like when we successfully attained that element well for want me to jump in and get the ball rolling um so when i look at um and actually the third one is kind of a two-parter uh so diverse workforce that means we'd have you know the the pipeline in place that encourages more diversity in terms of our students looking at different careers and hopefully uh education related careers that means we'd have our partner community colleges and universities supporting students as they moved along getting the educational background they needed in those careers that means we'd have a hiring process that supported increasing diversity we would have supportive structures in place because we know right now for example when we hear from teachers of color that all too often they feel isolated they feel like they're the only ones who bring up equity issues in a staff meeting so and and we'd end up with a workforce that at least reflects the diversity of our adult population if not tilted a bit more so because we know our student population is more diverse in our adult population we'd be approaching that absolutely judah yeah first off i just wanted to suggest folks in large groups definitely utilize the raised hand function out there it helps a lot but i was going to go ahead and chime in and call out the last of these because it's an area of active discussion right now amongst the community strongly the culture of physical and emotional safety where i
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see the broader the pps community right now having a very uh at times contentious discussion of what physical and emotional safety looks like during the pandemic and the transition to uh to in-person learning and the various continuums in there and so i would say that you know one sure sign of that would be to are we getting to a place where as a community we are not routinely having conversations of that sort where the decision to send kids to school the decision to go in uh to teach feels it's not even a question but one feels completely ready and capable of sending color extending students regardless of the color of their skin or their sexual orientation or their medical needs into school and feeling supportive and safe and capable and that parents and educators are not worrying about the circumstances as they get there and our director scott sorry sorry jonathan i go by my first name too um you know i think when i look at um the second one racial equity alliance systems and structures and sort of envision what that'll look like i mean you touched on our board goals right and so you know making progress and achieving those bore goals is you know is is a key but what i'm reading through um the description of the system shift i think this one's particularly relevant here you know it's aligning systems and structures um including equitable budgeting to ensure that supports are tailored to individual schools and ultimately to students and then that's supported through accountability practices and i think you know in this context right thinking about what that looks like if we achieve it it is it's equitable budgeting right which is not equal budgeting by any means right it's it's using equity to guide where we invest our resources and i think the district has made um progress in that in that regard and i think there there's more we can do um and i would say actually there's progress we've made but we can be more transparent about that because i think a lot of the community doesn't understand how the district has shifted resources um using our racial equity and social justice lens to schools that that need it how about brad yeah i think as i'm going through this i think um kind of echoing the part that i mentioned earlier when i was looking through these educational you know system shifts there a lot of this doesn't seem to be based on data it's more things that are harder to quantify um and i think i understand you know that there's not data that's driving the other core values but i think some of the educational system shifts needs to have uh and i understand that you know this came from the other community but i think it's hard when you know people are arguing against numbers and i think i think we can almost lose sight of that um sometimes i think when it comes to these all these goals that we've got you know these these goals and i mentioned this last year the third grade the fifth grade eighth grade in the post-secondary i don't know how you're going to measure those i think that every every time that anything gets measured people are going to say covid covet i don't know how we're going to keep i i'm i'm a little concerned that those goals remain some of the main things that we're going to base base things on primarily because i think that we're setting ourselves up you know basically for a system that you know ignored you know that there was a pandemic i mean it's we we just need to get we need to figure out a way to address as many kids as soon as possible in the schools and i think if we focus on you know is so far in this this presentation the word covert or pandemic hasn't even been been a part of the discussion um things are just different right now and i think we need to recognize that and we just need you know people in the classroom that are able to deal with this i i think there is just going to be an enormous learning gap and i think the sooner that we can start to address that better director constant thank you um i'm looking at a culture of physical and emotional safety and it really takes me straight back to the educator essentials because to me what that's about is making sure that every single child has an adult in the building that they can connect with and that they then they feel gets them
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and um when you look at just the incredible diversity of our students that's that's really challenging work and i think the the degree to which we have been so specific about those um necessary characteristics for the adults is what is going what creates the conditions for a culture of physical and emotional safety for every child absolutely thank you for sharing that sarah yeah so i'm not sure exactly which one this is can can you all hear me i have an unstable internet connection um so i don't know that it's perfectly aligned to any of these specifically it may be a little bit cross-cutting but maybe best aligned to the racial equity uh align systems and structures i've been thinking a lot about um we talk a lot about sort of learning gaps or gaps and outcomes and i've been thinking a lot about sort of gaps in access to opportunity and so for me i think really looking to some of those opportunity gaps as measures of whether or not we're successful um you know again in a cross-cutting way so i think that means sort of ruthlessly applying a racial equity lens to decisions we're making about resource allocation in this coveted moment i think it means things like you know at the beginning of the pandemic right who had access to devices and wi-fi versus who didn't that dictated sort of who had access and the opportunity to learn um it's things like you know access to mental health supports a caring adult and uh academic supports if we're launching you know high dosage tutoring programs is one example that is getting a lot of air time right now um how are we making sure that access to those kinds of opportunities is prioritized for students who have been held furthest from them historically in this moment and i think we will know if we're successful when we can say that those opportunity gaps are narrowing if not closing so director lowry i'm really looking at that transformative curriculum and pedagogy and i think you know the we've been talking a lot about the science of reading and the sort of new learnings in the last well more wide stream accepted learnings in the last um few years about how reading is taught and how children learn reading and thinking about you know how we continue to transform our curriculum so to be in a place where all teachers understood those um sort of new findings about how to really help craft successful readers and i think the transformative curriculum for me would also be highly focused on math i think um i don't know if it was karina or someone else said in a meeting like we always talk about everyone can learn to read but everyone can also do math and this you still have this cultural sense that math is hard and and numbers are boring i mean i said numbers are dull at the beginning of this uh brad but um that sort of transformational curriculum it it not only is excellent and high standard curriculum but it sort of transforms culturally our own senses around the the content um and i think you know we've as the school board have gotten to express experience sorry at several of our learning sessions the some of the curriculum like that we did a session with nicole berg on um the climate justice curriculum and we did a discussion with our um the native american curriculum and just how amazing those are we looked at poems written by native women in the curriculum for the climate justice that talked about their different very different experiences in two different parts of the world of climate change and did a bunch of different activities that really really were transformative so i'm i'm seeing a school district where that is the that is the norm that we have this really in-depth amazing almost life-changing curriculum that students are participating in that's exciting them about their place in the world what they know what they can do what they can be um and i think that's that's where we're headed with that transformative curriculum and pedagogy uh system shift absolutely director de pass you have the last word before we move on uh thank you i'm really looking forward to the cultivating system-wide learning in a diverse workforce um i read a letter today from someone in our system that was talking about the absence i'm sorry it was a an article i read um in the colorado school district about the importance of uh for students especially latinx indigenous and african american students to have someone that um in the classroom that believes in them and loves them and loves their parents and their parents experiences and how just the presence of those teachers can improve outcomes for those students um but i'm also really interested in the in the system-wide learning um it's what i studied in my graduate program was um like this institutional learning and
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learning and learning and teams and um that learning and i see evidence of that happening now um but i'd like to like institutionalize and kind of codify that value um that we do this with that within the like throughout the entire organization we learn as a team and as teams and as a system um it's how things work in nature um it's gonna produce outcomes that that are that are gonna benefit all children and it'll actually as lifelong learners it'll be you know give us all something to do too there's um you just one of my mentors is a is a phd neuroscientist and she said you know we used to think people stopped learning that they could not learn past 35 and what we know now is that the brain is plastic it's there's a lot of elasticity that we can continue to learn until the day we die and so as a system as an institution that's what i'm the most excited about is that that that love of learning and that modeling that for our students and that um believing in our own ability to grow not just as individuals but as as a as a organization absolutely uh director bernard edwards i see your hand up you know if you want to move on um jonathan please go ahead i can contribute at the point great uh and i think i say renee that wanted to speak i i was at a work session well it could have been a year or two years ago and there was a woman who was visiting she was a um a consultant for the district and she said we have the best racial equity policy ever and my concern is it's a piece of paper it's a a document that nobody reads and it may be the best piece of paper ever but if we don't truly act it read it and act it out and truly do it it means nothing it's a piece of its words on a document and so as i look at some of these things i get very concerned because we're reading this wonderful document yet when i talk to students and parents and teachers in the schools we still today have teachers who are saying um no one listens to me i i have ideas on how to make my students feel more comfortable and and and i have people telling me that's not my job to you know just teach my class so um what would what would it look like it would we would have teachers of color who um who have a voice who are treated equally in their and we don't put one in a school which is why my child did not go to our district school because they want to put my daughter in a class by herself they were and spread them out so that white kids could have a diverse uh classroom and i said not not for my daughter she's gonna be with kids that look like her so um i'm just really concerned that we keep looking at the document and we're not looking at what is happening from day to day and i want us to look at the screen it's not going to look like this this screen that we have right now is not going to look like this if this document is true and i'm i guess i'm you know i've been here since 1985 and when i came here we did have diversity we had no gaps the gap was about gone when dr prophet was here and i don't know if anybody's out there who's been here was here when dr prophet was here but i i guess i'm just tired i'm tired of reading this and then going to the schools and seeing my students and and fellow educators who are so disillusioned and you have educators who have left this district for that very reason so i want it to be more than words absolutely absolutely i want it to be more than words i have seen the school board not act like that document at meetings i i absolutely i just so anyway i it's it's very difficult for me sometimes i'm
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just saying i i hear you and i see you i hear you i mean i and i know i know your work i know your history in this community and i absolutely agree with you i mean i think you know how do we i think what's what's interesting about this vision for me is that it was created by our community but it is our responsibility to implement it if you're right because you're right if not this is just a a nice pretty piece of paper with a lot of pretty words right but i can tell you as a son of undocumented immigrants as a child of poverty of incarcerated parents uh dealing with all the racism that is explicit i've experienced i know that i work with so many people in the central office and with a board that is committed do we make mistakes yes but we're all committed to this theory of action that you see on your screen if we brave racial equity and social justice strategies into our work right and it's not just bs it's not just the word racial equity and social justice strategies what do we mean by that right we're when we say here at the district when we say racial equity and social justice strategies we're talking about how do we in and do more culturally specific family engagement how do we do more wrap around services because we know that that's what our students need especially our black our native our students of color how do we make sure that we're supporting mentoring and leadership development not only for our students not only for our students but for our adults to appoint how do we make sure that our our our leaders of color our educators of color are mentored right and and dr mateer who's not here tonight you know the work that she's doing to to create a mentoring program for black leaders for leaders of color in the system right how do we make sure that we're providing more extended learning opportunities uh for for our students right how do we ensure that that we're partnering with culturally specific partners and then the last strategy when we think about racial equity and social justice strategies we talk about having a positive and cultural identity development and student advocacy that's really centered as a former youth organizer that's that's elevating the voices of our students but particularly our black native and students of color is so integral to our work and i can tell you that each and every day our team wakes up committed to that not only because we're committed to it but because this is our lived experiences this is the superintendent's lived experiences this is chinese's lived experience we have so many people on our team that are committed to this because it's a way of life right and and and you're right we have to transform this vision this this document into reality and and that's what we're all here to do okay director to pass thanks i wanted to um first um jonathan appreciate you sharing you know your personal story that's really that's very meaningful and and it it does make a difference to have people with lived experience of doing this work and also um ms anderson i wanted to um respond to your comment and that's the the slide has changed but the idea is we can have you know these targets of like having a diverse workforce but i think we need to be very specific about that and we also need to know we need to create environments where where we can retain a diverse workforce because we can hire people all day long um we can hire teachers and administrators of color and there needs to be more and i didn't answer the question correctly and i think this is a this is a really um why we need arts training is because you need to develop a vision a picture and that question around cultivating a diverse workforce that picture is you walk into a school and you see not just one teacher not just a filipino teacher you know the latinx teacher this building and one black that the teaching staff and the administration the people making decisions reflect the kids that we're serving absolutely those you know those i don't know almost 40 percent of kids and people in in pps that are kids of color and that that's okay and we're okay celebrating this multiculturalism we're okay like you know addressing anti-blackness and and we're we goes along with this continuous learning is that it's wonderful to learn from people that aren't like you that's how that's how humans have survived is by learning from others that aren't like them and so can we do that to build resilience into our system can we retain you know this rainbow of you know when i envision this vision it's it's colorful and it's beautiful and we've got you know the globe is represented and and because we've done that work we're resilient as a system absolutely when i when i see when i see that when i read this vision i see this vision i see kids that look like you that look like me that look like renee that look like guadalupe
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but it also looked like jennifer and look like leslie and also look like ailee right it's all of us and i think that's what we're committed to and so director bailey indirect and director bailey even and especially how director bailey dances so you know what we did um you know and i skipped this slide really quick but just to give you a little bit of context so 1819 is when we did our vision 1920 this last school year we developed our board developed its goals we developed our theory of action we prioritize again we have 11 shifts we prioritize five for the first year and we created a set of one-year objectives and so again shared with you the board goals our theory of action and these were the five shifts that we prioritized in the last school year a connected and transformative school district racial equity alliance systems and structures cultivating a system-wide learning in a diverse workforce transformative curriculum and pedagogy and a cultural and physical emotional safety and these this is what was started this is what started our first a year one of our strategic plan and again when you think about our vision our vision is our road is our destination and our strategic plan is our road map it is the first set of a map of a step-by-step guide towards uh realizing that vision and so in this you'll see that uh some of the strategies were focused on uh creating a systems and structures uh and alignment um this there there's elements in here around accountability and transparency similar to the ratio to in our racial equity align systems and structures really making sure that we had uh racial equity and social justice aligned and integrated across our system and and it's in a work of progress and the second strategy really committed to professional development we know that racial equity and social justice is both about the institution and shifting the way in which institutions uh do business but it's also in the individual and making sure that the individual understands it's it's once privileged and understands how one works within uh racial dynamics and so strategy two really was important uh as we developed our pd and then uh strategy uh we also focused on cultivating a system-wide learning and diverse workforce really focusing on pd off uh creating pd offerings uh uh in alignment with our educator essentials and beginning to create the the the continuum and then uh similar and i think it was director to pass that was sharing about our climate justice work um in year one of our strategic plan we've been focused on transforming uh having a transformative curriculum pedagogy which includes expanding you know a variety of things implementing climate justice curriculum advancing introducing ethnic studies and tribal history courses integrating uh ct into our core academic curriculum uh and the list goes on and the last shift that we focused on or sorry uh around culture and a physical and emotional safety uh our team really was focused on completing mtss training for uh four schools 40 schools continuing the implementation of social emotional learning uh and continuing to survey students and families on what sense of belonging safety and engagement through the successful school survey looks like and so i'm going to turn it over to dr cuellar who's going to give you a little bit more depth about what we've accomplished in the last year as as it relates to some of these uh investments that that we've made uh as an organization dr cuellar thank you so much mr garcia and um hello again board and members of the cbrc it's great to be here with you um in this next section we're going to guide you through how we invested in the year one strategic plan uh using the newly legislated student investment account funding that you'll see and how investments were guided by engagement and data were profoundly impacted by covet 19 and then how we were able to use what was that okay i thought someone was um saying something um and then how we were able to use the strategic plan to prioritize our investments especially in a critical time where we continue to make progress in key areas next slide please uh we conducted a comprehensive community engagement process that really elevated improvements in investments needed in three critical core areas racial equity and social justice closing the achievement and opportunity gaps for our historically underserved students and an area around social emotional and mental health supports
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as you recall our original allocation was reduced from the initial 39 million to 12.4 million we did go back to our community commitment and our needs analysis and we did identify that our critical priorities that's that needed to be maintained um for that we were able to reallocate 9.8 million dollars from our general fund to offset the loss of sia funds so again really quick on this slide you know we do know as we went through the the pandemic we did suffer from an economic shortfall and the initial sia allocation was impacted um but again the district was able to commit from our general fund to ensure that that our core priorities around the three investment areas that we just discussed were still able to launch to provide critical support to schools strategic investments were made across each of the system shifts we just heard mr garcia go through each of the critical shift areas and the strategies that accompany them and this slide shows the critical investments based off of our original sia or a revised sia and then our revised general fund across each of the shifts a connected and transformative school district racial equity alliance systems structures and culture a transformative curriculum and pedagogy and a culture of physical and emotional safety and here you can see the investments um by strategy with the reduced amount of sia funding the strategies were reviewed in the previous section for reference that mr garcia went through um in the previous slides and again this is showing the same comparative figures in terms of the original sia allocation in gray the revised sia and then the revised general fund in blue and this is a very important slide just as all the others are but we just we just heard a lot of robust um conversation around the importance of cultivating a system-wide learning in a diverse workforce which is system shift c uh this isn't highlighted on the previous investment slides because we used the stye administrative and direct fees intended to cover overhead costs so we targeted the administrative indirect fees for recruiting hiring and supporting our efforts in cultivating a diverse workforce the sia hiring and priorities provided an opportunity for us to shift practices and accelerate our recruitment of educators of color as research is very clear that our bipark students have better academic outcomes when they have a diverse teaching staff and workforce so seven categories emerge from the needs assessment and are done through our community engagement process with the three that are highlighted that emerge as our highest priority investment areas increase academic supports and targeted interventions for our most vulnerable and historically underserved students increased social emotional mental and behavioral health supports across the district and culturally specific student and family supports and expanded community partnerships after the sia reductions we continue to prioritize our sia funds for social emotional and mental health and academic supports especially for historically underserved students and our general fund was prioritized for our racial equity and social justice partnership contracts which are directly focused on providing culturally specific academic and social emotional mental health supports this slide illustrates how the investment categories support the system shifts and our strategies in the next slides we will share some highlights of how these investments are progressing throughout the district again i just wanted to reiterate that the strategies in detail were shared on the previous slides that mr garcia shared so you'll see the impact of our investments are still emerging details on the progress to date are included in your packet we are closely monitoring progress which at this point is focused on implementing the plan with increased supports for students we would like to highlight that we have increased the personnel and programming specifically for our black indigenous and latinx students hiring onboarding and planning are currently on track additional efforts underway to monitor the progress such as we're facilitating racially and culturally affirming focus groups in multiple languages to capture a clear picture of the experiences of our families and the impact of this
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pandemic the successful school survey is underway which measures school culture and student well-being and we continue to have ongoing tracking of qualitative and quantitative sources that will be available this spring we'll hear a little bit about that later in the presentation claire if i could ask a question um uh thank you for this uh summary um a question almost all this is phrased in the sort of additional funds from the student success act but the vast majority of our budget is in the rest of our budget and i'm interested in how the district is thinking about how we utilize the vast majority of our budget to get after our priorities versus just the incremental ad that came with the student success success act because the real money and the resources is in the base budget not just the added um ssa money which i think we've done the district has done a really good job at the targeting the ssa money but what about all the other resources we have and then service too and thinking about how we shift those to focus um on our priorities and what we want to achieve as a as a district thank you director brad edwards i think that's a really good question and you're right ssa was really really targeted uh specifically around those core priority areas and it was important um for us to discuss where where we were at with year one progress later in the presentation um we we will hear um from ms hertz specifically around a lot of the different funding streams in terms of what we are looking specifically in terms of investments and you're right um i i have heard throughout the dialogue of the course of this presentation around you know what how are the investments going to go directly into learning acceleration um in terms you know of of how we are bolstering a wrap around supports and our resources and our academic interventions um and and um for students and and what does the whole look like and and then we're going to have a place for that director brim edwards um it's just not right now for for this specific slide since we're just reporting on on year one's progress is that does that is that okay it's fine so on this slide um with additional staffing and programs for academic supports and targeted interventions we do know that we have made a significant investment in how we've been supporting our csi or tsi schools we have enhanced small group instruction for acceleration outreach for disengaged students and supporting teachers in our ongoing planning so for example i'm going to put ourselves you know in the eyes of a student at a particular csi school so for a student at csi school who may be struggling in reading you know if i'm that student i can depend on a full-time instructional specialist to work with me in this in small group to support accelerating you know my reading and literacy skills and that's one of the additional supports that we have provided to our csi schools in terms of adding additional instructional specialists and capital to help support our students in in mathematics and literacy we've also made substantial expansions in our social emotional and mental health supports some highlights that include an increase in counselors and social workers and school psychologists contracted services to provide culturally responsive mental health services uh the developing of an sel implementation plan that reflects the pps vision which is focusing on students and reducing the harm that our black indigenous and latinx students experience the increased community-centered outreach to our latinx families through our family engagement specialist team restorative justice specialists supporting schools with community circles mostly responsive classrooms and restorative practices and i just wanted to add that the addition just taking off from focusing in on the first bullet you know the addition of our counselors and social workers and school psychologists have really increased the capacity for how we're supporting our students you know they have been navigating the pandemic mental health social isolation trauma and a myriad of other things um that our students could be facing and um that has been a really significant investment that has truly been a full wrap around support to our students for culturally specific student and
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family supports and expanded community partnerships racial equity and social justice partnerships have been providing supports in five evidence-based areas culturally specific family engagement wrap-around services leadership development extended day and positive cultural identity racially diverse staff at partner organizations who are significantly more reflective of the student population are our providers our racial equity and social justice partnerships are helping build and improve our resj system supports as uh putting our eyes and reflecting as a student as a bypass student if i was if i'm a bypass student i'd be invited to participate in a leadership development program provided by one of our resj partners you know through my high school which is an example of a myriad of opportunities that our culturally specific partners and organizations provide for our students throughout a number of our schools and finally i'd like to highlight several more key investment categories we've added more resources and professional development for ethnic studies multilingual literacy and math redesign we've expanded elective opportunities at 20 middle school and k-8 campuses we've added supports for middle school arts expansions in the jefferson and roosevelt feeder schools we've added programming supports for native students including after school programs we've added a seventh period at four of our middle schools which is still a pilot that's underway and we've added fte to reduce k5 class sizes in a variety of different schools and again we have provided a more detailed summary of our progress that is um currently in your packet mr garcia thank you uh doctor um and as we go into a five-minute break we've been together for about two hours uh you know i i keep reflecting on the questions around how uh how we've invested this year um on coded and one other thing and supporting our students uh during this pandemic earlier today we sent out a message to staff and we highlighted that this year we increased from 11 social workers to 42 from 11 to 42 and those 42 folks have been working really hard to get in front of students um they've met with thousands of kids i've seen some of the reports that are that are coming out uh literally meeting with kids thousands of kids and developing curriculum and and ways of being across our schools to to support our kids at a time so because of these investments we were able to again increase from 11 to 42. so it kind of gives you an example of the type of investments that are that are happening i love to take i see judah your hand is up so i want to honor that but then love to take a five minute break have folks stretch and then we'll come back yeah i just wanted to um i actually have to head out here in just a moment unfortunately um but i wanted to hopefully make sure that we took some time to sort of center these uh great words once again and fantastic i i think uh intentions in what we're actually doing because you know i'm thinking to myself that about the support for you know especially educators of color and students and such and yet i'm seeing from the educators of color i know like every single one of them is going around sharing the uh you know poster for the rally for students and staff that's going to be happening on saturday uh where it very prominently says and these are their words specifically we are unsupported and unsafe in all capital letters and so i want to call out i feel we would be completely remiss if we didn't highlight the complete and total mismatch between what we're hearing from not just a small number but a large number of our educators of color in the district and regarding their plans that are actually happening now so these ideas about the future are great but how are we going to as these leaders break that down so that they're reflected in our actions right now and i don't see any of that being addressed here and that disappoints me yeah i mean uh judah i'd love to you know i welcome you to you know right now we're opening schools but after being said i'd love to sit down with you and share all the ways in which i think we're living into this vision both in in real time
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um as an organization we're not we're not perfect i think but we're definitely striving towards this vision uh and it's you know someone said earlier it's a big titanic and so this this this vision was just created uh by our community and so in order to get there we're gonna we're gonna we're gonna have to build build the systems and the structures and the culture absolutely live into that so said i absolutely believe they're not only great words but i honestly believe in the good intention of everyone here otherwise i would not uh be here you know with this time and i don't think that you would either so like i absolutely honor the intention but you know has already been expressed we also have to match that with what we currently see really on the ground and say how are we addressing those needs now in that you know when i started with what do i want to see out of this it's that continuity of how are we taking these great visions and how are we getting from there to here because right now i'm seeing a rally by people i really care about who are saying that none of these values are being met right now and that is that is painful to see because i want us to reflect that absolutely so let's go ahead and take a five minute break let's come back at 8 10 so go ahead and stretch and i'm going to turn it over to the superintendent to introduce this section before i quickly want i really want to quickly get through these two next sections because i know ultimately we wanted to provide all of this as contacts as uh as we turn it over to claire and nicole and the team around the budget preview so but superintendent do you want to take it away yeah um thank you good evening again um this next section you know and i do want us to go through it quickly i think we're trying to lay some background content about you know characteristics of a high-performing school district have a community co-constructed vision for student success it has districts that uh articulate a coherent strategic plan or road map it aligns its resources to high leverage strategies it identifies quantifiable indicators in all of those areas that if if you implement them with fidelity you know that you can you can anticipate and expect accelerated student outcomes so and and it takes time to really get that done well and so what you heard in this last section was you know a few initial priorities that we pulled out there uh because we're building it and flying it at the same time and that's what we focused on this year and then a pandemic hit so i hear the very real questions about um you know i want to hear about reopening and how are we marshaling and leveraging available resources to address student need right now and taking care of our educators and those are all valid important questions it's not the presentation tonight but it is what we're spending 14 hours a day thinking about but knowing that there will be the impacts um in in how we welcome back our students and and the things that we can make available uh in the way of experiences and supports uh this summer and going thinking about the coming school year you're going to hear some of that towards the end of this presentation um but in thinking about our work this year there was a few things that we did we did want to make sure and accomplish despite everything all the spinning plates uh we we wanted to make sure that we're following through on those initial setups of system shift strategies and you know really extend them out identify where the other emerging ones that are becoming uh evident as areas of focus uh we wanted we needed to we felt like it was important to do the work and again these are this this is work that sometimes districts don't execute on and so there isn't the follow through one but you have a graduate portrait uh ideally you're backward mapping that continuum all the way down to your youngest scholars so then you can start applying some indicators to it right well and and one of our directors brought it up earlier if we have a 12th grade walking across the stage graduate portrait all those skills and dispositions what does that look like at eighth grade was that look like a third grade what does that look like ideally when students enter um so that's part of the work that we've been doing there's been some fantastic work by our early education team and group who have already gone through these exercises and identified okay for our four-year-olds what does it begin to start to introduce compassion and empathy how do we grow those skills besides foundational literacy and some other areas uh and our educator essentials right this is this is another perfect opportunity to bring in our professionals voices uh and thus why
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focus groups and really sort of continuing the the kinds of dialogues that we were having when constructing the vision originally how do we also think about those educator essentials so that any adult who's in the system who plays is a supportive adult towards student success can i place myself on a continuum along those same skills and dispositions it's not just students it's also the adults have to be able to do that especially the ones that are supporting the students to to grow those skills so there's a lot of engagement that has been happening the last number of months in thinking about those questions and we wanted to make sure to center and prioritize black and native voices and all of that so we want to make sure as we're transforming reimagining the school district that you know to miss anderson's point that work and directed to passes earlier that that we're really sort of centering our students who prior uh you know haven't been served in the way that we know that they have the potential um and then as an end goal as a deliverable for us is we were hoping to close out the school year with a four-year strategic plan and you're going to start to hear sort of what some of those emerging elements are and even though it's a bit of a preview and not quite ready for for showtime and not camera ready to be published we wanted to begin to sort of preview those because they're the basis of how we're thinking about leveraging all of the different resources that we have available so you're going to hear some of those and we won't spend a lot of time on them tonight because we'll keep revisiting them but we do want to give you a sense of what those are so let me stop there for that section thank you superintendent and uh to your point about student voice wanted to highlight three our three student interns uh carmella lana and sage who are working in my office to develop the strategic plan so they these students are helping navigate and ensure that we develop a strategic plan that is centered on our students particularly our black native and amer and students of color and uh these interns are also helping us with the long range facilities plan uh in addition to our strategic plan so really helping uh having having students in our in our table at our conversations around the street plan has been really helpful and as the superintendent uh uh alluded to uh in year one we uh um prioritize these five system shifts which you see in in dark blue emerging uh from our current work is two additional uh priority areas mindful inclusive practices to support the continuum of students with disabilities and flexible future focused environments in addition we have some emerging additional priorities including an innovation strategy under system shift one and implement an educator essentials implementation strategy a graduate portrait implementation strategy and some cross-shift strategies around socialization strategic communications building a culture of belonging to ms anderson's point earlier and being a data-driven culture here are some of the emerging graduate portrait strategies number one we want to develop a graduate portrait development continuum and set up a set of performance assessments to articulate pps's expectation of student mastery at key transition points we also want to prototype with black and native students and students with disabilities learning experiences that effectively support the development of this graduate portrait and three we want to build an organizational capacity for shared learning by developing a knowledge management system that captures and distributes effective strategies tools to help students attain the prioritized portrait elements in addition when we think about our educator essentials some of the recommended strategies that are emerging are developing an educator essential continuum and developing a district-wide culture of adult learning and align organizational structures we also uh are emerging uh the three emerging opportunities uh beyond year one priority so we're working right now to refine uh and to add and refine existing strategies to the the priority shift areas as we extend to 2025 especially work that is foundational we're also adding strategies that relate to all multiple shift areas including across or what we're calling cross shift strategies and we're adding additional priority shift areas and strategies we're also there's an emerging additional strategy under shift one as i mentioned earlier uh which is to build an innovation practice so that all staff and students develop the capacity to use innovation processes and tools to address challenges is in the system
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and have supportive structure in place to enable them to do so some of the shifts cross shift strategies that are emerging around are around socializing our vision and our strategic plan really strengthening our capacity to leverage our collective action toward our vision through socialization strategies that ensures all stakeholders understand and can make meaning of our vision and our strategic plan so that we can operate from a place of shared understanding and number two develop and implement a communication practice that collaborates with diverse stakeholders across the system including students and that focuses on showing the systems to itself that focuses on showing the system to itself using a variety of data and media to share stories of progress and support system-wide learning we're also wanting to build an organizational culture of belonging intentionally developing relational trusts and a sense of belonging to create clear transparent communication consistent behaviors and cross-system collaboration as a foundation for our collective ownership of our students success and well-being lastly we're looking to establish a system-wide data-driven culture some of the emerging new shift priorities and strategies are include the mindful inclusive practices that support the continuum of students with disabilities we want to develop our system-wide capacity for inclusion by integrating data-driven analysis and instructional best practices with a particular focus on the intersectional needs of our black and native students with disabilities so that every student can obtain the graduate portrait and every adult can develop their capacity to be inclusive and responsible to diverse learners and we also want to build a flexible future focus environment where we're developing a future ready facilities master plan as i indicated earlier that our interns are working on by integrating our learning from 2020's distance learning experiences strategic foresight about our facility needs and our racial equity and social justice framework so it this fall uh we just how we got here and and there's a lot more how we got arrived to these strategies but in short we we did a we did survey to gather input on prioritization of graduate portrait and educator essentials we did focus groups with students central office staff administrators and over 60 teachers of color uh focused uh our efforts really to learn from black and native students to identify graduate portraits and educator essentials prioritizations and we also establish an advisory committee established to recommend prioritization of emerging strategies and so as a superintendent uh uh we're in the home stretch uh to final finalize our strategic plan but wanted to give you a sense of of what was emerging ahead of your conversations around the budget and with that i'm going to turn it over to dr brown to walk us through how we're thinking about monitoring and measuring towards success thank you jonathan um pleased to join you this evening next slide please so um as you heard jonathan and the superintendent begin to lay out the work around the strategic plan you do hear some beginning to flesh out where we're thinking around uh goals and performance assessment of the strategic plan as we move forward so each of the strategies have been outlined will have um you know clear specific measurable attainable realistic time-bound and equitable goals during the strategic planning period those will be incremented out quarterly and and also have annual reporting cycles involved with them the plan will have both leading and lagging measures i mean for example we often talk about graduation rates but the graduation rate data lags on the other hand ninth grade performance students who are who are ready to enter ninth grade uh that's a leading indicator for graduation and we'll be looking at at uh data like that but um we're also going to incorporate a lot of qualitative data uh as we're working through this plan as well and um again we're going to use quarter quarterly monitoring as well as we'll do annual reporting on the outcomes to the board into the community next slide please dr brown when uh will those metrics and smart goals be set well there are a couple things that need to happen here you know earlier it was brought up that oh well the board goals were set pre-pandemic so we're going to have to re-baseline some of that work and as we begin to flesh out the the strategic plan uh the actionable components of the
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strategic plan this spring we'll begin to assign to those some of those measurable goal uh targets that go there so so this this spring there'll be the development of some smart some smart goals or a comprehensive set for the strategic plan we'll begin to outline some of the smart goals for this align to the the areas that we've talked about today uh specifically around the system shift graduate portrait some of those though will will likely be process goals initially as we work through some of this this uh material real quick have you done anything to date that actually you would consider to be like something that's data driven to support the strategic plan yes i i actually one of the areas where i think we've done um some significant uh early work around this is really with our racial equity partnership strategies and to work with our our racial equity partners uh the partner organizations that are working with pps we've worked with them to begin to outline goals with them uh we're in a collaborative uh data sharing relationship with them around that work moving forward and i think some of that data is already out on the web uh connected to those partnership strategies that have been outlined that is is the framework that that we're using around this and i think that's some of the leading leading work that would help understand uh how the direction that we're going to go with that um one of the interesting things about that is it and if we could go to the next slide it'll actually help with us a little bit um the you know as some of you have pointed out today there there are some challenges and opportunities here around us the way that we traditionally think about uh academic measurement uh you know it it's really not sufficient to to begin to measure and describe what we're talking about in this plan we need a more expansive way to look at things aside from just standardized test scores uh with this um so we're really thinking and and working with our partners in this case to think about how how we could uh work with them to to not just look at you know quantitative outcomes but also qualitative outcomes for kids to elevate their stories and to again with our partners around this uh really work around the collective efficacy to to move our students forward and to elevate the voices of communities of color in that process as we think through it um so it's shifting some of the you know traditionally when we think about outcomes in education oftentimes they're very school system-centric and this is beginning to shift that de-centering the system and beginning to talk about then how we move forward as a as an organization to work with data in in context of our community do you mind sharing the name of at least one partner that you worked with sure we work with sei which is is one of the partners latino network is another one that we work with and again they're a cluster of partners that we have worked with over over time and you know we one of the things that we we heard earlier was that there's been uh or part of the plan involves a focus on data-based uh work in in the community and we've been building capacity uh to do that as well and so that work has been done in conjunction with my department as well as our racial equity and social justice department but in in collaboration with our community partners as we move forward through that sarah hey yeah quick question russ a few moments ago you mentioned some uh i think you mentioned revisiting some of the base or some of the goals and potentially re-baselining i think was the word you used i'm just curious if you could say a little bit more about that while on the one hand i see i understand why you might want to revisit that in particular in the context of this moment and having gaps in data collection you know that would traditionally help us inform whether or not we're you know moving towards some of those outcome targets on the other hand i worry about you know patterns of like changing the goal posts like even if we saw you know if we see what we suspect um is happening and patterns were seen across the country in terms of um you know learning setbacks or learning loss
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i'm not sure we would want to lower our expectations for where we want students to be instead would we not want to accelerate our efforts and investments so that students would get to where we wanted them to be faster despite the setbacks so could you just say a little bit more about the rebase lining that you sure that you mentioned so the there are two goals that i think in particular are are ones that lend us to not necessarily having to change expectations to to your point so grade three and grade five are both based on student growth and accelerating student growth for students of color and again i really admired that our board was willing to establish goals that set a an expectation to accelerate uh reading and mathematics achievement for for those students growth and then subsequently achievement when i say re-based learning um really i'm talking about well where are we starting in terms of growth what's that going to look like uh because we've had this intermedia intermediary period and i just don't think we can deny that now if we're going to close gaps in achievement we have to maintain that same growth target it it that's unavoidable but i think we have to acknowledge where we are and right now we don't know that and so it's re-establishing where are we and what is that gap that has to be closed and then what are we going to do to align to that to accelerate learning for those students um the other area that you know we've talked about before that that i think bubbled up here was well our eighth grade goals are really sort of placeholders and they're connected to ass as back and they focus on reading and mathematics achievement solely but that clearly does not cover the the range of skills that we want to see tied to high school readiness or readiness to to move through the secondary environment to to fulfill that that vision for the portrait of grad and so when as we're doing the the middle school redesign we're really leaning into well what would performance-based assessments look like what would project-based assessments look like that would help tap into some of those other dimensions of the student's experience that would let us know that students are progressing towards that and again that's work that has to be done in conjunction and then realistically we don't know where we're going to land in terms of s-back outcomes at this point and so that's again another place where i think we just need to have a new baseline to say where are we post-pandemic and then establish the goals uh moving forward i agree moving the the goal post is not going to be helpful but we have to know where we're starting and then to to set again an incremental set of goals moving forward from that so again um and i think you heard the superintendent talk about this you know our early childhood team has really leaned into what what does this look like holistically for our early winters uh and again then carrying that forward into middle school what what does that look like developmentally in middle school uh we're really again interested in that ladder of skills as as kids move forward uh we all know that that you know if if we're going to close or close opportunity gaps or provide opportunities as you mentioned um yeah and i think of of pragmatic opportunities who who gets to take ib who gets to get into ap who gets to do dual credit um who gets to to go through cte pathway those those some of those opportunities are foreclosed if we don't close gaps earlier and have kids prepared to enter high school so it's really looking through that entire developmental continuum and our students on track throughout that entire developmental continuum to be able to have those opportunities to really fulfill that graduate portrait and again uh as we're thinking about it it's not just the graduation rate but it's that post-secondary readiness for our black and native students uh you know we we look at graduation i don't want to minimize the importance of graduation we all know that graduation literally doubles a student's lifetime earning potential in and of itself but we know that graduation is really the the base not the ceiling and we really want to have an expectation that extends beyond that so that we know our students are again ready to enter a post-secondary environment we want to honor again the diversity of ways that could kids could do that and so the way the goal was originally laid out it included again ib participation ap participation c uh cte and dual credit participation the
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capacity to earn a bilingual certificate and we're also looking at well what does it mean for our student to to progress through in an arts pathway in a way that would have them be prepared to be post-secondary ready so again we're trying to uh gather a diverse set of ways in which a student could show up uh and be paired and as you think about those uh areas in the curriculum or areas of the student experience that aren't measured by a standardized assessment that's where we start thinking about well where does performance-based assessment fit in where does a project-based assessment fit in and can we start thinking about maybe perhaps micro credentialing for kids as a way to convey that because then we can quantify the outcome and convey that to the public dr brown what does micro credentialing mean it's it's giving kids credit for acquisition of the skill so you know if we think about it this often happens in i.t i.t folks will often pursue credentials in a sequence over time towards larger endorsements for for their work so in a in a itct pathway you could see kids acquiring skill sets with a demonstrable credential that they could carry forward and actually could help them towards employment at some point in time i've seen that in a couple other systems where they were working through that for their their students it was a helpful way for them to again acquire a credential that could be portable and move forward and again it moves past proficiency just by standardized assessments certainly that's a good baseline we want to know the kids have acquired reading writing mathematics you know skills uh they're good fundamental skills that kids need to have but but we're certainly talking well beyond that in terms of expectations and i think at this point next slide please we're transitioning to talking about the budget the things that we've all been waiting for yeah real quick i had a question let me put my hand up i'm sorry i'm sorry i didn't see it yeah um a couple of questions you were mentioning that uh we're gonna be monitoring and measuring success of the the street strategic plan and there was you know qualitative and quantitative ways that we're gonna do that what are the specific ways that we're going to come up with ways to figure out if we're you know succeeding with the strategic plan i think you said that you're still developing those or you don't have those yet is that right i want to lean into one that i think is is predictable actually a couple and they they speak to something that we talked about today um and i'll back up a little first there we're a member of the council great city schools and council of great city schools has been doing a lot of work around key performance indicators for operations as well as academics so you know there's a lot of work that has been done on the types of things that could be used i might narrow in on one that that is fairly common it was part of our strategic plan in my prior system and something we communicated to the community and i can't help but to think it's going to emerge here as well given some of the things that are bubbling up in the strategic plan we talked about the importance of having a diverse workforce and a workforce that is more representative of the students that we serve so looking at the representation of the of the workforce looking at recruitment is part of that but it's also then it's not just recruitment but it's also the retention component because one can do recruitment but if you can't retain then that that that's problematic as well and so i fully expect that we'll be looking at some dimensions of recruitment and retention uh tied to the diversity of our workforce uh and and again at all levels not uh just um you know sometimes that gets skewed if one's looking at just one part of the workforce the other but really looking across the entire workforce i think it was i was kind of focused more i guess on students um do we have like participation levels of map testing and c-back testing do we oh yeah i i'm i'm sorry brad that's actually um those are the easy ones yes we we uh frequently have participation rates for that we will also know not just the participation rates but although the average performance of those students will know the prof uh what proportion of those students met growth targets that is how we establish the third grade goal and that's how we establish the fifth grade goal as well um that obviously is a little easier to do when we're in brick and mortar and and then you know you have a more
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complete testing environment uh you know during the pandemic that's this is a little bit of a hurdle right now right but in a traditional school setting administering those assessments on a regular basis and looking at the changes in student achievement and growth over time is actually one of the easier things to get at so right and we just i think you just completed the map testing do you have those participation levels we're in the middle of we're actually just wrapping up the math assessment so i think it'd be premature for me to to say that uh the numbers have floated at this point they're they're around 70 percent uh even in the pandemic which is really quite high given that it was a voluntary window for our students and and faculty go ahead claire hi um uh jonathan i wonder if you wouldn't mind watching for the hands that go up if they as they come up because it's hard for me to do that and i'm happy too thank you appreciate that good evening so i'll be sharing something renee has a question okay this is um going back to some um catching students up uh data's going to give 325 million dollars for summer programs um do we know anything about it like how much will pps get is anything do we know anything else about the 325 million so i will um be covering just in a little bit um some of the funding that we're receiving this just even this past week both at the federal and the state level so i'm about to go through the additional funding that we have but i'm not sure claire that you would have that covered thanks great here we go so i'm going to give you a high-level budget overview for next year uh now this isn't the night where we're going to give you everything because that's really coming out in the proposed budget but we are um we have some big bug buckets identified and we're um we're not down to the individual school level yet but that will be coming in the com in in april um it's been an exciting week in the school finance world um it does not we never have money that just shows up from the feds in the state in the same week that was you know that we had no idea was going to be so large and so supportive of our learning acceleration out of a pandemic so um but we had um federal funding is now signed and into law so we know that it's coming and i'll share a little bit more about that in a minute and but at the same time the state made an announcement and that one is still in the proposal stage so we'll have to watch the as the legislature goes through uh on their budget and i would like to go to um let's see we're on the uh american rescue plan that is the federal funding and that's come through we have 1.1 billion in um for oregon just for oregon total um elementary and secondary school emergency relief funding and then we that equates to about um [Music] 1843.76 for each student so that's um a lot of funds coming into this state wow at 76 cents is really key players is the the state funding that's the next slide if you just give me just a second to finish the federal and so on that's all right um on the federal level then i want to highlight that 20 of it a minimum of it will go towards learning recovery and i know there's been a lot of conversation questions about what are we doing about the pandemic what i can tell you is right now we're working so hard on getting ready for hybrid and opening schools um that it we are in beginning conversations about these funds but we still need more time to um work through how we're going to utilize them we have some you know beginning strategies that we started with um but that um we had identified other funds towards it but now that the funding has grown we will need to continue um to to work in those areas so on the next slide then on the state level the governor and legislative leaders announced on monday that we will have 250 million
02h 15m 00s
dollars for summer learning and child care for our kids in the governor's press release it described an investment to help students and children learn thrive and and have fun this summer i think everyone's anticipating being outside and having a chance to socialize more and be be with their peers the grants can be used by school districts and community partner organizations the summer learning and child care package will create grants for enrichment activities academic support child care and early learning programs and investments will be made equitably for oregon's black indigenous tribal latino latinx latina pacific islander and children of color and those are who we have um the most disproportionate impact on the last year's challenges and so we want to make sure that we're providing a rigorous slate of activities for them this summer as as the warm weather comes and the pandemic cases go the cova cases go down we it still needs to go through the legislative process and it will be imported in incorporated into their final budget for the 2123 biennium and we will be incorporating this into our budget as well but still it's early for us to have in both the federal and the state um there's still rules being written and needing clear understanding like for instance when we talk about um at the oregon is getting so much money the 1.1 billion some of that stays at the oregon department of ed level before um but 90 of it comes out to the states um into the district so i just want to um just highlight that we have a lot of funding that was identified this week and we are um thrilled to be able to utilize that towards our um strategic plan the emerging components especially i have a question about this another question about the the summer um piece and it's um i'm what i'm curious about is when we know where our students are at and whether as we know for some students cdl comprehensive distance learning has been a great experience and others not so much so um would our summer activities be matched to the students who we know had some learning losses or also we had a significant enrollment drop of um seeking to return those students to our schools and then um how would the equity lens be applied so like i said we got this information on monday and we've been focused on hybrid learning and you're asking excellent questions julia and so we just need a little bit of time to read through um what the intent is of each of the funds and so i'm just i'm giving you the amount of information we've received to date and um it is certainly um you know when we look at our vision and what we want to accomplish for our graduate portrait and just thinking about how do we get all of our kids um there and really focusing on our black and native students and um so it is it takes a team for us to um prioritize um investments for our strategic plan and we are so focused on opening schools with a 10-day notice that um we just haven't had time to talk about this yet and but it just know that it will be next on our list kara yes yeah quick quick related question not exactly um the same one that was just asked but what when i hear you say we're going to figure out how to align these new funds with our strategic plan um my head went to thinking about the next budget year rather than money that we want to spend immediately and so i'm i'm operating under the assumption that these i mean i know there's turnaround time etc but we sort of have i think we've had a pretty good sense of what some of the needs are and i i can't imagine that you all don't have a short list of of things strategies in your back pocket that you you know have wanted to fund once the resources became available are there plans i just want to be clear in my own head about um using some of these federal resources and or the new state resources as soon as humanly possible like even this spring and into the summer to to address some of both the academic and and student mental health and well-being needs that have emerged in the last year or so
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so there is a whole learning recovery and acceleration component in later on in the slide deck that kind of goes into those priorities but it comes from uh definitely all across the organization um in in terms of um where are aligning those uh priorities it just because of the um we have uh we're coming out of a pandemic doesn't mean we don't still strive for that graduate portrait it just means we might need additional strategies to get there right and so certainly um it is uh utilizing um you know some of those thinking and i'll in a minute i'll show you um what we've put into place already and that will continue to add to as we um well you know take all the pots of money and they're kind of distinguished for specific purposes and we need to align that we haven't had that chance to do that yet but certainly you can see in this 250 million dollars at the state level that one's for the summer it's intended to be used this summer that's going to be an enormous increase in activities for our students in terms of um academic supports and they talked about fun kids having fun this summer right so it's really uh and it's centered around mental wellness mental health well-being you know it is um all of us have been in the house for a long time right and um the wonderful thing about oregon summers is um that being outside is um a wonderful experience and it makes it safer in a pandemic and we have lots of opportunities now to offer um supports for our children if i can chime in here even though it said a lot order in the slide because i think what the question that sarah and others have asked is you know how will we leverage and exploit these resources unexpectedly right now to make sure and support students uh in whatever area so there's no shortage of ideas on our part but you're going to hear a preview of what can we start doing in the immediate is it saturday tutoring sessions what would it look like it you know i don't let the cat out of the bag but in the same way staff produced the menu of student family supports during the course of this pandemic what's it going to look like if we advertise and publish a very robust summer programming enrichment that includes uh academic supports in the morning enrichment with community partners in the afternoon in parks work with our partners field trips experiential so they get the socialization and extended learning opportunities what does it look like to really blow out our concepts of arts academies not a lot of our students weren't able to get arts instruction during this pandemic uh we're already thinking about what if we offer a double session of virtual scholars and credit earning opportunities for our students many of whom as we're tracking them are going to need those opportunities to make up credits or for others to get ahead of some of those who want so there there's a whole litany of sort of activities that we're sort of analyzing a little bit of cost benefit and work we can leverage and braid funding and work with our partners to really put out something expansive so that families can say to themselves wow pps uh it's really sort of leveraging this opportunity to to make up for some some time and also re-engage many of our students at all grade levels already in mind for us are a lot of not just summer programming sessions but also jump starts at the beginning of the traditional school year so that remember some of our students have never been to kindergarten some of our students some of our parents are going to enter them as a kindergartner maybe first grade but we still want you know a week or two ahead of time to orient them to to the school setting and environment in a way that maybe they didn't have an opportunity to this school year so that's just a little teaser of some of the things that are going through our head right now that we want to materialize it's just right now where staff capacity is completely focused right now on reopening schools but those are some of the ways that that we anticipate uh taking advantage of all of those state and federal monies uh designated in different areas but i think uh we intend to do this well and we intend to sort of be an exemplar for for how we're going to use those resources so we'll continue to align our budget resources with our we shared the staffing guiding principles last month with both the board and the cbrc and our initial allocation and some targeted investments in our school staffing
02h 25m 00s
and i'll go on to the next slide we talked about last month as well about the timing and just understanding that our just like last year we have a lot of moving funds move coming and going and so we know that we will be able to add the um federal funding because it's very specific and it's laid out in time for the proposed budget but the state um 250 million um we're still learning what what all that means but we hope to have that certainly and then the actual funding level for all of our general fund um the state school fund the s the sia student investment act and the high school success funding making sure that we have all those components in um from based on what the legislature finally adopts for us so we by the by the end of may whatever the legislature decides will get into the approved budget and then the adopted budget is so just know that it's going to still be a [Music] a budget that is developed over the next couple of months because the funding continues to evolve but we'll keep you apprised of of um what comes as as it comes and and what uh how we'll incorporate that into the work so we'll be working both with the board and the cbrc on that and if you would um go on to the next line then uh we just uh with the cobot relief funding here this was prepared prepared before so you're going to find some of these slides that's why i started with the two new sources of funding that came out this week we sent this presentation out on monday so some of these slides were prepared before the all the announcements have been made and and where we had clear guidance of what was coming so but know that we um talked about um we have some one-time funding um coming through and that we will be um you know making sure that um uh students and family have access you know in this terms of this year this this is how we spent those um coveted relief monies and we did give you guys um more of a detailed account of that earlier um this prior month i'm going to go on to the next slide and talk about 2122 commitments and we have again these were made this slide was made befo you know the rest of these slides were made prior to the announcements but just um prior to the additional funds that came through um we are continuing our 2021 investments from um the saia um whether even whether they were in general fund or in sia they're getting they're continuing forward in that strategic plan investments and we will have um we're really prioritizing stabilizing the staffing at schools we allocated staffing to schools at the higher enrollment pre-pandemic levels so that we can avoid moving um teachers around when we believe that our students will be coming back to us the acute of equity formula has been kept at eight percent um however there are more schools that are eligible for the funding so it has been stretched across more schools now this doesn't mean that this has to stop here because now we have additional funding to it that we'll be able to utilize in in those kinds of supports the uh we've increased investments in our part pathways we've um enhanced services in for emergent bilinguals and students on ieps and targeting our bipark students so just know that these are continuing we've added 30 fte for learning acceleration now again that is prior to this new announcement so we will be expanding those and we invested about 13.2 million in learning acceleration now here's a comparison on the next line showing a graph of our strategic investment you can see last year that we invested 21 million in our five system shifts and you can see that um blue is general fund and green is um our sia funds and then in this 2122 again before this this graph was created before we received the last two sources of funds you can see that we are going up in that we have 6 million in general fund 29 million in sia funds the dark purple is sr1 funding at two and a half million and the lavender is sr2 funding at 16 million
02h 30m 00s
so um so our strategic investments have increased significantly in this next year if you go to the next slide please you can see um how much we have invested in 2122 totaling 54 million by the five system shifts and um we have about a million in the connected and transformative school district we have eight million in the racial equity align systems structures and culture we have a million in the cultivating system-wide learning and a diverse workforce and we have 32 million in transformative curriculum and pedagogy and we have 12 million in a culture of physical and emotional safety so those are the investments that we have set up for 2122 and we'll have a much more detailed um uh description and um uh what is involved in each one of those um line items as we develop our budget and create a higher understanding and you know better understanding of all those investments some of those are the continued from last year and some of them are new and additional investments if you would go on to we if you've gone to the next slide we have um this is a list of 19 million dollars that has been put into um learning acceleration um in our system shifts and including through some some of the ideas that you were asking for earlier again the dollar amount is prior to the new money being announced but saturday school summer programming looking at online evening scholars summer scholars wrap around services and professional development so those are our initial investments that we were investing in in our learning acceleration of the district what are scholars sorry the summer scholars virtual scholars is that can you just briefly just see what that means can i get um craig cuellar um to talk about these are different programs that we have yeah you can be super brief i'm just trying to okay absolutely um so our evening scholars program is actually a program that's going to be housed in each of our comprehensives it's an online online platform that gives students access to be able to take credit recovery or credit accelerated courses virtual scholars is kind of the same platform as well it's a program um that currently um services uh close to about a thousand students it's an all online program where students are enrolled and they are engaged with online instructors um to be able for for course completion and graduation which is an all online platform and our summer scholars program is exactly kind of like a blend of the both except it's a summer program that's aimed um either at credit recovery or credit acceleration um for our students so it's in a nutshell it's it's our virtual platform that is offered in a myriad of ways um that will give students multiple opportunities and platforms to be able to accelerate so i have a question just based on some other presentations we had earlier this year so we have a not unlike other districts a significant enrollment drop and not just in kindergarten first grade a pretty significant one from second to eighth grade and then we saw some um attendance data the other night and disaggregated um you can see um some real gaps um across our the student body um and i'm curious whether any of our resources or we're thinking about um how we're bringing those students back in that have either left the district um or um you know because of lack of engagement or for what for whatever reason um have um are not attending on a regular basis and we know when students don't attend um what impact that has on on learning so when i look through all these i'm trying to see sort of where we're trying to re not just accelerate but for those students who have disengaged or left pps so how we bring them back um into our into our schools and re-engage them and then accelerate them through some of these programs that's a really good question and i'll touch on on one piece of it um because we have we we have had a numerous amount of wrap-around supports in each of our buildings through some of our previous investments we have had dedicated personnel either on-site or also part of our providers that have been providing um support to our schools that have actually been doing concentrated reach out efforts in in trying to re-engage our students
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um through a myriad of different ways um one of the targeted approaches that we did highlight um part of learning acceleration is you know how are we re-engaging some of our disengaged students um that could be students that have disengaged and we've seen some attendance gaps um that can also be a a full-out campaign in terms of how we're reaching out to families to get them to come back to pbs um again i know it's still very early director brian edwards but um but we are pretty confident that you know once we start to shift and we get back into the building and families know that it's a it's a safe learning environment um that that we are hopeful that we are going to start seeing our students um actually start coming back um into our system um but we do have um we do have a team um and not just one team but we we actually have a a number of folks um again from our from our partners to to in-house staff and even through the office of student support services a dedicated attendance team that is just really you know concentrated on on that purpose that you just thanks can i ask about um the scholars programs um so historically those have been pretty high demands um and and relatively limited so i'm assuming that the demand for these programs is going to be pretty dramatically increased um are we anticipating how how much we're going to have to scale up those programs to meet the need that's a very good question director moore um we do have a learning acceleration team um that is um that is devising these plans but it's also evolving as well based off of what um claire just mentioned because as we continue to learn more about what our fiscal realities are these plans continue to have these plans have to evolve um but we do have a team specifically for our virtual and evening scholars um that was comprised of of our our our folks that are on mpg the high schools team even some principals as well but you are you're absolutely right um one of the ideas is to um absolutely expand um those programs um so we are able to reach um more students and so you you are right that that is that is part of the learning acceleration plan um also in normal times um i believe this is still the case um in normal times some at least some of these programs have foods attached um for anyone who anyone anyone who doesn't qualify for a free reduced lunch um are we with the new monies we're getting are we going to be able to waive any fees attached to especially credit recovery you know we haven't gotten that far um into the conversation but it um you know especially our low-income students um it certainly um seems like the right thing to do so i i love this conversation i um i had a kid that really wanted to do virtual scholars because his girlfriend was doing just elected to do um virtual scholars and it does come with a cost per class so i hope the district can come up with a way of decision making to address that fact that the demand will be quite a bit higher than the supply sure i'll take it a step further and say i would like to see the fees waived in perpetuity um in particular for credit recovery programs um it is i mean that the bar for um qualifying for free and reduced lunch is so low that an enormous percentage of families that are just above the poverty level um are are priced out um it's the the cost is enormous barrier for a lot of families and and i would hope that with the new money coming in at the very least for this year um i i would hope that we would be able to waive any fees especially and then think about making it permanent especially if students can't retake a class if they got enough at their school and we should look all across you know all across our offerings just to raise the bar a little bit higher uh director more because um we we don't want to be like um creating barriers for low-income people to get educated i i i think that we're doing that but that that we should remove all barriers to educating specifically people low-income folks yeah i i support the the you know the looking at fees for for
02h 40m 00s
um i think specifically summer school i i've seen that be used as a way to um sort of knock off the the less uh sort of fun classes um you know get get your get your harder uh or you know subjects that certain students struggle in um that have the the financial means to take that course because it is a shorter uh time they can take it then um and not have to worry about it it's a convenience thing for some students i think removing the you know the price barrier um will be pretty you know beneficial uh especially for for the the students that are lower income but not um you know they don't meet the mark for for free and reduce lunch yes and i'm just gonna jump in oh sorry go ahead i was going to say super quickly and i think i'm using it more than my fair share of the air time so this will be the last thing i say um i think in the same vein i was surprised not to see some version of high dosage tutoring on that list i know it's again it's like the third time i've said it this this evening i'm guessing maybe it will be on the next list that comes out given the avalanche of funding that's coming through in the evidence base to support um that kind of intervention i think that if we are able to neutralize what can be a really expensive intervention that so many families have had access to opportunity to over the course of the past year and so many others have not if we can offer that to all students almost in an opt out like studies actually show if you offer it to all students and make it opt out rather than opt-in that it increases participation among the students who um you know we ideally want to be able to offer the support to it reduces the stigma associated with it and i just think it would be a real mistake if pps didn't come out with an incredibly strong tutoring program as soon as possible oh and sarah thank you for surfacing that and again what we were just sharing is very preliminary and it's um it doesn't even really capture um it doesn't capture um the full learning acceleration plan of totality tutorials is absolutely one of the things that's on the forefront um in terms of how we're exploring that because tutorials we know are going to look very different for what that looks like in in our in our primary grades and what it does in our secondary grades and that's where we're really leaning in to where it's going to really potentially be a sci-fi site plan um that's going to be really catered to the school itself but that's absolutely part of the conversation and i really appreciate you um surfacing that before i turn it over to director bailey i do want to time check it is 9 15. uh today was you know we wanted to give you a a a high level overview of where we are with our strategic plan and how we got to this place and i as you heard from uh claire hertz wanted to share with you at a high level of summary and early uh early indication of some of the the numbers that are coming out so uh we know that we're going to be in community for the next few months extensively um around these conversations and these ideas and so uh i do want to just do a time check and and and and hopefully we can wrap up soon uh just facilitating here um and we all have live busy lives but director bailey you want to wrap us up with the last comment um one that's been been great discussion too it's really exciting um the response from the federal government and from the state to bring in a whole big pot of money to do good things for the kids who need it most um my question and i don't uh i'll take my answer offline it's just something to think about that i'm thinking about is one this is a whole lot of new services and over the summer um a lot of planning involved both to what are we going to do this money and then how to deploy it and given our recent discussion about staff have been going 200 miles an hour for a year now what's our capacity um and do we need more temporarily central office staff uh to really pull pull this off uh and execute it in the way that our kids need us to i'll offer a quick response director bailey just so we don't leave you hanging without wondering uh it does take extra capacity and i've never seen a district do extended learn learning well without a team thinking about that year-round but especially ramping up in the summer so monday i have final interviews with hopefully what will be a newly appointed director of learning and acceleration and extended learning who will bring together our different departments but start to build out a concept that we're getting excited about and you know you can imagine how creative it can be when you think about summer re-engagement not just for students but also for our educators you know what if what if we gave them the
02h 45m 00s
opportunity to share a hobby an interest an elective this course this summer you know uh where they could get excited again uh as well um and then there's another there are a number of other areas we i haven't even had a chance to talk to the team about there are other federal monies i want to see if we can tap so there's going to be another infusion of americorps money for instance so having been a person who exploited that resource before what would it look like if a few hundred college students were tutoring the students that sarah was talking about could really benefit from that kind of attention hopefully somebody who could even serve as a role model while they're doing that so we have our partnerships we have providers we have some local resources we can leverage but i think we can be really creative about how we take on the summer and the next school year to leverage you know sort of a a once in a long time you know infusion into public head thank you super saiyan guerrero i'm going to turn it over to chair lowry uh to close us out i know that this is just the beginning of a longer conversation that we'll be having but i just want to share my appreciation first for the cbrc members um i know that it's a lot of work that you engage in and um your question asking and the deep diligence you do on this work is really really beneficial for us as a board as we make these decisions the final decisions about the budget and i also want to thank our staff i am this crisis of the pandemic has really shown to me the innovative nature and creativity of our staff and so once again um you know it's it's a great problem that i think they as taylor swift would say it's champagne problems to have all this money just falling at you from the government um but i know that it still is a lot of work claire um to be putting this all together so thank you for you know taking that news on monday and and bringing us something to begin again this conversation so we're gonna go ahead and adjourn tonight um the next regular meeting of the board will be held on march 30th following spring break and i know that we will continue to meet with cbrc that cbrc will continue to meet and together we'll continue on the journey of this budget process thank you everyone for your time tonight

Sources

PPS Board of Education, BoardBook Public View, https://meetings.boardbook.org/Public/Organization/915 (accessed: 2023-01-25T21:27:49.720701Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
PPS Communications, "PPS Board of Education Meetings" (YouTube playlist), https://www.youtube.com/playlist?list=PLbZtlBHJZmkdC_tt72iEiQXsgBxAQRwtM (accessed: 2023-10-14T01:02:33.351363Z)
PPS Board of Education, PPS Board of Education - Full Board Meetings (YouTube playlist), https://www.youtube.com/playlist?list=PLk0IYRijyKDW0GVGkV4xIiOAc-j4KVdFh (accessed: 2023-10-11T05:43:28.081119Z)

2021-03-11 PPS School Board Work Session

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Event 1: PPS Board of Education Work Session 3/11/2021

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