2021-12-14 PPS School Board Regular Meeting

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District Portland Public Schools
Date 2021-12-14
Time 18:00:00
Venue BESC Auditorium
Meeting Type regular
Directors Present missing
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Event 1: 12/14/21 Portland Public School's Board of Education Regular Meeting

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education for december 14 2021 is called to order for tonight's meeting any item that will be voted on has been posted on the pps website under the board and meetings tabs this meeting is being streamed live on pps tv services website and on channel 28 and will be replayed throughout the next two weeks please check the district website for replay times good evening everyone and welcome and thank you for bringing your gorgeous artwork i'm really happy to see handmade posters it's a why we need art classes so you can letter correctly it looks like we have a larger crowd than usual and i just want to remind everybody that the that we continue to follow governor brown's statewide indoor mass requirement for all indoor public settings uh whether vaccinated or not tonight we have in place mitigation strategies to help keep everyone safe that's members of the public and staff and students the board members and staff in attendance are wearing masks and most of us are boosted and vaccinated we have air purifiers placed around the boardroom and also just be aware of your surroundings and do your best to stand you know give yourself some distance from those around you and i want to just remind people to keep the aisles clear if you're holding a signed please keep it low out of respect for others to not block the vision their vision not block their view we have a really full agenda tonight and i'm really pleased to kick it off by recognizing the grant girls soccer team go generals the grant girls soccer team are the division 6a state soccer champions we know that students who have goals are the best students who make goals are golden regardless of whether you scored keep up the great work the soccer field is a proving ground for life so stay out there keep that keep that momentum going and keep making those headers those are those are cool superintendent would you like to introduce the next item i would love to chair to pass i'm so pleased that we have with us here tonight our grant high school women's soccer team it was a brisk evening i was there at hillsborough and uh it was a wonderful match but in the end our grand women were just a bit too much for beaverton so we'll take the win uh with us tell us a little bit more about the victory and and this awesome team is our assistant director of athletics uh diallo lewis to share a few words about this incredible accomplishment of our grant girls soccer team so and to introduce our coach and players thank you thank you for having us here this evening um again i'm diana lewis one of the assistant directors for the pil and uh thank you again for giving us this opportunity to recognize the grant girls soccer team for winning the 2021 oswa 6a state championship [Applause] so the team this season they finished the season with 17 wins one loss and one draw defeating as superintendent girl shared defeating beaverton 4-3 in overtime on their way to winning the first state championship for the girls soccer program at grand high school [Applause] and i'm going to turn it over to coach manoli coach manoli is not only the head coach for the girls soccer program but coach monnolli also won a state championship on the boys side in 2008 at grant high school so still we are we're we've been doing quite a bit of research trying to find out that's ever been done but um right now i can say coach manoli is probably one a few if not the only coach to ever win state championships on both the boys and girls side at the same school coach thank you thank you we can hear you thank you for the recognition and give me a moment to talk about the team astialo mentioned this is the first
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girls soccer team to win the state championship for grant high school they finished the season with 17 wins one loss and a draw winning the state championship it's a well-deserved achievement all of the players work very hard rain or shine outside the high school soccer season to improve their game stay fit and be ready to compete when the high school season began this year they won the pil and they did that going undefeated we had three players make the pilo league team and you guys can stand up when i call your name liv fraser [Applause] caprio loscher and al frazier [Applause] l was also pil player of the year [Applause] l also was invited to play and she did in the all-american game that took place last friday uh in tennessee but uh besides winning the 2021 state championship the other achievement that i'm equally proud of their is their academic achievement the grand girls soccer team finished first in the state with a combined grade average of 3.99 [Applause] so [Applause] so besides being good on the field they also they do read a little bit so that's great uh and now to introduce the 20216a stamp state championship tim is my assistant coach christine steinberg thank you so much for having us i'm also a grant alum myself so it's a special honor to be the assistant coach for these girls but also represent grant um as a coach now so if you guys could um stand up by class and i'll introduce you we only have one freshman here tonight amalia hell yeah great our sophomores want to stand up and come down abby day sadie segal wilson maggie mcgare aaron mcdivitt samara oh samuel meredith and bella bone our juniors megan mcdivitt i want to come down violet holla sadie thompson olivia lukrafka and kt rosinger and our seniors please stand um where are we you guys all there we have mina liv and al frazier i can't see who you guys are oh sofia petrack and caprile losher thank you again for taking the time to recognize this outstanding group of student athletes thank you and thank you um thank you diallo and thank you coach suenakis um and the rest of the the the team student representative weinberg would you like to read the proclamation and just to let you know we have an opportunity to take a photo with the entire board in just a couple of minutes so please don't go anywhere yes didn't representative weinberg it would be my honor to read this proclamation honoring grant high school's girls soccer team on december 14 2021 whereas the board of education and superintendent recognized the
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significant accompli accomplishments of the grant high school girls soccer team who earned the title of 2021 osaa 6a girls soccer state championship november 13 2021 whereas the board of education and superintendent wish to thank the students for their teamwork and tenacity throughout this season whereas the board of education and superintendent applaud the entire grant community of teachers students parents neighbors and the team's exceptional coach manoli suanakis all of whom who have all of whom have supported and encouraged this team to be and play at their very best now therefore the board of education and superintendent do hereby recognize and congratulate the grand generals soccer team in its accomplishment of an ext event of an outstanding soccer season so we'll now assemble and take a team photo and i am so sorry i missed that game i actually had tickets to it from the opposing side so i had a disguise ready nobody here would have recognized me but i'm really sorry i missed it we ended up not going we don't want to get in front of them hey [Music] i can see you i'm not walking [Music] you smile with your eyes it is tough all right all right ready go you guys thank you so much for taking the time [Music] busy [Music] i know yes chair i just want to recognize uh our grant high school principal james mcgee who i know is running out for a pta meeting the job of a principal is never over uh hard-working mr mcgee thank you for being here thank you principal mcgee okay our next agenda item is a board member board member declarations to be considered for board leadership in may of 2021 the board adopted a new process by which board members could be considered for board leadership positions we did this because there wasn't a clear path to become a leader on the board and to make improvements on the process the resolution states that in order to be considered for leadership position board members must notify the current board chair in writing by december 1st if they plan to run for board leadership in the january election then at that first board meeting in december which is tonight the board chair will publicly confirm board members who are interested in serving in leadership and again we did that to make improvements on the process it's not perfect yet and i hope that we can um get a closer perfection as we move together i've had one person state that they would like to be considered for board leadership and that is my my vice chair andrew scott and um
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the board will vote on that leadership decision at the january 11th meeting um and that's that's what we have to say on that and please allow me in just a second i'm so sorry yes i i actually got too much sleep last night i also want to declare my interest in serving continuing to serve through june of 22. um so that there you have it thank you next the board will vote on the consent agenda board members are there any items you'd like to pull for discussion and we can set those aside for discussion and vote at the end of the meeting ms bradshaw are there any changes to the consent agenda no board members are there any items that you would like pulled like to pull from the consent agenda do i have a motion and a second to adopt the consent agenda second director scott moves director brem edwards seconds the adoption of the consent agenda is there any board discussion on the consent agenda ms bradshaw is there any public comment no the board will now vote on resolutions 6409-6416 all in favor please indicate by saying yes yes yes yes all opposed please indicate by saying no are there any abstentions the consent agenda is approved by a vote of seven to zero with student representative weinberg unofficially voting yes chair to pass yes i just want to recognize the work of our head start policy council and leadership and it's not those aren't topics that we spend a lot of time at the board level publicly discussing but there's so much work that goes into that annual plan and not to mention the delivery of services across our district which is just so critical to the readiness of our students so i want to thank dr emily glasgow and just the whole team that takes care of our littles thank you and recognize kent robert kentwell and the rest of the head start team and director lowry did you want to say anything um about uh the head start policy council our head start policy council is actually meeting tonight they tend to have their meetings at the same time we do but it is an amazing collection of parents who really step up and um some of their folks are the most efficient at meetings and at recruiting and do it with such joy i got to attend their retreat earlier this fall um and the way they work together is inspirational so i'm really glad that we have such wonderful parents involved in stewarding those resources for our littles i completely agree i've been very impressed um the times i've visited with the policy council how efficient they are how collaborative they are how just really staying student focused they are um in this really important work and was also very um just loved the policies especially the lice management policy i just thought that was really great it's no joke i mean if you've ever had an outbreak um it's great to have a policy in place uh superintendent guerrero thank you since we're on the topic of head start for those uh our listeners out there uh just a psa a plug for our high quality head start program here at pps we're looking for clients still so if you're a family in need of a high quality early ad experience for your four-year-old please see us super so super superintendent guerrero where would they go well we'll invite them to give a call to our enrollment office here at pps or our head start office please look on our website if you're interested pardon me 916-2000 i don't have all the phone numbers memorized director brim edwards 916-2000 is a great number to call and it gets you to everybody you need to speak to here we're turning now to student public comment before we begin i'd like to review our guidelines for public comment first the board thanks you for taking the time to attend this meeting and providing your comments your presence here improves our work and and i hope that and we do take it into a consideration when we're making decisions public input generally informs and improves our work and we look forward to hearing your thoughts your reflections and your concerns our responsibility in the moment is to actively listen and to that end i would ask each of us to give our full attention to the people in front of us by not looking at our phones the board office may follow up with you on board related issues raised during public testimony we request that any complaints about individual employees be directed to the superintendent's office as a personnel matter if you have additional materials or items you'd like to provide to the board
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or superintendent we ask that you email them to public comment at pps.net that's all one word publiccommentpps.net please make sure when you begin your comment you clearly state your name and spell your last name and you'll have three minutes to speak you'll hear a sound after three minutes which means it's time to conclude your comments i want to also add that our our public testimony spots have been filled up for weeks so they've been filled up um even before we knew what was on the agenda so um i'm going to add a couple of spots for student testimony this evening and i'll open up a couple of spots for people on the waiting list that are not students in a in an effort to hear from more people i'll just say my personally i would love to hear from a broad and diverse array of portland students and and families as possible and and so we're doing that so we can open up the spots for people who maybe um have not had an opportunity to speak in front of the board ms bradshaw do we have anyone signed up for student comment or public comment yes we have um virtually terry can we put up ramona sapparoo henderson i'm sorry i didn't hear i didn't hear the names yes do we have ramona sapparoo henderson and she is here virtually so terry if we can put her up hello welcome hello my name is ramona saprue henderson s-a-p-r-u-h-e-n-d-e-r-s-o-n and i'm speaking tonight regarding the climate crisis response policy and the importance of immediate action ramona excuse me do you mind if i if we um get some tech help so we can hear you a little better looks like it's at 100 thank you yes it does would you like me to start from the beginning yes please and you have three minutes from now thanks my name is ramona saprue henderson s-a-p-r-u-h-e-n-d-e-r-s-o-n and i'm a student at grant high school i'm speaking tonight regarding the climate crisis response policy and the importance of immediate action students today face a future plagued by crime climate disasters and uncertainty i want to stress the urgency of drafting and putting into action a plan to combat climate change in our district it is important for the board to take initiative especially since pbs is responsible not only for our education but our safety as well one of the greatest threats to our safety is climate change and it will only get worse without concrete action pps can't solve the whole climate crisis but it is imperative that they take their part seriously in protecting the future of their students this type of action is reflected in version 25 of the climate crisis response policy which i encourage the board to enact modifications including prolonging the timeline are concerned to myself and many other students the un recently released a statement saying that we only have 11 years until the effects of climate change are irreversible with this in mind it's vital to divest from fossil fuel companies and bring our emissions in the district to net zero as soon as possible students in pps have contributed greatly to the fight for action but our needs have not yet been met major decisions about our future are being made by people who may not face the severity of the consequences of climate change i strongly encourage you to think about what lies ahead in the coming years and the thousands of students you're making decisions for creating a policy is not going to guarantee success this comes with commitment and accountability don't let this policy sit on the shelf we want to see action and progress thank you thank you we have xander levine we can great thank you xander levine x-a-n-d-e-r-l-e-v-i-n-e good to see you again good to be back in person um tonight i'll be speaking on two topics both of them fall under the general umbrella of social and emotional well-being i'd preface this by saying that i understand you as a board um don't have direct a direct effect on the union contract and it's left to the pbs bargaining team therefore my comments tonight on this is more for the people in this room and watching this at home as a student i feel stressed i'm tired however i'm not looking for less
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classroom time i want to be in school five days a week in person going back online for async catch-up time is a bad idea and will only further the damage done that online school caused school is a time where students can make friendships learn new skills make positive strides towards social and emotional well-being escape a challenge they're facing at home or even the time they can get a meal to eat this dramatically changes if we significantly reduce classroom hours data has already shown that the achievement rates have dropped significantly due to online school and by no means do i think that this is the answer to a problem that online school caused something that has been absent this year is regular flex time normally we have two hours of flex a week to meet with teachers make up work and catch up on missing assignments this has been reduced this year to only two hours a month tomorrow is the first time we have flex since last flex which was like november 1st bringing back more flex time is an easy way to address student stress provide us with more breathing room and time to catch up on work we're behind on i support reasonable solutions to address student and teacher burnout i do not support ridiculous solutions such as taking away a day of school with that i'll transition to my next topic school dances uh an internal admin portal memo was sent out on december 2nd and it says school dances are not prohibited due to the particular challenge of social distancing this is laughable this is ridiculous there is minimal social distancing inside school to begin with during lunch in the hallways at extracurriculars there isn't space to social distance volleyball and basketball games in my school gym take place with 400 attendees packed in the stands watching unmasked players compete that doesn't seem to be an issue at 8th grade back to school night with 300 parents and students in the gym to watch informational presentations didn't seem to be an issue a full-on theater production with audience members took place just last week in the auditorium during passing periods 600 kids stand shoulder to shoulder in the hallways these events have not seen mass covenant outbreaks those events are keeping students engaged and excited about school football games this past fall were more exciting than they ever have been because they provided us with a social outlet and setting to connect with others sporting events and other extracurriculars have saved my mental health this year these mass gatherings have also proven to be safe we simply have not seen that they're a covet hazard even public health officials say that large gatherings with masks and vaccines are safe and every single one of those events besides school vaccines were required you must change the rule about school dances and allow them to happen i want you to work with pps staff to change the rules immediately i want to have a winter formal on a prom we missed the chance with homecoming every other school district on the west coast had one and we were not please stop the hypocrisy and let us have a school dance thank you we have cody dickinson cody okay how about max dickinson annika witt hi andrew hello my name is annika reddy witt i'm a fifth uh r-e-d-d-y-w-i-t-t i'm a fifth grader at bridger and i'm a biracial kid of color this is not my first time coming to a board meeting like this i came with my family when i was in second grade because pps hadn't planned for enough classroom space at our school i would like to go to kellogg next year for middle school the kellogg school program was created for dli students and it's really important for me because i really want to keep learning spanish in a system that was meant for it it's a new aspect of knowledge in my life and supports the culture of my latinx classmates and it will help make up for the challenges that bridger has been faced with over the years it was really hard having to have two classrooms working in a gym separated by a sheet or having pe outside in the heat and rain because we had no gym and just having no room ever i remember when students who needed extra assistance had to work in the hallway or when we had art on a cart because we didn't have enough room for an art classroom it was really challenging and so the promise of having a brand new school that was meant for us helped make up for it i really don't want the bridger community to be torn apart we have a very strong tight-knit community where we all know each other and are almost like family i'm friendly with everyone across all our classes we've formed bonds we can laugh and joke
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and we all share memories like that one time in kindergarten where we threw a party for my teacher our families take care of each other during the height of the pandemic a bunch of parents organized to drop off food for families that needed them here's my request for you i would like for our students who are graduating to middle school to go to kellogg it was a promise that was made for us and it's something i feel very strongly about i would like the k through 5 spanish strands to stay together seems like a strange and challenging idea to break them apart and send them to different schools i would also like to keep some part of our school the same at bridger i prefer if we don't completely change the school our community is strong and it seems like an over-complicated answer to completely change it i've had enough of pbs messing with our school to the extreme it's too much i understand that we need some change but that change should make things better for all our students not worse please let us know how you'll respond to these requests thank you thank you [Applause] eddie meer aydah candle thank you danny cage um can you hear me yeah um so firstly i would uh like to um just thank all of our students in here um i would also like to give a special shout out to aydah crendle who has made national news um national and um local news for the work that they've done with youth versus uh odot along with the work that they've done with stopping odot from tearing down harriet tubman middle school um so i'll just start it off by that um i i don't have anything prepared with me today i was on the waiting list but um this climate crisis response policy is very important um i know that there are challenges with budgeting i know that there are challenges with um enacting this policy that being said we need to be bold and we need to be brave we do not have a long time until our planet is devastated by what has happened we do we can't have the ability to wait to create a strong to create a policy that to create a policy that doesn't um serve everyone um i don't have anything um but my my plea is is that we hear from our students today and we recognize what is happening in the room and for our paula our fellow policy committee members we're all meeting tomorrow um to intake that and um really rethink those uh draft revisions that's all thank you [Applause] miss bradshaw yes gina valencia can you hear me we can hear you now yes thank you good evening my name is gina valencia g as in george ina v-a-l-e-n-c-i-a a parent of two kids enroll in portland public schools dual immersion program one attends bridger and the other one transition from bridger is attending kellogg middle school i appreciate the board dr proctor and the staff intention in delivering better results for our diverse students in southeast i know you receive concerning data regarding the gaps in achievement what i i do not understand is why this process has done so little to engage the families who seem to be the target to benefit the most from your intentions sorry i can't do foggy glasses there's an evident disconnect between intentions and process and i wish to say there's a big disconnect between intentions and results i also agree with dr proctor and her assessment that the dual the dual immersion programs are outstanding and
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proven ways to help close the achievement gap it is not clear to me or other parents why the current proposals will completely dismantle the community developed in kellogg that is already nurturing whole community of learners who are bilingual with bilingual staff and educators and programming to only have to rebuild it again somewhere else this is one thing that is the one thing that isn't broken why dismantle it at last pps board meeting superintendent guerrero said that is not about the physical buildings but the programming in the schools what really matters i agree a bridger the most overcrowded and outdated school in the district a powerful community has grown over the last dozen years or more this community comes together to help families have food on that table or provide educational opportunities through parent volunteers why dismantle the strengths of this school community why not to hold on to some part of this community infrastructure is already in place we need to address the immediate problems that we have overcrowding in the neighborhood program today with some additional support this and next school year and to take more time to engage the families we want to help the most harrison park for example has some southeast highest populations of black students as well as vestal lent and bridger how will we engage these families do they want to move over the region is that feasible for them do they want to cross the area's largest arteries to go to school please don't split the dual immersion program into strands of different schools that will be devastating for students and for families please keep the beautiful program at kellogg consistent is already working i know thank you thank you mike frozen you get applause and you haven't even said anything yet i know it's pretty amazing clearly a former board member hi i'm mike rosen r o s n and i'm a member of the pps climate justice committee and their steering committee i have been testifying the portland public schools board for almost 25 years now and tonight's testimony is the most important my message is simple after 25 drafts the board needs to move on and refer the current climate crisis response policy to formal public notice and comment it's taken two years to get to this point and the public input has been thorough and extraordinary prior to submission of the draft policy to pps 30 community-based organizations were solicited for comments and 20 responded after revision within the policy committee in october pps initiated a community engagement process reaching out to students parents and community groups we feel it's necessary to review some of the community feedback because at the last board policy committee meeting it was misrepresented by staff of 73 comments received from the community engagement climate survey 28 asked that the policy continues to address resiliency supports for the community particularly the bipac community considering that climate change has disproportionate impacts to communities of color the pps youth advisory group had this to say kids love the range of issues however most students were worried by the non-committal and vague language another thing students felt was vital with the policy is transparency and its implementation and progress the coalition of communities of color which represents 18 separate bipark based organizations suggested that pps could play an essential role in emergency response by becoming an energy island that can stay powered during electrical outages to provide community support during climate disasters such as heating and cooling centers during extreme cold and heat events and charging stations during long electrical outages the ccc also said that pps needs to be careful about using net zero goals because although these goals sound positive they can open the door to false climate solutions like excessive carbon offset programs that are not verifiable and do not increase community exposure do not decrease
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community exposure to air pollution from burning fossil fuels the community has spoken clearly the policy needs to stay specific timely and robust version 25 does this and the proposed staff roll backs undermine two years of hard work the community looks to the board for leadership and asks for the adoption of a strong climate crisis response policy thank you thank you jane come out hello hello my name is jane cuomo c-o-m-e-a-u-l-t i'm here as a pps parent and tonight i want to encourage the board to take the opportunity to lead on climate justice and climate action by moving forward with version 25 of the climate crisis response policy including accountability measures for its implementation to ensure its long-term success as i think back to other policy work on sustainability and climate change i noticed some shortcomings especially in implementation for example the resource conservation policy 3.30.080 this policy was adopted in 1992 and amended in 2002 and in 29 years i understand that an administrative directive was never written substantively the policy was appropriate for the times but decades later it lacks the content necessary to meet today's climate and sustainability challenges it's weak and dated and still has yet to be fully implemented over the years the board has heard students and others call for action on topics within its scope but since the policy lacks teeth and implementation nothing has really changed now let's consider pps's climate literacy resolution 5272 it was passed in 2016 but for two years not much changed until students demanded district action i applaud and acknowledge progress since then including a creation of a climate justice programs manager position but several items languish such as this operational portion of the resolution and i quote portland public schools recognize that our schools must play a leadership role in modeling for students climate and environmentally friendly practices when it comes to building design energy use including the use of solar panels land use waste disposal and compost and recycling now certainly pps staff has made progress in these areas but not at the rate and scale needed to face the climate emergency which leads us back to the climate crisis response policy version 25 calls for the creation of a community committee including students and a majority of members who identify as people of color to monitor effective implementation transparency and tracking of progress which i wholeheartedly applaud meeting at least quarterly and reporting annually this is the level of accountability that the pps community expects and deserves and it will provide a structure to ensure the successful implementation of the policy the process in developing the ccrp which i've been closely involved with since the beginning has been congenial collaborative and productive lately and i'm not sure why it's felt political let's keep it constructive and moving forward pps has a proud history of working on climate change and climate justice and version 25 of the ccrp will help position pps for success in the coming years thank you thank you amy higgs hello my name is amy higgs h-i-g-g-s i use she her pronouns and i'm executive director of the eco school network thank you all for your work on the climate crisis response policy i have here with me a few beautiful posters that roosevelt's sheltered environmental science class for english language learners asked me to share with you including some in spanish talking about the climate impacts in guatemala and el salvador where the students come from i'm here representing 138 parent leaders in the eco school network and several hundred student green team members from 53 pps schools a third of which are title one schools one third of our parent leaders and 45 percent of our pps students are people of color on behalf of this group i urge you to pass a robust version of the climate crisis response policy at last week's policy meeting we were surprised and disappointed by the proposed streamlining of the policy and the apparent board support for this
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change staff may feel overwhelmed by the scope of the policy climate justice touches so many areas of district life version 25 of the policy is four pages long and the streamlined version is just one and a half pages in contrast the pps policy on animals in the classroom is six pages long instead of removing this policy substance let's boost support and funding so staff can carry it out i appreciate the staff matrix addressing feasibility and impacts for each item and the edits made to version 25 with this in mind but the streamlined version 24 omits all the measurable outcomes that make the policy strong as i read just a few of the things omitted let's ask ourselves are these nitty-gritty details or critical goals they include best practices for environmentally preferable purchasing increasing energy efficiency and minimizing use of fossil fuels health and safety standards for a climate safe work environment transitioning to low emissions fuels and electric vehicles working with students and front-line communities on plans to stay safe during climate impacts and increasing staff capacity to respond to climate crises i'm here representing my constituency to say that these outcomes are essential please include these and other actionable items in version 25. it's not an overly detailed policy it's just a big policy because it's a big problem in closing let's remind ourselves that this is the climate crisis response policy a crisis response isn't just about big picture values it should clearly say what the response will be we urge you to pass the most ambitious version possible of this policy our students and especially our front lines community students deserve strong leadership from the board to maintain hope our students need to see pps taking ambitious action to safeguard their future thank you thank you maxine dexter maxine dexter it doesn't look like she's here dylan plummer who's virtual so i'm moving him over now hello can you hear me yep great uh chair depos vice chair scott members of the portland public school board thank you for providing this opportunity for testimony my name is dylan plummer p-l-u-m-m-e-r i use helium pronouns and i'm a senior campaign representative with the sierra club working across oregon and washington on behalf of the sierra club's members and supporters in the public portland public school district and the 60 000 members and supporters we have across oregon i am testifying to urge the portland public school board to take necessary steps to address the climate crisis and ensure our schools are safe healthy and resilient spaces for children to learn and grow after another summer of historic wildfire drought and deadly heat waves in light of the intergovernmental panel on climate change's most dire report yet about the state of the climate crisis now is a time for elected officials like yourselves at all levels of government to pass concrete policies to reduce climate pollution and to help transition our state to 100 percent renewable energy specifically i hope that portland public schools will continue its critical leadership role in the climate movement by passing a climate crisis response policy that reflects the urgency of this crisis including key provisions that are under consideration to cut from the proposed draft version 25. dbs plays a crucial role in statewide action and has an opportunity to lead the state while following in the footsteps of other progressive school districts in the pacific northwest such as the seattle school district which recently passed a similar climate policy the pbs policy committee's most recent draft plan includes many critical actions that we support including decarbonizing school buildings and transportation by phasing out fossil fuel use reducing food waste and increasing community resilience with a focus on front-line communities however i urge the committee and all pps board members to ensure the final policy includes the following key community priorities uh committing to work with frontline communities on resiliency efforts switching to an all-electric fleet by 2035 divesting from fossil fuel companies making pps carbon neutral by at least 2040 instead of 2050 without offsets using carbon neutral purchasing practices and including concrete mechanisms to
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measure progress the district is or is not making to achieve net zero goals the sierra club is particularly concerned that the board policy committee has taken steps backwards in this process despite significant input by the public now is not the time to sit on the sidelines it is critical for the near-term well-being of all portlanders as well as the long-term well-being of students in portland and across the state that we take an all hands on deck approach to addressing this crisis this is particularly critical for frontline communities bypack and low-income communities many of whom are directly affected by pps policy decisions again i urge you to reconsider recent amendments to the draft proposal and pass the strongest version possible of the ccrp to meet the urgency of the climate crisis in which we find ourselves finally i'd like to direct your attention to the public letter submitted earlier this evening in support for bold climate action signed on by eight organizations working in portland and across the state including the sierra club thank you for your consideration thank you from the waiting list we have carrie babin how about anna cox is anna in attendance ms bradshaw are these from the waiting list yes okay chris summers richard donan amy joffrey do you want me to keep going down the list try to pass um why don't you try to read a few more yes please okay carlos baca isabel jonan rachel chang kitty lil joan okay hello and welcome thank you for having us all tonight my name is katie logahom l-i-l-j-e-h-o-l m as in mother i'm an arlida parent so i'd like to start just by telling you a little bit about arlita we had some recent difficulties with a particularly racist um school administration that the student body and the parents had to work very hard to get removed it ultimately took a vote of no confidence from our teachers excuse me yes yes may i just interrupt you and ask if this is a personnel matter uh no this is about the um redistricting proposals thank you so we've worked really hard on community building really recently despite having very few resources and support for that to happen our kids have been as you are well aware through a pandemic where they lost all of their community connections for a year and a half it is therefore really disappointing and a slap in the face of our parents that you are considering a proposal that would close our school and replace it with a different school my understanding of the process is that initially you charged some of your employees and a coalition of parents to balance enrollment at lane middle school and to turn harrison park school into a k-5 and a middle school when arlida did that you had enough buildings for everyone when you're trying to do that at harrison park you do not which means you need to displace creative science school and in turn you're displacing a neighborhood school replacing it with creative science school this these proposals affect my understanding is 20 schools in southeast portland that's a quarter of portland public schools making significant student body changes at a time when you should be community building
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i've heard a lot of numbers about budgets and enrollment i have heard very little about the impact educationally and socio-emotionally on the children when you disrupt their communities right after a traumatic event this process has been poorly informed by trauma-informed education and has been poorly addressed in terms of the mental health of our students and community building i'm really urging you to consider a different way of balancing enrollments and to set caps that would limit the number of students that get changed or the percentages of students that get shifted from building to building this is a time when we need to make stable supports for our children thank you thank you [Applause] you trader pass we're gonna if it's okay with you go back to aydah crandall i called her earlier she's on the list i'm having a really hard time hearing you yes um i if it's okay with you i'd like to go back to aydah crandall she's on the list and she has asked if she could go sure thank you and that will be our final testimony hello board members my name is aydah crandall c-r-a-n-d-a-l-l i am a sophomore at grant high school and i'm an organizer with sunrise movement pdx which is the portland chapter of sunrise which is a youth climate organization fighting to stop climate change and create millions of good jobs in the process i'd like to echo the comments of all of the other advocates here tonight urging you to pass version 25 of the climate crisis response plan we are running out of time to stop the climate crisis we do not have time to wait for more drafts of this policy i'm really sick of pps stalling on this we need action now and we need the urgency of your actions to match the urgency of this crisis there are so many people here today there are so many young people here who are urging you to do these same things and to fight for climate justice a few months ago thousands of pps students walked out of school and marched downtown to demand climate action from our leaders sometimes when we think of our leaders we think of people like the mayor and the governor and the national government but you as school board members are also part of that leadership and you also need to be accountable to taking action on on climate um i really believe that climate action starts in our schools with educating our students and showing our students what the world could be if we did take the necessary action um as a young climate advocate i'm pretty sick of viewing pps as the opposition i would like to see you as an ally in this fight and i would like to be able to work with the school board members to create this better world that i know we all want to see i i really want to believe that all of you want to fight for our futures and want to fight to make the lives of our students better could i get a show of hands honestly from the board members if you think that climate justice is something that you value and something that you want to take action on okay can everybody can everybody see this they say they care about climate justice okay so are we going to hold them accountable to it yes we are going to hold them accountable and we are going to urge you to pass version 25 of the climate crisis response plan thank you thank you and we love sunrise pdx by the way thank you okay appreciate all of you that came here tonight um to share your comments please feel free to connect with our senior board manager roseanne powell if you have anything specifically you'd like to add or follow up with or you've got a written testimony that you need to have turned in and please you know we're welcome we see you we see a lot of yellow we see some beautiful colors and some nice faces and appreciate you being here we're going to move on to our business now student representatives report are you prepared would you like to share your report yes and actually before everyone leaves i wanted to dedicate my report this evening to all of you to the students present advocating for bold and immediate action on the climate crisis response policy students raising this issue should be a wake-up call to take action many adults won't experience the effect of their decisions that they are making currently i feel like we are seeing the outsized
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response from students compared to adults for this very reason in the past three years and sorry in the past three years i've never seen this large of a turnout from students for any board matter many challenges have been presented in this process it's time for us to tackle these problems with creative out-of-the-box solutions that pbs prides itself on in the past three years also on the policy committee this is the single policy that i have spent the most committee time and also personal time on i appreciate the thoroughness of this policy but at some point we continue to rehash the same questions our students and future students can't wait any longer lastly i'm concerned with the streamlining process that is reducing our commitment to students wellness safety and education surrounding the climate crisis it's my responsibility to lift up student voice to this board and the district to that end this policy needs to be robust in order to address this robust crisis thank you everyone for coming thank you student representative weinberg that was amazing um we're going to go to uh conference and committee reports and if we could just start at the left and kind of move down starting with director constance we had our audit committee meeting and it is and i have a mask on basically all i have to report from the audit committee is that we did um we are awaiting the final report on um the uh ach audit uh that the district has concluded but we haven't seen the final report yet and then we had a really good conversation about our um scope of work for the upcoming year so we have two audits that were approved with last year's slate um that still have not that are about to commence one is on student activity funds and i asked our student representatives on the audit committee to be our help be our primary liaisons with staff on looking at that issue and then the other that was already approved was on hardship transfers so those are the next two audits coming up and then we also agreed to recommend to the board that the next audit be around services for our english language learners in the district so we're going to leave it at that that's a full slate of work for probably the next year for our audit staff and thanks to everybody on the board for making the time to meet with our internal auditor to provide your perspectives and opinions and we still have a running list of other things that we're interested in that we want to take on in the future thank you and i know our senior auditor is very interested in sourcing ideas from us so if you have a wild hair or an idea something that you want to see the ins and outs of she's the person to contact that would be um janice hanson chair deposit also wanted to mention we discussed in the audit committee that we do have a follow-up meeting this week with the secretary of state's office on the audit that they conducted of pps and um hopefully we're just about concluded on that they have provided their last follow-up report and staff has provided information in response to some still open questions um so uh i think uh after our meeting this week um likely that process will be concluded thank you thank you for that um director holland facilities and operations oh yes um oh am i on okay there we go um so we had our facilities and operations committee meeting um we went over the ada transition plan um we probably took a little bit more time um that we then we should have had we should have a little bit longer on that we sent that back to get reworked or reworded um and so director costume had expressed interest in doing that um the reward of that 88 transition plan we also had a report from portland parks and rex in a governmental agreement uh sounds like the athletic um facilities piece um kind of got worked out looked like they were in agreeance with some a lot of the things that they asked for from the park so they they split up the two one is um operations and then one is the actual uh land pieces so that seems like that's going pretty well and then we had a conversation about the west sylvan um complex uh the turf field artificial turf fields um probably should have more time with that as well there's a lot of issues around that we did get a report from staff around that
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as well so that was the facilities and operations committee thank you thank you do you have a report director brim edwards on the policy committee i do um we have a committee meeting tomorrow from four to six um and we're continuing work on some policies that we had before us at the last meeting notably and this will i anticipate be coming to the board shortly some revisions to the student representative and district student council policy and uh we're considering a narrow narrower version of changes right now um so that um the board has a chance to work through the policy making process some changes relating to um the election of the student representative and we're doing that so that we hopefully have all that work done before the election process starts because there's nothing worse than changing the election process or making adjustments um in the middle of a process because it raises questions about the fairness so hopefully that will be coming out of committee tomorrow in addition as you just heard um we've had um this the 2122 policy committee has had several meetings where we've discussed the climate uh response policy and uh we had a base policy that was handed off to us from the 2021 policy committee and i then we had as was mentioned tonight some community engagement i think we have a a strong policy that is responsive to and hopefully will put pps in a position to um hit our target by 2040 and i really want to thank um the staff who have worked on this and supported the process and um [Music] people may be wondering tonight um why it's not out of committee yet there have been um i mean this is a policy is was noted that it's it's a big policy and there um are a lot of different points of view climate science is evolving rapidly and how institutions respond to it and as the chair i felt it was important to since we had a new committee have everybody have an opportunity to um ask questions discuss some of the proposals um and that's true of staff as well um and i also think there comes a point in time that uh perfect becomes the enemy of good good i was trying to remember that right um and so i do anticipate that we'll be moving it out and i think um in what currently it is in version 25 format i think we're going to end up with the strong policy um and that there will not be an opportunity for the community to weigh in again because of course our policymaking process um allows that any once we have a first reading and introduction that there'll be a public comment period before the board adopts the final version but i i am confident that pps is going to have a strong and bold response um and staff has already done a lot of work to set us up to be in route to that so i just want to say that a lot of what people said tonight is going to be in the policy some specific things people highlighted are things we we've been talking about retaining in the policy and some of the things that folks mentioned that might be coming out of the policy will be in an 80 or an implementation plan so i think that's part of the conversation is where do some of these really important pieces belong so that we do this well and like the speaker who talked about you know these policies that are out of date now and aren't really working for us how do we make sure we craft a policy that really does address this well and has all those pieces and i know uh director bryan edwards you've been working really hard to help us have that conversation about what blogs and policy and what belongs in each of these different buckets so that we can be successful and actually what's more important than the policy is actually doing this work and getting it done so that our kids do have a safe climate and are you know safe in schools can i can i ask yes and i i love them the committee reports this journey into like yes i don't use any other opportunity tonight because i i i actually and i wish the folks who had testified it stuck around for this conversation so they could actually you know because i i'll be honest i'm a little bit confused because all the emails i get in the testimony tonight i'm a very big fan of concrete language and concrete speaking and i
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keep hearing people say weakening the policy doing this but we are just talking about whether these provisions stay in the policy or go into administrative directive right am i am i am i correct that we're not actually the conversation i mean for the board so if we're going to stay in our lane our lane is the policy and um so anything that would be an administrative directive that's clearly um an implementing piece is the superintendent's purview um and so we've had a discussion what what belongs in these both places but the board can't put something an administrative directive because that's not our role so um i think it you know policymaking is um there's a night to it in the science and sometimes we [Music] put more detail in policy and other ones we put less detail on the example of one that we put more detail in was the professional conduct policy so the board spent almost a year on it it was something that was really important and we put more um more meat on the bones and that policy we did in in other ones so um i think we're getting to a point but but it's clearly not the board's role to say this is going to be an administrative directive um and there's been um we frankly i'll just we had a conversation about there was a document that said um take these items out of the policy the policy that had been under consideration for well take these items out of the policy and we'll put them in the administrative directive and that was the staff document um [Music] but again the board can't say we're going to take this out and we're going to put an administrative vector because that's not our role sure no that's that's yeah no i appreciate that i think what what what worries me a little is the community seems to be under the impression that because i i see it all as a whole and a holistic like we're working together that if the board says this is what the policy is going to be and the district and superintendent and staff say and this is what we're going to put in the administrative directive that that that will be pps's climate policy but i'm hearing from the community this concern that if it's not in the policy somehow we're not going to do it and what i find interesting is that the community maybe i should be positive they seem to trust the board to follow through on things more than the district and yet we know for a fact that that as you just said what's or you said what's the most important thing is the follow-through and i actually feel like the district is fully committed to working on these things and making sure they get done and and and so again getting back to what you just said which is really important our role is to establish policy and also establish the goals so i do think that if if there are going to be very specific goals that that the board wants to see you know potentially those should be in policy or some other adopted by resolution and then again it's the district's job to to follow through and do that i think we need a real public education campaign though for folks to understand that this these are not this is not a weakening of the policy it's actually good governance and and i can make a pretty strong argument that that actually having too much in policy will make the actual policy and implementation worse than giving the district the flexibility to to achieve the goals which i think is what the community wants and i think that's unanimous up here as well certainly i'll speak for myself i want to see those same things that the folks who testified here today but again how we get there is going to be important and i am also worried that frankly some of our community members including former board members may be fomenting a little bit of this you know um sort of um this sense that we're we're walking back from something and i guess what i'm really interested in and maybe the policy committee maybe well yes let me just finish real quick just i'd be interested if if it's the policy committee or some other way of communicating out a little bit more clearly i mean maybe this is a civics lesson in terms of good governance that we need to be engaging in because it doesn't feel like it's really about the outcomes yeah and i mean i think part of this is um you've had two committees and what the community is reacting to i believe is that we that there was work and i wasn't part of like the smaller work group and the last policy group but there was a policy developed and then went out to community engagement and they came back and there's now a proposal to remove significant portions of it and so i think that is what people are reacting to and so and i will say in the committee we have done some things where as an example um having standardized recycling bins so like i think it's a great idea but should it be in policy we made a decision to take to take that out um so we've had these discussions but like literally in some cases like we're walking through each individual issue so we have new members of the committee and so we've been walking through each individual commission but what the community's reaction is like um and i don't feel like this is the committee chair i can say if we take
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something out like this is for sure going to be in the a.d because that's not our that's not our role no but it is districts can i can i um yeah and actually i want to ask jackson a similar question does he feel like students have a good sense of the conversation that's happening right now because i didn't actually hear that from their testimony a real understanding of that yeah i think i don't want to downplay i guess the response i don't want to downplay the response i do think there was an adequate response for like what is broad knowledge like anything like taking something out of a document that we're holding as our response to the climate crisis looks bad i mean it looks bad right so i think we need to change the narrative of we're moving it somewhere else it's still part of our plan it's going to be a part of our implementation plan a d hopefully i think that's the one caveat hopefully it will be in there um so i hope that answers your question i guess um i do think it's an adequate response though i think seeing that being taken out of our response is not great i'm gonna kind of move us along because we have a long agenda and i'm looking at the time and we're actually ahead of where we should be um this is a topic that's dear to my heart as well and um i think that the good thing is that the community and the board can agree that we want to see some we want to see some strong response to climate um climate crisis and and i think that's good and i think the conversations are good and we're going to move on and i'd also like to say would take a five-minute break at 7 30 um [Music] just to get everybody a stretch break or grab another christmas cookie break or whatever you need but let's move on and sorry thank you for that for the conversation and we're going to move down the line i was going to ask you before you spoke if you just wanted to say something tonight because you've been so quiet i'll talk later as opposed to director greene who doesn't need a lot of prompting director lowry i got nothing director greene charter school alternative and charter absolutely we had um we we had some some some dialogue some talking we've just been having a great time going through things looking at stuff and we've got some amazing um absolutely amazing programs running running in our schools and i'm excited for in january to come back so that i can go out to begin the actual site visits we postponed our meeting for our regularly scheduled meeting for this month so that we could give um our staff and we have an amazing team i want to publicly because i don't get to say it often but i want to publicly acknowledge the rest of the team that's not here dr nabroto and and karina and uh saves erica shaves just yeah just some amazing people who are really working hard um to really make sure that we're doing what's best for all the kids in our program even those that don't go to our traditional our traditional schools and so our next meeting will be in january we're going to pick back up and we're going to we're going gonna take off we got a lot of stuff that we're going to be we're going to be bringing bringing forth so stay tuned because it's going to get it's going to get real exciting excellent we look forward to that um director brum edwards yeah just i was going to wrap up my report by just also um thanking uh the portland association to teachers for giving um elected leaders staff members um an opportunity to be teacher for the day and i want to personally thank ms health who is a fourth fifth grade teacher at whitman for welcoming me to her classroom today it was amazing and we have great staff in all our classrooms and i left the day exhausted watching a really skilled master teacher um lead her students through a whole day of activities um so i just want to recognize and thank our teachers and i know that director lowry participated in as well and director scott and i was scheduled to today and i didn't get the memo so i'm trying to schedule a follow-up um at one of the zone two schools did get a chance to go to roosevelt in your territory where you're highly regarded and i understand you have a family member there and you have ties to the basketball like i heard a lot of green it was only there an hour and a half or so and anyway [Music] we're going to take a quick five-minute break i know you're anxious to get onto your long-range facility report but just to give everyone a stretch break for about five minutes please
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so our next order of business is we will vote to accept the district's long-range facilities plan for 2021 to 2031. this plan was developed in november in the november 17th facilities and operations committee um do i have a second i'm sorry i'm a little bit off script because we do have a just a moment please do i have a motion and a second to adopt a motion [Laughter] a motion and a second to adopt resolution 64-21 acceptance of the long-range facility plan nobody's gonna second second okay because i'll second it too but i believe i'm just a little bit confused on the order of operations because we do have we do have staff available and i don't know if we have a staff report you got the motion on the table so we've got the motion on the table superintendent going to introduce the item so i i heard director greene moved or did you second i moved and seconded that i think gary ended up gary end up doing the second so i'll let him do the second i made your initials are opposite of each other so it works it got me really it really got me confused chair to pass we have chief operating officer dan young here if you'd like to hear further i heard that thank you go ahead uh good evening good evening i'm joined by john lyons senior program manager of real estate and planning uh we were just going to say a couple quick words about the long range facilities plan and then we will allow you to move on uh and just a couple quick notes as you may recall it was the october 27th facility and operations community meeting where we reviewed the multi-year process and the robust stakeholder and community engagement process that has informed the plan that is before you tonight and then the november 9th work session where we dove into outcome details and obtain feedback that have been incorporated into the plan as well so tonight we're just going to quickly do a quick refresh on some high points of the plan and also take a quick pause to just thank a few of the many stakeholders who have helped shape this effort thank you dan so just a reminder the long-range facility plan is intended to guide future capital improvements within the context of educational program vision enrollment and capacity and facility condition these considerations are guided by our strategic vision established by the district and informed by input from the broader district community on that score we owe a great deal of thanks to the many people for helping shape this document too many to name here indeed but i would like to take a moment to thank the students who co-created this work with us either by by participating in dialogue sessions by facilitating meetings or creating the beautiful artwork that you see in the document so these students are lilly engslinger mabel gale eleanor halgo yale horowitz cora johnston evie kaguska sabine kenny matthew lee julia lim isaiah leido max mahira sage margello parker myras kelsey nieta elisa peltier lana pierce delfina seeger carmela thomas valeria vulmar rendon elia walters phillip wyman jackson weinberg and olivia wilson thank you thank you included in your packets tonight is the long range facilities plan a couple very quick reminders this is a living document uh because pps's programs enrollment and facility condition change over time so will this document and also this document is informational the long-range facilities plan does not make any specific commitments rather it provides a framework to be refined and tested prior to future capital decisions and with that we're happy to take any questions you may have board members do we have any questions or comments i just wanted to start with my appreciation for a really honestly student-centered process i appreciated starting with students with the dialogues and then having a student-centered meeting space every single meeting incorporating our student interns holistically into this process i think it really is a model for how we can center student voice in all of our work thank you that i think that was really evident to our committee when we had the uh presentation and we walked through this with staff and the student representatives were were leading that process and clearly
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had been really deeply engaged so kudos on that and also just the broader engagement process was really good on this so i had a question but also i'm going to start with a just recognition that i think this is a great foundation for us to be making facilities decisions and hopefully we'll be continuing to move through our bond program and providing upgrades so yeah there's a wealth of information in here and really appreciate it um i just want to maybe touch a little bit on the living document concept because i think that's absolutely essential however being somebody who like has a paper copy um how will um as as there's iterations or new information that comes in will it be like the second edition or the third edition how will we know how it's evolving um so if tonight we have a snapshot in time of information say in two years from now there's some new information or something else that happens and we involve it does that come back to the board or do we get an addendum or an appendix or share how we know we know what new life is occurring in a living room it's a great question um so what we'll need to do is for instance with our enrollment forecast those those are going to be issued every spring for example so we'll want to update that information around that time uh so that that information will infuse the entire document what we'd be happy to do is revise the document with the new information and then just produce a summary of saying this is what's changed based on this data points so great perfect that works director scott thanks i i just want to say thanks to staff for this um it's one of the overlooked it's so one it's a great plan i really appreciate it um it's very detailed and i think lays out a really nice um game plan moving forward i think it's also often unremarked that um not every government has a long-range facilities plan the city of portland does not have a robust long-range facilities plan much to my professional embarrassment metro does not have a long-range facilities plan and i think sometimes you know i don't want to talk about it thank you sure lowry um but i think it's it's worth saying that you know we have really old buildings right and they're really run down and we often hear that that doesn't mean we don't have a plan in place it doesn't mean we're not following and trying to dig out because none of us were around 30 40 years ago when they were disinvesting you know in our in our infrastructure and and looking at the bond program that has you know 2012 2017 2020 and then you know we're going to go back out in 24. that is the way that a government any government school district or not um actually turns that around and actually invest in the future in future generations so this is just a continuation of work that was happening long before i got to the board i'm just happy to be here to sort of say yep keep going and let's just keep doing this and and i just i'm just really proud of the district for doing that and i hope we start getting a little bit more credit because i think it often gets overlooked thank you and some of us were around 30 or 40 years ago but i'm not going to name names [Laughter] yeah i was in high school 48 years ago 40 years ago um i i want to also appreciate the staff and that impressive list of students that you just read off i'm also really happy i work for the city and have worked for the city off and on for a long time and there there is no long-range facilities planned so our real estate and land use decisions are not not super linear and um and a little bit chaotic in the absence of those plans i had um a question about the condition updates the facilities condition updates and also about the historic register as you know the city of portland is has been now for the last 18 months or so documenting historic structures that are important to the african-american community it became really important all of a sudden about a year ago in spite of the fact that these buildings have been in the community for a long time and have significance to african-american community members that that you know moved here in the 1940s through the great migration and so as i was looking through the document i i was wondering about those um if it would be revisited some of those buildings such as boise elliott in particular boise elliot humboldt school that is a beautiful architectural style that i wasn't familiar with actually but could be perhaps considered and i don't i think the reason it wasn't considered for the register was because of the upgrades that had been done so i just to keep that in mind that there isn't there is an inventory of these special buildings in and around albina that i hope that we don't forget and that we uh there's there's special advantages uh for black community organizations for getting those historic designations i hope we would um
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just be be aware of that and and those are my comments thank you so much it's really great to have this in hand i just had a brief comment that you know aside from how important this is as a foundational document for all of our bond planning it intersects with almost everything else that we do like all of our work and our goals on our climate action policy intersect so much with just the nitty-gritty analysis of the condition of our buildings and how they use energy and how they lose energy and all sorts of other features of their operations that are really important to trying to become a more sustainable district similarly with our work on enrollment balancing you know having a really good understanding of exactly what our inventory is and what condition it's in is the the foundational information that we need to make all those kind of tough decisions so um it's not just valuable in and of itself but it informs almost everything else that we do so thank you director brim edwards has a question i also just want to um thank you for the every every section there was a um racial equity and social justice lens that every um a property went through and i just thought that was really rich director brim edwards yeah so just a couple of questions um this is about integration and alignment um just uh given our earlier conversation about climate and the uh goals that we have for 2040 uh well this isn't a plan that goes to 2040 is the the components in here on sustainability align with and not being in conflict with i just is this an integrated part of i know you're going to do a scoping exercise for our climate plan um and i'm curious about the sort of alignment and integration of the two of that future plan with um yeah that's a great question i certainly don't see any conflicts between the two uh it's certainly worth an effort to look and make sure that that those are uh very much in alignment and go hand in glove and especially when we get into the documents and deliverables further downstream from the climate crisis response policy including administrative directives implementation plans future bond planning efforts we want all those things to be very much in alignment and pointing in the same direction and i think this is a good start to do that along with the ccrp okay and then the second question i had was when we had the discussion about it last time i asked specifically about the the middle school portion and why harriet tubman wasn't in there knowing that um we know it's likely when um going to move and then also the harrison park upgrades at the time you said because the site horizon was three to four years out i do see things in here that relate to the bond say with i to b wells and the moving and same thing with benson and i can't remember if you told me we'll integrate things harriet tubman and the harrison park pieces the conversion um to the middle school in this or we're taking everything out because it seems like there's some short there's some short horizon items in here and then some other things i say in the middle school uh piece that aren't in here and just i'm just wondering where it land i don't want to lose it no i appreciate that question and the attention of the detail it was a fine line we had to walk if if we were talking to an educator for example and they raised a specific issue then we wanted to honor that and include it in the document but really the intent of the the document and the kind of the gaze of the document is really three to four years in the future so when when it was up to us within our control we omitted details around harry tupman harrison park et cetera and we simply noted that the document um saying at the time of this writing we're currently studying relocation of harriet tubman et cetera so that's in there somewhere correct yep okay great is that in the intro or it's in the harry tubman section okay even better great um and i'm just gonna make a comment before we we vote that um i went through it in detail and i think some there are obviously judgment calls on like what the highest and middle priorities are and i'm comfortable with those given that we're just accepting the report because i think some of them you know it may depend on where you sit um or what the circumstances are whether you agree with the prior the prioritizations i think everything that you've got in the prioritization should land somewhere
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but i'm not sure i agree on all the pieces but because we're just accepting the report as the basis for future decision um so i just want to note that because i don't want two years from now somebody said you agreed with x and why aren't you putting it in um a bond or something but to me i look at this as a document that's a great foundational piece for future decision making but not we're not making the decisions in terms of prioritization with acceptance of the document that's correct thank you for highlighting for daylight that it does say that and then i think in the executive summary that that's it's not a it we we're not making promises this is literally just a facility's condition and kind of a state of the state and a the what's the vision for the future thank you so ms bradshaw do we have any public comment no so and do we have everybody's voices on the table did everybody get to say including you director i have nothing to say on this one unbelievable take this in here you're doing a great job this is an unprecedented um so the board will now vote on resolution 6421 acceptance of the long-range facilities plan all in favor please indicate by saying yes yes yes yes yes all opposed please indicate by saying no and are there any abstentions resolution 6421 is approved by a vote of seven to zero with stu student representative voting yes yes great congratulations and thank you thank you thank you thank you dan and john for a really thorough nice body of work superintendent guerrero would you like to introduce this next item yes i'll start with a little standard context uh statement here uh this is in relation to our enrollment and balancing work specifically the second phase of our southeast guiding coalition work uh in june 2019 we launched into this process with some district-wide goals we agreed to a phased regional approach um and phase one was come was began in fall 2020 it resulted in the conversion of 5k to aids new boundary and program assignments for kellogg middle which opened this fall and then again in may the board adopted a phase 2 charge centered on converting harrison park from a k-8 to a middle school as well as thinking about increasing enrollment at lane middle school so uh for for our viewers who are tuning in so tonight we're going to get the update from our deputy superintendent claire hurts uh and i see that our regional superintendent mcgowan is also here this evening so they're going to share with you some of the updates and community feedback to date good evening i'm claire hurts his superintendent guerrero introduced us and um to my left is dr esther oh my lane and then also to her left is who's our regional superintendent and then shanice clark our director of community engagement we also have two um co-chairs from the community adriel person and beth cavanaugh joining us virtually so thank you for having us this evening to give you the latest from the southeast guiding coalition i'm going to turn it over to shanice clark to talk about the community engagement process we've been holding this past week and i think even a few more coming up this week and we want to go to the next slide please i did say i'm sorry i'm turning it over to esther sorry excuse me dr o good evening chair the past and fellow good board members good evening slide two shows the list of draft proposals next slide please dr ro can you talk into the microphone thank you yes absolutely good evening share the past and fellow board members good evening superintendent guerrero slide 2 shows a list of draft proposals that have been shared during the southeast guiding coalition meetings to find these proposals you please go to the pps main page and on the top left hand corner of the page you'll find a tab with the header about if you click on it a list of options will emerge
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scroll down to enrollment and balancing if you click on that link it will take you to the southeast guiding coalition page that shows all the proposals in detail it is very dense it is a lot of information um so i think it behooves us to spend some time looking at it the open house link at the bottom of the page of slide two will take you to the open house page where you can listen to the recordings from the sessions the information on this page is presented in six languages spoken by the vast majority of families in pps we are happy to provide information in languages less spoken based on requests next slide please the pps team and southeast guiding coalition members recognize a need to make adjustments to our current timeline in order to accommodate the staff guidelines for the 2022-2023 school year as a result the implementation for phase 2 decisions have been pushed back to the fall of 2023 since this is an iterative process southeast guiding coalition will be able to accommodate several more meetings in an effort to truly hear and have the opportunity to consider many more voices as they give input the details of the newly adjusted timeline will be published soon and with that next slide please announce a new niece good evening superintendent and board of directors uh we held our open house last wednesday and had over 470 people register for the event and had over 400 questions and comments from the community that are being summarized and those will be shared with our southeast guiding coalition members and the board and the community we are now in the process of having small groups of conversations with students uh bipac families educators and families in six languages and that will inform the next steps in our process uh next slide please can i can i ask a question about that or do you want to wait to the end sure to ask can i ask can i ask a question about that community engagement i'm curious on the community engagement are we asking tonight there is two um potential suspensions of our policy i'm wondering in our community engagement are we asking about about that because one of them deals with legacies um and i know that that has been an issue just families keeping families together has been a topic and i'm wondering if that's something if we're asking families about that specifically about potentially changing our policies or is it more focused on on option a b and c or potentially some other ones yes um so the purpose of this part of our engagement is is taking a look at these proposed scenarios and we're talking a little bit about the timeline as well um and i don't know if claire would have anything to add to that but yeah so tonight tonight the purpose is um really to ask you guys as a board you'll see in a question in a few more minutes you're going to hear a little bit from the co-chairs first but right now we are we're really wanting to hear from the board about that and we're not really in gate we're hearing from the community about it but we're we're in terms of um what's important to them and that's why we're thus bringing the question here to you tonight so let's go ahead and hear from the co-chairs and then we'll go through the transitions piece and then we'll we'll have the discussion on that so the answer is no but we're going to talk about it yeah i think it'll be a good question after we've seen the presentation and um seen the question that's posted in the uh in this presentation welcome beth and adriel thank you for being with us tonight thank you thank you we just wanted to highlight a few topics that have been coming to the surface for sdgc membership and make sure that those are on the board's radar um first one was already addressed so all about extending the timeline to allow community engagement and good processes particularly once the programmatic recommendations are finalized to make sure we have time to really delve into the neighborhood boundary concerns so we're glad to hear that the timeline has been extended another is consideration of the voices that are not at the table what are the reasons behind that for instance there may be a concern that the process is not seen as likely to impact the experiences of those absent voices while i don't speak for all parents of color as an african-american parent i am
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fully aware that these boundaries and the enrollment changes may impact the location that my student is at but it's not likely to impact his experience he'll still be in a space as an african-american male with very little representation of any academic um leadership teachers or administrators that share his culture and it's important that we over communicate the racial equity and social justice work that's being done right now and the goals to leverage those resj partners to enhance the climate so that as our students are moving in this space that they're being followed by those resources that are going to help give them culture and community in particular with the african-american and native american students that don't have teachers in a dual language environment that speak their same language or look like them or are just there to support and be a buffer for some of the the marginalization and some of the to be quite frank some of the challenges that um african-american students face in terms of being received um in spaces where they're not where they are minority and not a majority another issue um that has been a real stumbling block for the coalition so far is around the location of creative science we keep coming back to it because many of the other details in the proposal flow from that choice of where the where creative science is relocated and we still don't feel we have the information we need ps staff to be confident that any of that proposal or how they meet the goals of this process do we understand the benefits of maintaining a k-8 option into outer southeast and minimizing destruction to the creative science community given that they're already being asked to relocate i think that most people agree that in a vacuum we would do both of those things but this isn't happening in a vacuum merging css with another school causes enormous disruption to that school community as well so ideally we want to ensure that the level of change we're asking of creative science and of the receiving school community feels balanced and coalition members so far have concerns that we're not finding balance in these proposals under the disruption of merging with a focus option program these proposals would convert the receiving school to a k-8 in two cases undoing a conversion from k5 k8 to k5 that just happened this year in the proposal that put css at arlida arlida would lose a huge portion of its current neighborhood splitting the community on top of everything else and proposal of the figure bridger would be um required to rely on portable firms indefinitely which is something we've been told we're trying to avoid so all this leads to coalition members asking to see options where creative science could either become a k5 program or split the k5 and middle school grades between two different buildings we think it's crucial to understand whether this would significantly lessen the disruption to the community while css relocates and strike a more equitable balance around the change we're asking of everyone involved we're open to the idea that that might not be a better solution but far we've yet to see a model in a way that they've that pps staff has been willing to model different approaches to dli considering based on feedback for example the most we've gotten is a couple of columns on a spreadsheet in proposal c2 that um suggest that the k5 approach is worth considering so in order to move on this question and the rest of our work we'd really like to hear from the district's instructional experts on whether they support maintaining creative science as a k-8 or reading given a full understanding of the impact on receiving schools in both situations this plan ultimately is the districts in the board's call but the public deserves to have confidence that you considered every angle on the decisions that are made um i'd like to be clear that previously my mention of african-american and native american students not being voices that are heard was absolutely because part of this charge is to increase the enrollment of african-american native american students specifically and having said that i personally am aware of the resj work that's being done because i'm a partner in my professional world but i don't think that that's being communicated widely or broad or deep enough to the families that are not at this table and not in conversations because of maybe their reluctance or their disbelief that there is going to be an important impact to their their their family experiences in these spaces i think i've also been made aware that there are goals in terms of increasing african-american teachers and administrators and i think that that needs to be widely communicated as well i think that because i am a partner i do definitely applaud the racial equity and social justice work that the district has committed to i believe
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though that we need to move into a space where the acknowledgement of the robust work that needs to be done and it shifts from attention to reality in terms of getting teachers of color um that are in this space that are committed to this space and retaining those teachers that's going to make a huge difference for parents like me who have young children that are are going to need to be in portland public schools long term i myself am a product of portland public schools and i know the experience of being underrepresented and i just want to make sure that when we are getting our families when we're having these conversations with our bipod families our african-american families in particular that have a history in this space that they know that there are real and um real commitments to making those changes for our students another area that members are looking for clarity on is how this current sdgc process is will inform and interact with the upcoming high school balancing process lots of questions coming from the community around around what those high school theater patterns are how middle school and elementary feeder assignments in this process would then inform or determine potentially determine what high school assignments might look like so that's just sort of an area where the timeline makes it challenging for clarity and makes it hard for folks to know what they're getting behind you or me it's me did you want to touch on that last one you drill or i can about oh i'm sorry i thought you were going to take that dli outcomes with regards to whole school dual language recommendations i think we just need a little bit more clarity and visibility of that information so that the families and the coalition can have informed decision making when we're talking about the options for these changes and there's data that's been referred to but we haven't so definitely that's something that coalition members and community members are interested in having more detail thank you for giving us this opportunity to share that we appreciate your time thank you beth and adriel for joining us tonight and i um look forward to seeing you tomorrow and thursday both so three days this week all right so i'm going to go on to the next slide and this is what director broome edwards was asking about in in terms of the legacy policy and so this is a summary of you know questions that are coming up about transitions and this is of significant importance to community members and so that's why we bring it here to before the board to share what we're hearing and try to get some information you know some discussion with you to find what you're thinking at this point so as we look at transitions when we have a boundary change we have a policy and administrative directive that says that current current students would remain through the highest grade and so the standard time for implementation would be six years for an elementary school and three years for an element of middle school if we were to accelerate that the enrollment would could be over two years rather than six and three and then also special program relocation grade reconfigurations and neighborhood program closure all grade levels would move at once and it would all happen in one year that that's per policy that's not necessarily in our proposals just to be clear okay so as we look at this we have student transfers available and we have in past balancing processes we've had some times where we followed the process and sometimes the board has actually provided a resolution that went outside of the policy so i just want to talk about um if we had transfer students they may be in in policy now and administrative director they may
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remain at a school impacted by boundary change and so standard they could do that for five years but if we accelerated it we might want to say two years and new students are guaranteed a seat at the school where their transfer sibling remains enrolled right so that's again in policy and so that would could be much longer than six years and it could be one year or more if we accelerated depending on the space availability okay so might be longer than six years with successive siblings yes it could be very long yes um and transfer students may move with their current cohort if impacted by grade config reconfiguration or neighborhood program closure so we actually have um so we'd be five years in elementary and and two years on middle school and one year or more depending on if we accelerated in space availability now this one actually ties to what we did in phase one when we had some students that actually finished their elementary school it's another consideration and they didn't carry forward into the middle school with their where they were transferred to they actually went back to their home middle school once they finished fifth grade and that's somet something that we have had um different there's been different practices in this district so that's something we want to kind of have you think about um for some in the northeast we allowed students to move and this last one we said no trying to keep the numbers down in kellogg so in terms of benefits of staying with the policy or acceleration so if you accelerate you would and the enrollment would grow quicker at small schools and overcrowding relief happens faster and the challenges would um students have an additional transition away from a school they know and staffing changes are more abreast so you know it's a quicker rather than a steady transition and then thinking about our racial equity social justice lens we prioritize to our schools with the highest number of underserved students and what would be beneficial to them so thinking about we're focused on harrison park middle school in harrison park k-5 well the k5 would just move because we're transitioning grade levels but the when i think about lane middle school if we did the standard policy would take a long time for lane to grow so is there a way for us and those are some of our most underserved students at lane middle school so are there mitigations that can be made to support schools during that transition so while our racial equity social justice lens might say let's accelerate and then at the same time there's the social emotional component that when we hear listen to parents and students about staying with people they already know that is there a way to do both by maybe it's providing additional resources for programs at lane until they get their enrollment up would be an example of a mitigating factor i have a question about the transitions with the boundary changes what i don't see there what i see in the transfer is the legacy of siblings but let's say like we're talking about lewis maybe changing their boundary so if someone has a let's say a second grader at louis now and they will have a kindergartner in fall of 23 when we implement these changes that kindergartner might go to whitman while their second grader is still at lewis correct because the boundary change doesn't have a legacy piece is that correct judy because that's what i don't see on the slide i'm going to ask director of our enrollment services i just i saw her like she needs to respond to that for us okay sneak in ladies oh don't don't go far good evening so that incoming sibling now moves down into that blue box where they're the new student guaranteed a seat at the school where their transfer sibling remains enrolled okay so because the student who was in the boundary is now considered a transfer student then that is where that legacy piece for siblings and then they attach the siblings and that's what causes it to take so many years yeah before it could fully be implemented yeah so that i just was curious about how that fell out thank you thank you so can i just ask something a question about nomenclature um you're calling it a standard policy
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it's just our basic it's our policy right i mean it's so if you're probably in an administrative directive some of this comes from but the the legacy and the um being able to stay in the top grade is actually board policy because we had almost a year's discussion about this in the policy committee and it and with no changes made a lot of talk about changes but no changes made so it's i think i'm seeing seeing a nodding ahead that it is it is the current paul it's not a standard policy it's the board policy and that if we were going to accelerate actually we'd be suspending the policy and changing it that's correct um the the hedging is that special programmer relocation and grade reconfiguration is actually not addressed in the relevant policy so there are parts of this that are practice and you can see the practical implications of moving all students at once i'm sorry can you say that again sure the exception is yeah special program relocation or grade reconfiguration isn't specifically addressed in the boundary change policy so that's why it's it's a practice but it doesn't have specific policy language that governs this the procedure the way it happens so that would pertain to both creative science and dli that's correct creative science is a school but there's no but it doesn't have a boundary it's this but it's a it's a school indeed it has a school id from the state it's a yes school um the relevant policy 4.10.045 student assignment to neighborhood schools actually doesn't govern how students are moved when they're assigned to a different type of school not a neighborhood school that's that seems like an oversight versus a um potentially versus a but it's not a program it's a school yeah and but the the language under standard transfer rights that is layman's terms for things that are in the student assignment to neighborhood school policy yes so the difference with creative sciences they don't have a boundary so i think um it sounds like we were opening up for questions unless you have anything you'd like to add so let's go to the next slide please i want to leave with a question for the board as we implement if we as we move forward with an implementation of the phase two final proposal which will begin in 2023 should we proceed using the standard student assignment policy and procedures or an accelerated implementation so we really want to hear from the board as you look back at the slide about transitions and judy is your expert here judy brennan so that if you have specific questions you need clarified to help answer this question we can have that discussion but our community is really wanting to hear what our board is thinking and where we're headed with this it will also help the southeast guiding coalition know what to do as they're preparing the final recommendation for the board so before we go back to the uh questions on the previous slide which it would be good if you guys could flip back to that slide for our discussion um i just want to uh go back to beth's question about um our evaluation of the the impacts of the um whether creative science moves as a k5 or k-8 and it's unclear and and impacts on both equally and uh what is our what is our process for sort of solving for that so it depends on the location and the amount the capacity of the school where they go and the number of students of the neighborhood program right now in the three different a b and c they each have a there's a different location so um the when there isn't enough room for all of the students one of the reasons bridger was considered is they have the extent the portables and then as time progresses the number of lottery thoughts will go down so then the neighborhood students will
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will become the creative science school just if you think about sunnyside that when it initially started actually if you would describe sunnyside because you were here when that happened um i think that would be better but in essence right now we're at 75 percent neighborhood 25 lottery so the number can be reduced over time by limiting the lottery and increasing the neighborhood so you're saying that the the host school for creative science would over time essentially become a neighborhood school that is operating under that pedagogy with the constructivist theme and a limited number of space for transfer students and we believe that that would also mean that over time we could end the use of those modular classrooms that are on the campus emerger at bridge if it's at bridges and that would be i think going back to your question if they were operating as a k-8 but we hear and will work with our contractor flow analytics on additional analysis of other options for the creative science students one thing that we'll be considering is whether there is space at their feeder middle school for the 6 8 students so that kids would migrate together from a from a k5 campus onto a middle school so we did model it with harrison park one question is is there enough space but then another question is what's the program complexity on that campus and i think that's worthy of consideration the other two places that we've shown one is our leda and it feeds to kellogg we know that kellogg would could be really full so that's we're going to pause on that and then the other would be woodstock and we know that woodstock at this time would feed to hosford and it is really full so it's we have to look at both campus levels to see both is there enough space for the students but also how to the programs work together to make a strong middle school that isn't overburdened one of the goals in this proposal c i'm talking too much now um but uh is that um middle schools if possible only have like a single focus option and not have so many programs that that you don't have attention on the campus as a follow-up question to that so if creative science is transitioning into a neighborhood school and we're transitioning away from k-8s in neighborhood schools i guess how does that kind of align so the way it works at we have two other examples of this in the district and one is the sunnyside environmental school which used to be a middle school and then converted and actually i believe director brom edwards was a board member version one when that change was made anything that happened the last century i was here [Laughter] so it it moved into the sunnyside school which was a very small neighborhood school and they merged together when that happened the neighborhood families weren't sure that that's what they wanted for their students so we had opt-out opportunities after a few years we didn't need those opt-out opportunities anymore but we would still make it available today to any student who moves into the sunnyside neighborhood and doesn't think that that specialized program would be the best fit for their child our other example is buckman arts which is a k5 school in southeast that also is what we call a hybrid that used to be a term that we could use in the last year it doesn't quite resonate the same way anymore but it both serves neighborhood students and students who enter in the lottery for arts-based construction so can can i ask my questions are going to be frustratingly um high-level sort of a little bit more sort of academic i i'm really curious in knowing as i guess what i'm saying is as we go through this proposal i'll be curious on knowing numbers around this because for me i'm kind of coming back to it is hard to say overall that that i want to go standard i want to go accelerated if i don't know sort of what the the impact is going to be in the next few years because i think that makes a difference and when i look at things like like the sibling policy which i know this maybe i should say past iterations of this board have really focused on to me that you're talking like a handful of students and a huge burden on on the families you're impacting versus some of these others you're talking huge numbers of students and and you know and spreading that around and you know in political you know theory right if you have really widespread benefits and really focus narrow costs you're going to have really intense opposition
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versus if you can spread some of those costs around you know you'll diminish that a little bit and so for me the question is hard to answer i want to see these changes happen relatively quickly on the other hand if we push the changes faster and we get more opposition then we're not able to make as big a change as we might if we sort of stretched it out and i i think these decisions for me are not one and two year decisions they're five and ten year decisions which is why i'm less troubled by the idea of like letting the sibling go there for another four years is one student right it's not going to have a huge impact on the school you know on the other hand letting letting a whole cohort sort of stay somewhere might delay those changes for for again for for five or more years so so for me i'm going to need to see a little bit more in terms of as we come up with specific proposals how do these um standard sort of practices policies and practices really like when we look at our projections sorry when you look at our projections how quickly or how slowly do those does enrollment change over time would you benefit then by having another column that had numerical like a number number of students impacted i think i think what i guess i'm saying is when we get to specific proposals um seeing how applying these would impact the changes over time would would be helpful so director scott one of the things that the southeast guiding coalition leadership just asked of you is guidance in creative science being k-8 in a school or k-5 separated out with six eight because that will help them with um moving forward with proposals if we keep them as a k-8 there's only a few schools where they'd actually fit okay if you allowed the 6'8 to go to a middle school and and kept it as a k5 at a neighborhood school and then the 6 8 part of the focus option moving to [Music] another middle school comprehensive middle school as a program within the school then that provides more places for that opportunities for capacity for creative science so they're asking for that because that's important to them i understand it's also hard for you because you don't have a proposal from them here to look at to see how it impacts it and so it's that chicken and the egg thing which comes first right and so what i guess in terms of keeping it at a higher level i i want to get a sense from this board is it important for you as a board to keep the um [Music] the legacy policy in place because it is board policy and it's our current board policy and we're not going to change it as we're finalizing these proposals in the next two months let me be clear that i'm not asking for that so is that something that we would consider in a resolution or is that something that we want to you know last time we felt pretty strongly about sticking to some board policy so i want to get a sense from you where some of you stand even if even if it's not all of you but if if there's some of you that have strong feelings about that it would be very helpful to know that i really for me created like you asked the question about creative science and what i heard the chairs ask is for our instructional leaders to weigh in on creative science as well but for me i think you know creative science the value that i see is the smaller middle school i know that we have kids that struggle in some of our larger middle schools and just like sunnyside is an option for some families i think that's one of the strengths of creative science so i think for me putting creative science as a program within a larger middle school while that does keep some of the smallness it loses some of the reason that especially some of our special education families have chosen creative science so i would like to see us that that would be my reasoning for keeping it as a k-8 and looking at the sunny-side model um and i know that that's complicated but i think if we're going to continue that program that that's what makes it different is that it's that smaller school environment that offers a respite for especially students who struggle in the larger middle schools um for me i really struggle with the sibling legacy um my story is that i had a friend who had a you know her her kid was in fifth grade and the other one was in kindergarten right when the so the the fifth grader left and the kindergartner stayed and so it does impact and it can be up to a full classroom of students um and i saw it just as llewellyn went through the boundary change where tacoma became a dividing line and families on the south end of tacoma went to dunaway how that sort of rolled through the school over time um and there were good things about it and hard things about it and i think it's what you said about having those supports for schools that are transitioning is really key because it the transitions aren't even right the staffing does go up and down and it is
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weird as we if we do the slower transition but there is something about that social emotional health and for me the the keeping middle schoolers like i feel like if a middle school student is in middle school they should get to stay especially in middle school because that's such a you know funky developmental time i'd be more okay with letting like setting aside our policy for some elementary students um but especially for middle school i think it's important to keep those students there and then again that that sibling thing is just it's really really hard um i understand that it's a burden on families to have students at two schools and it also means that these changes take a long time and when you talk about five to ten years our neighborhoods are changing and they're dynamic and they're changing rapidly and so if we implement these it's like we're going to be right back in five years doing it again because you know some of these boundaries are going to be dynamic so not if we do it right i mean that's the thing if we're trying to change can i moderate our discussion a little bit because i've seen director holland from the side eye wanting to say something and he's not from a big family like i'm so he's being too polite he can't jump in so can we hear from director hollins and figure out how to take turns and speaking all right thank you chair to pass um so i'm gonna steal a line from director scott on this one um i'm not an expert at this so i'm gonna ask uh the district what are you guys recommended out of the two options that you guys are proposing are we recommending [Music] so maybe a little bit on the pros and cons if we stay with the standard then it will provide relief to many of our families in the southeast it'll delay relief to some of our underserved students so the majority would one of our families would want a standard implementation and as we look in our racial equity and social justice lens then we need to consider the schools that we're focusing on are ones that need increased enrollment so they have additional resources it's not just the number of t you know increasing the teachers but it's also having enough students in a class to have a program in certain elective programs to be robust so that robust feeling is also needed in those schools so that's that's the part is you've seen a lot of families come down here tonight because they're very interested in what you're we're going to implement because it's very important and probably the most common thing we hear from families is please let us stay with in our school where we are now with the students that we have with us so that we can just stay the way we are i want to make a comment about that i made a so i've attended multiple southeast guiding i've i think i've missed one or two and i may miss part of thursday's but i've been very dedicated to the process in an effort to hear from folks and i also wanted to share just publicly i've been to lots of different schools in portland and mexico and washington dc and all over the place and i survived and i actually have benefited from it as an adult by changing it's it is like it's totally survivable and it can be enriching my what i think we need to focus on and what we need to be just uncomfortable with is that this is where our racial equity policy bumps up a little bit about doing things differently our school district as you know has been around for 170 years and has a very poor track record of serving kids of color and i'd like to see while i'm sitting here i'd like to see that move incrementally and it's personal and i and change is hard i i get that and it's also survival survivable um i really was impacted by a couple things i've heard during this process one was from dr proctor about the benefits of um single strand dli programs to offer more robust offerings [Music] and the other thing that's escaped me right now but i think that we're struggling with change at a time when we really we the pandemic has shown us anything is that is that we need to change that we aren't serving um we aren't serving our underserved kids the way that they deserve and that we in our minds would like to serve them and that's that is my guiding value i would also be interested in hearing more from our instructional leaders about um the creative science and and splitting those up and what the you know logistical implications are and what the implications for families and and learning outcomes more most importantly so one thing the southeast gotting coalition has asked us to do is um our instructional leadership um said to keep it as a k-8 and that's what we
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reported back to the southeast guiding coalition but one of the things is that they want to make sure the instructional leaders understand the trade-offs in the communities that are being impacted so i am committed to taking that back to our instructional leadership with the proposals at hand that are in current that are still being modified want to be clear on that with everyone in the community that we're still revising proposals but the showing what are the trade-offs with the three proposals that are currently in in being under discussion to see what is happening with a neighborhood school so for instance boundary changes may have to more kids may have to move to another school in order for them to fit within the school to have created creative signs come in as a k-8 that that is certainly a dilemma that has been brought brought forward from the community and that's something i'll take back to the instructional leaders to ask them what their thinking is on that i also director lowry you said something about neighborhoods are really dynamic and they've been very dynamic in the last decade or so in portland um even longer in some neighborhoods like albina and uh let's say 50-year horizons and and so i think to keep that in mind that um you know we all have a certain nostalgia for the street we grew up on or the school we went to the house we lived in the neighborhood we lived in and there's a deep sense of nostalgia and and yet things do development does happen and things change and it's hard and but the sun comes up every day so as long as the climate remains you know on track um we the sun comes up the next day and and people are adaptable and and i really again want to reiterate that the kids that we are not serving are my highest priority in this process the kids from harrison park that i've taken on environmental outdoor field trips that speak multiple languages that don't have cars that moved continents to get here not just across the street are those those are the kids i'm thinking about those are those those are the kids that are in my heart so i have a couple both questions and comments um because i do have a point of view i may be wearing my northeast portland shirt today but i'm feeling my southeast portland-ness um so one of the things is just the whole issue of creative science school as a k-8 so in southeast portland we already have two other k-8s winter haven and sunnyside and i don't know of any other quadrant of the city that has that so just again the concentration of like focus programs and you know neighborhood programs being displaced by special programs or doing things differently than everywhere else is disproportionately in southeast um the other thing i'd like to suggest in this slide i think the first one actually should be up to five years because um you do the highest grade students of course transfer out so it's not like you're waiting for all the kindergarteners to go you you immediately each year get some right some movement so it's not like you have to wait five years you get it but you don't get the full enchilada till five years is that so i think that would be a little maybe more accurate to represent that because you do get some that sort of the first grade rolling out um and then i i think i um just because i was on the policy committee um not the chair at the time but when there were long conversations about should we change should we get rid of the legacy policy or should we you know rip off the band-aid and have students you know not go to the next grade and we ultimately decided to make the change and so i think we shouldn't just be thinking about like it's easy to do because maybe people kids and families in southeast aren't going to come in hundreds into this building which they did they have in the past and when we chan when we opened um harriet tubman and roseway roseway heights um we didn't change the policy it has a long tail and i um i would just say i don't think we decided not to change the policy i think the pandemic interrupted our conversation so we didn't do it for roseway heights or harriet tubman and i'm thinking to the high school ones and like so if we're gonna say like for example middle schools like we're not going to um we're going to let them continue the highest grade because they're in middle schools
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and boy you don't want disruption for kids in middle school so i can tell you high schools are going to be like 2x so i just i think we should think of it in the context of what we've done and what we're going to do um because i would it would be hard for me to explain like hey southeast we are going to have a different set of rules for you than we had for other communities that showed up in the hundreds of people and said don't make that change and then so i think just keeping the context like are we going to set a precedent are we willing to do it for other quadrants of the city and then the last piece um on the siblings um a lot of the community engagement the reason i asked about it when shanice was you're still there is um this was this was an issue that when i talked to parents in southeast especially the k-8s there was some attachment to the vendor-enrolled k8s even though they weren't getting the same robust electives because of the essence of family and families wanting like older kids walking their younger siblings home or like we don't have a parent who's gonna come go like go to different you know go to the middle school and the elementary school and so they even though they knew maybe they were getting something different there was an element of family at the school and i think we heard that in the initial set of community engagement which was like harrison park people want to be able to walk to the schools and there is this sense of family community so i would just hope that if there's some you know suspension of the policy around families and siblings that we think about it and also in that context because not every family has a parent that midday can go to several schools to you know pick up their kids um so those are just my thoughts so it's not that i wouldn't do it but i i want to also just to be consistent not to have like hey southwest we can do that to southeast but like we're not willing to do it to these other these others the other schools um so just my thinking can we think about it in terms of we have new information coming in now and we have new goals and a new board and just think about it like i hear the fairness piece and i also think that if we there's there's imitation mode or there's innovation mode i'd like us to be not imitating what we've done considering who we have not served well that's exactly yeah so i think there's underserved students that's why i i mean from my pers so i guess there's like two sides of the coin like one good course that that the the side of to me it's like there was a privilege element to other students being able to keep their families together at a school and i want to respect that and also i wouldn't want three years later for us to say oh we did that for southeast but we weren't we're now not not in the innovation mode um for high schools because like we're hearing from a lot of high school parents because they you know there is this attachment to a high school that seems very intense i can guarantee you can get attached to two high schools i hear what you're saying though can we um so i think i've heard that we'd like to hear from the instructional leaders about creative science and then the cultural representation piece i would i would personally like to hear more about you know what the plan is for moving forward with this and doing this hiring of you know in recruitment of teachers and administrators of color that's important for me to hear and then do we have any other board members that would like to make another demand and i'm sorry i don't know about a demand a comment or ask some ask make a request of staff i have a couple of um comments and i think jackson does too uh sorry i think i jumped in in front of you um one is that you know the whole reason we started this process or restarted this process was to create to continue our march toward comprehensive middle schools because we collectively agreed that that offers more equitable opportunities for our students and so that being the case it's hard for me to see justification of keeping lane middle school essentially languishing in outer southeast portland because of severe under enrollment and we're not going to really be able to fortify lane and provide the same type of environment that we're providing at kellogg or we're providing at our other comprehensive middle schools until we figure out how to get them a full complement of students and so that
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that's something that we need to address because it we can't leave it hanging out there and it's not like i think i just had this great idea i know that that's one of the foundational questions of this whole process but that's going to require some acceleration and some bold decisions here if we're really going to have a focus on on giving lane that same opportunity just the other point i wanted to actually can i just just very specifically that point because you're getting exactly my my dilemma on this i i really need to see some numbers in terms of how much more quickly can i say much more quickly you know lane will be filled with an accelerated versus a standard because again i keep thinking you know most the bulk of these moves will happen in two or three years and this long tail is really for a very small number of students the other thing i will say is that that is not the enrollment there is not preventing us from providing the full experience at lane that's true we can make a decision as a board and as a district to increase the resources there knowing that more students will be coming there so that they don't languish for another few years so i just want to be clear we can make that decision yes irrespective yes and no i mean we have done that in our k-8s for our middle grades we've made huge investments to provide a more equitable experience there but still um i mean we can look at the numbers it does make a difference when you're you have half the number of students that you could have in that building and i'm just going to say again though that the more the more families we disrupt and it is disruptive and we need to acknowledge it's disruptive the more families will disrupt the harder it's going to be to make big changes and so actually when i hear chair to pass say we need to make these changes it's way past time i'm all on board but i also know we are going to fill this with hundreds and hundreds of people if we if we make really rapid changes like next year kids going to a different school no ifs ands or buts versus saying look we're looking long term and we'll make the changes but it's going to take a little while to get there and in the meantime can we be boosting those resources so that the students at those schools are getting yeah there's a lot of strategies um i do also add that i have heard from folks in the community of fear of lane which which makes me really sad that this this fear of we don't want to go to school with those kids and i do think that that's something we need to talk about and address that how we we marginalize um certain groups of students and and i i understand what you're saying director scott about let's do this slowly and let's let's um because it is disruptive to family not slowly but i need to say i didn't say it i want to see what the impact but but i also think there's there um we just need to talk about that some of those that institutional racism that's part of how our schools have been set up how our families have um placed themselves and and some of the fears and how do we listen to those fears but also again challenge folks um to to think in new ways and for us all to think in new ways this is a very complicated issue and i think it's you know uh when i came on school board i thought it was gonna be easy and there would just be like the right answer would be clear and everybody else was dumb and they just needed me to be here to tell everybody what the right answer is and what i'm learning is that um there are a lot of times when there isn't a right answer like i i see our leader folks are still here and you know as we try to weigh these really heavy issues it it there isn't one clear like this is what you have to do there there are you know at least three options before us if not more and there's deep robust important conversations to be had and so i appreciate tonight the sharing of perspectives the engagement with this and director scott i do appreciate your comments about how we think about the the sort of acceptable rate of change for our families and students again keeping in mind what you've said directly to past this is about our students and especially our most underserved students and how do we you know know with data what is the least harm and the most um success we can have for those students thank you for summarizing this so well i think i'm just looking at the time and we've got staff and some professionals uh waiting for us to move on do you feel like you have i had one other quick comment and i think jackson had had a comment um just my other quick comment sort of goes back to our values which is that we are a neighborhood we are a district of neighborhood schools for the most part and and we we're hopefully going to get more information from our educational leaders about recommendations on creative science but when we look at potentially moving creative science as a k-8 that de facto says that we're prioritizing that school community over the school community where it's likely to be situated and where they're they're being displaced to some extent and that i believe is in conflict with our values because we are primarily a district of neighborhood schools so i do think we have to look at that in terms of the value proposal and just since you're looking for input i as much as i want to accelerate accelerate this process so that we can
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see the impact of our goals sooner i i have a real issue with splitting up siblings and families and i that that would be very hard for me to think of a instance where i'd be willing to do that because we work so hard to engage our families and support our families in being really connected to their school communities that that's that's just really hard okay um student representative jackson and then we're gonna move on i'll be really quick um so when talking about how the policy was in um the policy this policy was in policy committee i do believe we got student and community feedback on these very questions which is still pretty recent i'd say one and a half two years at the most probably so it'd be worth looking at what our students and community are actually feeling also i'm going to agree that we could put in place mitigation strategies so that this longer term approach um still addresses the current needs um also i agree uh chair to pass about building resiliency michelle um i also think students have been faced with a pandemic which no other students before have had to experience a time of isolation upheaval um i think throwing another thing at them is gonna be a little too much so again in line with that i also have a little bit of a problem with an immediate approach just in the sense of we're taking a group of students from one school and putting them into another school that already has a sense of community already has group norms and these other groups of students could have different norms it's going to take a long time to readjust so that we they become one cohesive community thank you thanks for your comments i appreciate it um thank you all appreciate it thank you and it sounds like we need a little bit more discussion a little bit more information and i i acknowledge it's a complex issue it's and i appreciate your your personal testimony there about how you thought everything would just be a little sarcastic there but yeah well and i just also want to thank the co-chairs that were i'm sure they're in the background there somewhere because we can't see you anymore but thank you for joining us and sharing your comments tonight thank you thank you okay superintendent guerrero would you like to introduce this next item the annual comprehensive financial report yes chair and directors many of you will be familiar with this annual report and so the comprehensive financial report is is also an exciting item to to discuss our cfo we should put you first because it's so exciting who does not want to talk about a financial audit mr noberto we've got all the time in the world for a clean audit it's like those eight o'clock econ classes [Laughter] uh well good evening uh thank you superintendent gerardo good evening everyone um although i do have to say dr constant you did at least during the the uh committee meeting through committing updates i did not hear about the robust conversation we had uh at uh thursday's committee regarding that after the fact and that's my bad so take it away and then i'll chime in on a little bit of our discussion from the audit committee but that's my bad and you're right to call me out yeah yeah no no no worries and and i also want to introduce tim uh gillette who's joining us from talbot corvolent warwick tkw our financial our auditors who uh review the information and um i i'll in a minute i'll turn it over to tim to go and share share the report but i think more importantly i'm excited to say that we've been issued an unmodified opinion so in technical speak and in regular street that means it's a clean audit and and so it's a fourth year in a row um and it's a big deal because you know the money is good directors the team works extremely hard to put this information together uh and you know i want to give a shout out to tracy pender uh cheryl ansalone and ashley finch and melissa esminger on the team who uh really put a lot of effort into all of our financials not just this moment in time during the audit but throughout the year and so it really is a sign of just uh the the accuracy and efficiency of our financial statements and how we present them now you know we had a conversation around like how cl how clear are they right right they're still financial statements
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so it may take you know another cpa to to fully understand them and and whatnot but uh i think that um the way the information is presented and having an outside entity validate that and provide an unmodified opinion on our processes is a big deal and so with that i do want to introduce tim gillette again from tkw who has additional information to share and then we can open up for questions and take it from there thank you and welcome thank you great thanks roberto hope everyone can hear me i can i can i can't see anybody but i appreciate you letting me do this remotely this year uh you may or may not have heard i came from one board meeting at six o'clock committee meeting at 6 30 and that's why i'm on the agenda at this at this point for you guys um roberto did steal away some of my thunder here the you know the big news is of course it's an unmodified opinion a clean audit the best kind you can get from your auditor so and and what you always want to have and uh generally what the the district has has had in the past so the acfer as we call it now it's not what it used to be it's the annual comprehensive financial report instead of the comprehensive annual financial report by by uh statement of the governmental accounting standards board the act for is a big document it's probably 150 pages counting the unnumbered pages in here only a small part of it is the auditors most of it most of it really belongs to your finance and accounting staff and again roberto thank them but i will thank them as well uh tracy and cheryl and ashley and uh okay i'm drawing a blank on the fourth one they do a great job terrific job uh really appreciate working with them so our report as he said if you're well i won't go through all this it's a clean audit opinion it takes us three pages to say in our opinion the financial statements are fairly presented the good news is there there's no big new accounting standards that would change how anything is accounted for this year so the financial statements themselves look kind of like they have in the past see if you get all the way to the back of the report there's another report from us the state of oregon asks us to look at certain things that requires us to look at certain things like the positive public funds and indebtedness limitations and so forth and we have done that and uh we did have a couple of small things report there like many years in our in our testing of the adm we found a couple of errors and in our teacher experience testing we found a couple of errors as well which is not unusual as it's happened quite a or it usually happens i will say it has come down from if you go back to like 2018 and our sample of teachers there were like eight that were often it's down to two now so things have improved the other thing we do the federal government asks us to do something called a single audit i like how it kind of disappears there on me but and they prescribe how we do this what we do what we look at and the compliance requirements that the district is required to comply with and and that we look at and make sure that they do there are a couple of reports in here that look looks similar but one's more focused on the financial statements and one is focused on that compliance happy to report there were no findings this year at all which that has not always been the case for the district if you go back a few years there have been some findings in the past so an especially good year so oh and melissa melissa is the one i whose name escaped me for a moment so sorry about that melissa um but on the on the whole a very good clean audit this year you all should be happy and proud of yourselves i think happy to take questions i did present this to the audit committee last week they had a chance to discuss it with me in more depth and go through any questions that they had but but we do work for the board although we work with management we work for the board so happy to take any questions and if any time outside of this meeting you're reading through this you're staying up
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late one night going through that 150 pages and think oh my gosh i really should ask tim about this uh please feel free to contact me directly and yeah happy to do that so so happy to take questions thank you board members we have any questions or any comments from anybody on the audit committee we had a collective head nod in the audit committee and recommend the board's acceptance of this consolidated annual financial report fantastic thank you for being here so late um [Music] alberto did you have any questions or comments it's i mean it's a very boring report it's an exciting outcome yeah a good outcome that we like so you know what questions are [Laughter] it sounds like you might have already had all of your questions answered yeah i mean obviously it doesn't end here if there are follow-up questions you are up late at night you know by the by the uh you know fireplace uh you know reading the audit definitely don't hesitate to to reach out but uh i i think that um it just speaks volumes of the team and the circumstances that i'm just really grateful to to be part of that team and help support uh but it's the the team there that took the lead yeah yeah well thank you um to you no alberto and also um mr gillette uh appreciate the suggestion for anybody who has insomnia to be able to reach out to you um we we never have a lack a lack of reading here so appreciate your time here do we have do i have a motion in a second to adopt resolution six four two i'm making a motion i'm on it acceptance of the annual comprehensive financial report reports to management and the report on requirements for federal awards green do i have a second hollis second adoption of resolution 6422 and is there any board discussion and ms bradshaw is there any public comment no i just want to thank chief delegation and his team um of course mr gillette and and his uh and our outside auditors can't do what they need to do unless they get the information uh in a timely and responsive way from our team and this occurred when our finance department was also significantly understaffed so we appreciate and still is if anybody if anybody wants to apply for a job in finance with a great boss yes come join team cfo okay those of you in your career path where you're when you're at the point where you can choose your next uh supervisor this would be an amazing opportunity but this is not just an outsourced um uh operation here takes a lot of staff teamwork to give them what they need and across several departments too i mean team cfo does a lot but it really is a cross-collaborative effort across the district yeah thank you directors if i could also add um an appreciation for mr gillette's work uh and going through our numbers of the fine-tooth comb and uh to chief delgadillo and the whole budget and finance team you know gold star to them but as a superintendent and i do read it carefully uh there there's nothing more concerning than making sure that the fiscal health of the organization is is well and so we don't take it for granted it's due to a lot of continued attention so thank you everyone thank you the board will now vote on resolution 642 acceptance of the annual comprehensive financial report reports to management and the report on requirements for federal awards all in favor please indicate by saying yes yes yes yes all opposed please indicate by saying no and are there any abstentions resolution 6422 is approved by a vote of 7-0 with student representative weinberg voting yes thank you tonight we're going to have the first reading of the revised workplace harassment policy 5.10.060 p director brim edwards would you like to introduce us first policy uh revision that um oh you're mike thank you thank you the first policy revision we have before is for a first reading or also known as an introduction of the policy revisions is relates to the workplace harassment this was unanimously recommended from the committee to the full board for introduction essentially the 2019 legislature made a number of revisions to statutes related to employment and also
02h 50m 00s
asked us or had districts make changes relating to gender identity so these revisions they're actually relatively minor to the longer policy um but essentially reflect the inclusion of gender identity within the list of protected classes and also expands the definition of harassment beyond harassment arising from conduct constituting discrimination so we have that policy that came out of committee and the proposed policy and revisions um will be posted on the board website and the public comment period is a minimum of 21 days contact information public comment will be posted with the policy the board will hold a second reading if they if we don't have substantial changes the police the policy um on january at the january 11th meeting should i just proceed to the next first readings that we have is that a yes we just got a pile here um so then we have a pile and we um are a little behind so i just yeah crank crank through um so we have some first readings and then um some second reading so first readings um we have another set uh we're continuing on with our rescissions which um as everybody recalls we're going through our policy manual and looking for places where we have uh things that aren't actually policy or that [Music] need to be revised based on either statute or our current practices and so the two policies we're recommending for revision is 1.10 point i'm sorry rescission 1.10.020 definitions this policy was adopted in 1971 and amended in 2002 we don't need to have definitions in our policy and they don't add particular value to the policy manual the second policy we're recommending for rescission is teacher membership on committees is 2.40.010 it was adopted in 1971 amended in 2002 um and we have this as just a general practice so we don't need it in a policy so those again just these two just like the workplace harassment revisions uh will be post posted for a minimum of 21 days for public comment we welcome any comment and we'll act on them and have a second reading or adoption once we um have that 21 days so that could be in january should i just roll into the second reading i was just going to say yes please okay and i want to thank all the committee members because it's an efficient committee um on most things we're efficient where efficiency is called for um so then the next policy um that we had a first reading on um earlier um and so this is a second reading or approval it's relating to amendments to the cafeteria plan and that's zero nine 5.10.090 and i think with one fell swoop we're getting like eliminating about a hundred pages uh very detailed um provisions in the yeah i like by accident printed out it out therefore reinforce reinforcing why it should be shortened yeah it was all on post consumer recycled paper though so essentially we took out the cafeteria yeah we took out all the details the cafeteria plan and essentially um just when their needs are legally required changes to the district cafeteria plan and again this isn't relating to what we're serving for lunch it's relating to employees well okay it relates to employee benefits um and going forward they'll be publicly posted for 10 days so just like it's you know transparency putting it on um posting it up and then any financial implications since it deals with benefits will be shared with the board um and that um the the plans will sort of automatically adjust after 10 days any changes the cafeteria plan that our material will be approved by the board and the plan will be publicly posted um so that is um that came out of committee uh with unanimous recommendation um no public comment so madam chair if you want uh a motion for adoption of the new policy i'm making a motion um are we motioning
02h 55m 00s
i'm sorry i'll wait next next we will vote on the three revised policies in a slave of policy rescissions they've all been open for public comment and today have not received any comments as will have been discussed at the board's policy committee meetings and we're going to go through one by one i'll start with revised cafeteria plan which is not what's on the menu we just did that okay the next one is but my script is asking us for us to go through them you want me to do all three of them yes please okay so that that's the first one okay so director's green yes let's just wait okay so that's that's the first one so the second one is a resolution to adopt the revised administ administrative employees terms of employment um as everyone may recall director scott brought a an amendment um asking the policy committee to make some changes to the contract approval for senior administrators well for non-represented employees we had our unanimous recommendation came out of the committee it had a 21 day comment period no comment um and so um that's a set of revisions um then again work closely with staff and superintendent on that then so that's that's the second one then the third um policy is the um resolution to adopt the revised vacation and district district holidays for non-represented employees it's policy 5.60.31 we we had a um so this is the second reading we had a first reading we had some changes at the uh not the last board meeting with boardrooms before and um the then we had another 21 day comment period we had no public comment um i am going to note that i there were like scrivener corrections that were made that i suggested in committee that i'm not looking i'm not seeing carried over into at least what i printed out um i did think i saw them in what i looked at really is that recycled tree that you this is okay this is director scott see this that's what i printed out that's what i'm looking for well that's what i printed out oh in in board books it's the clean draft is correct okay great we're gonna blame that on your recycled paper from the recycled tree and all of that it's just how it printed out which was without the amendments um okay so never mind so we have uh um so this is another policy that also at the last committee meeting everybody has an opportunity to board members want to raise things um there was some slight adjustments made but they were more just editing uh polishing ups for that one and then um then we also had in addition to those those three substantive policy changes we had a two sets of re rescissions we had a first set there was out for public comment on november 16th the evaluation of teachers and also one on planning time then we had a second set of rescissions that were out for public comment that also we're going to adopt and rescind and those related to traffic safety patrols student interviews and errands health services dental health services physicians and mental health of staff members career education and learning opportunities and we received no public comment on any of those um as well so we have two eight rescissions and three substantive policies and you want to take them all at once as a package i'm just trying to write them all down you're getting a no should i just assume each resolution i'm i'm going to go ahead and read through the script then because i'm jotting them down and i want to make sure we're we for the record that we have everything correct so um pardon my i'm lost in my lost my place so we're going to vote on three revised policies in a slate of rescissions and that they've all been open for public comment to date they have we haven't received any comments um i'm sorry i'm a little bit lost on this um the so there's there have not we have not received any comments as well as we've been just they've been discussed at the board policy committees and so i'll start with the revised cafeteria plan policy 5.10.090 emotionally do i have a motion in a second to adopt
03h 00m 00s
a motion second 6417 we'll say green and constant i'm gonna throw one now you're gonna have to listen carefully next time i might throw something in there that you want i'm still going to make a motion director green moves director constant seconds adoption of resolution 6417 and is there any board discussion ms bradshaw is there any public comment no the board will now vote on resolution 6417 resolution to adopt revised pps cafeteria plan policy 5.10.090 all in favor please by indicate by saying yes yes yes yes yes i'll oppose please indicate by saying no and are there any abstentions resolution 6417 is approved by a vote of 7-0 with student representative weinberg unofficially voting yes bless you thank you do i have a motion and a second to adopt resolution 6418 that's the resolution [Laughter] we're gonna have to arm wrestle after this uh resolution to adopt revised vacation and district holidays for non-representative employees policy 5.60.031 do i have a motion in a second okay so removed okay and i didn't hear who seconded it because you were so fast holland thank you dr hollins you gotta be quick is there any board discussion or any public comment the board will now vote on on resolution 6418 resolution to adopt revised vacation and district holidays for non-represented employees policy 5.60.031 all in favor please indicate by saying yes yes yes and all opposed please indicate by saying no no sorry 6 4 1 8. can we redo that vote all in favor please indicate by saying yes yes yes all those opposed please indicate by saying no no are there any abstentions resolution 6418 is approved by a vote of six to one with student representative weinberg unofficially voting yes okay moving on to policy i'm sorry um administrative employees terms of employment policy 5.60.010 p do i have a motion moved in a second to adopt resolution 6419 resolution to adopt revised administrative employees terms of employment policy 5.60.10 we have uh green and constant director green moves director constance seconds the adoption of resolution 6419 is there any board discussion or any public comment the board will now vote on resolution 6419 resolution to adopt revised administrative employees terms of employment policy 5.60.01 all in favor please buy indicate indicate by saying yes yes yes all opposed please indicate by saying no and are there any abstentions resolution 6419 is approved by a vote of seven to zero with student representative voting yes madam chair um just to note i'm going to have a statement to submit for the record about my no vote thanks okay thank you and you can state your case um i also will have a statement to submit to the record about the vacation policy i think i'm gonna have a statement i guess too and i'm not gonna have any statements but since everybody else is talking i'm gonna go ahead and talk and i'm afraid that we're setting the president that the way you get stuff through is wait till the end but it's okay because it's working shall we um in terms of process get through this and have the statements at the end apparently we're submitting secret statements so it's fine yes they're going to be they're going to be in private written statements for the record yes written statements written private staking statements for the public that only the public can see will those be an invisible ink moving forward i can't remember if we voted on this one or not it looks like we did but i'll say yes again just in case thank you director greene um
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next um do i have a motion and a second to adopt resolution six moved to zero do you know what this one is about the one that needs to be moved on [Laughter] that is the resolution to rescind the board policies that we just heard um listed out by director brim edwards do uh we have a motion on the table already do i have a second to adopt this is all the rescissions together yeah yes okay it's traffic safety patrols student interviews and errands health services dental yeah we shouldn't be sydney kids to run errands i don't know dental health services career education physical and mental health of staff members planning time we do have on the table a motion in a second to adopt resolution 6420 director green moves and director holland seconds the adoption of resolution 6420 is there any board discussion and is there any public comment i just want to thank staff again and director ben edwards as chair of the policy committee for all the work that's gone into really making our policies better and our work more efficient and more climate friendly if we don't print out those hundred page policies i'm glad everybody was gone when she said that the board will now vote on resolution 6420 that's the resolution to rescind the board policies all in favor please indicate by saying yes yes yes yes all opposed please indicate by saying no and are there any abstentions resolution six four two zero is approved by a vote of seven to zero with student representative weinberg voting yes other business committee referrals items pulled from the consent agenda or comments happy holidays okay um is there any other business before we adjourn the next meeting regular meeting will be on january 11th and we hope everyone has a safe and restful holiday break celebrated with those who you choose we look forward to seeing you in the new year and this meeting is adjourned thank


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