2021-12-15 PPS School Board Policy Committee Meeting

District	Portland Public Schools
Date	2021-12-15
Time	16:00:00
Venue	BESC Windows Room
Meeting Type	committee
Directors Present	missing

Documents / Media

Transcripts

Event 1: 12 15 21 Board of Education's Policy Committee Meeting

00h 00m 00s
so we're going to start the the meeting today we'll do a quick uh round of introductions um and i should announce i got a communication from director green that he is uh in the air right now and not able to participate so um i gave him a quick snapshot of what we were going to do today and i think when he gets back um and so i think we should be okay but why don't we start um rosanna your dear english rachel rachel i'm a paralegal in the general counsel's office presidential board manager michelle um i remember we're worried about uh representing the office of teaching jacksonvine very soon clark community engagement haley lowry board member awesome uh great so today we have um a number of items on our agenda and actually there's only one that we're gonna um take a specific action but hopefully take action on and that would be the student representative and district student council policy um i am going to because this committee has been so efficient on our decisions i'm gonna hold off just on the ones this time just so we can't focus really on some work i think i think we did good work in 2021 and cleared out a lot so we'll continue 19. so far okay there we go and hundreds of pages um so we'll continue in 2022 but just say we're not going to um move any of them and then um let's see just so i can manage time um how many people do we have signed up for public comment one one okay um great okay because i'm i'm striving for those people who got here later i'm striving to end at um 5 50. sorry so with that uh no sap update on the interface bargaining no they they added sessions um i don't think there's a substance about it yet okay great um i should also share one other thing before we dive into the next item there there's on the agenda there's a new uh number four and there's nothing under it today but just so people know this is like a new agenda item category which is legislative or regulatory required policy changes so as things come through that are required by law or statute or ode um that's where they're going to go that and that would be different from say um the other items that we are currently working through uh because there are ones kind of like sort of required required changes um so just look for that and that they'll be all under those policies all right so we have i asked about a question about that that's not going to be another job and that will be active every time it will just be on it as needed right so it's like a category like rescissions are a category just like okay um what i want people to be able to look at the agenda and know like why are we why are we doing these things um and so that's it's just a category and sometimes there'll be some things and i um there are some things that are going to be coming um in this category that i mean this it's like the workplace harassment um one that we worked on last time and speaking of that we can just get rid of another agenda item because we have policies number six is policies in public comment and we have three policies in public comment but they only went out public comment last night so i think that would um all right so uh the first uh agenda item that we're going to dive into is the district student council policy and um we went through this pretty thoroughly
00h 05m 00s
uh at the last activity meeting this is really focused on making some a narrow set of changes prior to the elections uh this spring for the student rep and wanting to make sure that we work that through our policy process before before we get to the elections process and i was invited to come um speak to the district student council uh so there were two weeks ago two weeks ago and had a great discussion uh i will say that nobody holds back their point of view or asks a ton of questions uh so we had a good discussion um jackson or danny since you both were there do you have anything you want to share or um i just felt like it was leslie also now that after you visited i was like i think that we should break [Music] just having a competition what yeah it was a big discussion i felt like and i said um i didn't go back easy um and um we talked about if people if any of the students reps had the members of the council had issues they wanted to raise about the policy changes that they have the opportunity to come now or any other time during their policies their public comment process so um i think we went through it i think pretty pretty in a detailed way and um i'd say since then i haven't had any feedback many of the members of the council on proposed changes so i um would like to ask committee members and um are there any discussion points or questions or concerns um outstanding about the policy could otherwise i am going to ask the committee if you're ready to move moving out of committee getting the thumbs up from the director lowry comes up for me okay so that's a thumbs up that we're ready to no no more questions um so with that this is director constant i wanted to ask some of the the students um what the rationale was for including the language that allows for administrative appointment of a dsc representative as opposed to requiring an a school-wide election yeah so all these changes actually came from staff but the rationale behind it was um we didn't want students on the dsc to be treated based on how they got to the dsc um and some schools don't have elections at all in their schools so allowing that to be an alternative process for people to join the dsc and not like penalizing them for their school not having that process basically there had been an interrupted service in the middle of the turn there had been an election but then not you know someone left their family moved it gave some flexibility without creating a lesser status representative yeah also some high schools are alternative schools don't want to have elections either so allowing that to anything thanks jackson okay committee members um are you prepared to recommend that we move it to the board for our first reading i am thank you and thanks for staff for the great show um danny i think if you all invite um by board members to come um okay um so let's use policies the climate crisis and policy um i thought it would be before we jump into the discussion be worthwhile to have a little bit of a level setting
00h 10m 00s
so that um we all have an understanding of where we are in the process and what the documents are i think um i've uh described this at the early process um as like a little bit of a hair ball and we had like six or seven different drops um really wanting to get everybody's input i appreciate also aaron's work to solicit staff input on the various versions um and just in terms of full disclosure i was on the committee that the first 22 drafts i wasn't on like the smaller task force that was put together um so i know there's been a lot of work on this and i think we're getting close to a point in time where uh we have the the universe of information with the draft um so to me i feel there's there's a path to getting a first read a first reading and commit them back round of uh public comment and adoption of the policy so i just want to thank all like i know individual board members went through uh committee members went through and provided inputs um and then all of that we got staff feedback on um and including feedback from the superintendent so we are at the point in time where we're getting getting ready to to move um so we had a document that went from the previous uh policy group that had several iterations i think it was version 23 then we had community engagement we made some changes and then we landed on version 25. um and how we're going to move going forward is that is going to be like the base document so from now on it'll be version 25 you know as amended if we amended it today for example as amended instead of continuing on the version so we have a base we have a base document um and i i think it's important after last night to just um clarify kind of where where we are so we're so 25 version 25 is a base document and there have been suggestions to um make additional changes some pretty substantial ones and also to re um to take some portions out and to be clear those that's the committee hasn't taken any action on any of that to this to this point so we still are again this is just a level setting so we all so we have all the same sort of expectations um so we are going to discuss those though um but to this point the sort of like things have been taken out or we've done something um we have we have a we have some proposals to to make some changes but version 25 um so hopefully there will never be a version 26 it will be this version we're all working on the same document and the things i think additions and deletions and changes um going forward also posted today is a policy that's i don't have the number but it's sustainable business practices and i'm having that posted because there are there are some common commonalities between that policy and things in this policy in addition we have posted today is a preamble and i want to thank um chief garcia and um our two students on the committee for working on the preamble this is something we discussed last time and so that's that's posted as well and we'll probably have just a high mobile discussion of it uh today and um as a reminder to people the reason why we created a preamble is there was some discussion about um the community feedback that we had in engagement and that um we hadn't it was hard to capture some of the feedback in um in the policy and like in terms of actions and so this is really like the framing um a little bit the framing of policy and finding it through the lens of our students and front-line communities um so thank you again for providing us with a draft and then the other the other thing that's posted today is a document that's
00h 15m 00s
um it's not a final version but it's an example of how we might work through the some proposed changes and it's i think it was what we labeled it but it just has proposed amendments and what i did is i took um just as a sample of how we might think about it is the different sections of the policy and um superintendent staff have proposed a number of changes that are in in red line which i'm appreciative because to me that's very clear of what we're doing either adding deleting or changing and by section like those are the amendments so if you take version 20 25 and then um you can look at the amendments and you can see for example it says amendment number two is to goal one you can see exactly what is being proposed to be changed deleted added and then a very important thing is at the end there's some uh footnotes and there's a with a very short explanation um about the change so in order for those to be included um in the in version 25 um we would be there would be committee agreement to amend that um make sense so that would be how we would do that and then one other thing that i wanted to share today and i'm going to ask um is to [Music] polish it up if i don't get it quite right um the original document that had it was the color-coded one and had blue green and red um that we saw a couple weeks ago that's those are now those changes are now that set of them that the set of amendments and when that originally was um posted on the red it said something like proposed being delete like deleted ahead for a variety of reasons like it's not feasible or this is duplicative so that's very clear going to be out of the policy um and then there was another category of a lot of the deletions that said administrative directive or implementing plan and before we get started considering anything um and we got a little bit into this last night at the board meeting but to be just crystal clear is um people should think of that as um that was an old document and it's not the operative document so right now you should think of um you know look at these changes um it is not um it could be but it may not be in an administrative directive or an implementing plan the superintendent has said that he feels there's a high degree of alignment in terms of high level direction with the policy language but um the the things that are that are being proposed to come out uh may or may not be an administrative directive um and i i know that um i'll just speak for myself as early on when i looked at that document it said administrative directive or implementing plan i felt like oh if we took this out it'll be somewhere else and i think we should just all know it may be but it may not be or maybe in a slightly different form um but keep that in mind did i get did i get that right i think so with two small other corrections um i think when you asked us to prepare this document um we also part of that exercise was to go through because i think the document the color-coded document you're referring to was pretty uniform and taking out the content below the goals color coding it for use elsewhere some of that has been revisited and revised so this is not an exact adoption of that in fact some of it's been restored or merged or and i don't want to did not in great numbers but there's actually more in here than within
00h 20m 00s
that for proposing to stay um and i do think there is uh because you and i were on the same column i mean i think a very high level of alignment and wanting to be innovative and bold but also wanting to be sure that the language that results in the policy can be understood in the expectations about what it means to achieve that are uh are clear and and then and i do think you said it very well that that some of the language coming out very without a doubt will end up in a pd or an implementing plan or some other document but at this stage staff thought that as we went down that path because i think that was part of the original idea obviously the questions in the document it became it wasn't a guarantee of the exact language as stated and the risk of misrepresenting or being able to massage and fit into an av development over time when the targets were set down i don't inheriting what you have talked about a lot so let me not speak for you but that's i think the the idea it isn't to say we're not going to do it and it's going to be going into screen it's to say to be fair that hasn't been drafted yet and this we are developing these plans and they are moving over time to achieve the objectives that result in the policy and document work that's already in play yeah and i think it's fair to say that when we say that it may move to an ap or a move to an implementation plan and it's it may not be the exact same language because it might be much more detailed you know we plan on going then getting a greenhouse gas emissions analysis that will allow us to benchmark into set specific goals so whereas the information we have now might say you know increase uh you know electrical capacity to the extent feasible our ab might say we want to increase our solar capacity by specific dates so the intent is going to be there in some form this just means this way you know the av is obviously different documents would have more details could be more descriptive uh and so we want to have that additional data so we can perform that but again it's not going to be in the same type of pace because we're going to have more information and we're going to be more descriptive but we also need to be clear there may be some things that aren't in it okay because i think those are very important like expectations um and there may be points in time when i or other committee members or community members ask is this something that's just going to disappear um and or that like for whatever reason you don't feel it fits or something something else but um so i just wanted to do that level setting does anybody else have any questions about that will we go through the amendments yeah for sure today um two more things and then related to climate and then that's what we're going to do um so everybody can kind of hear just thinking the rationale is there an opportunity to is is version 25 it and there's no more comment taken or are there opportunities to contribute no they're just getting getting ready getting ready to dive in okay um so and are there versions 24 27 26 and 27 is that when we're like focusing on no we're we're focusing on as i try to explain it is like more like think about it like as a legislative process you have say senate bill 100. that's the base document and people can come in and add delete you know make them make amendments to to change it but it still stays in a bill it's like the you're in a serious version control issue so this is an attempt to like this is the base this is where this is our starting point um and the starting point is like we all talked about about this and there was been conversations for months about it um but we are going to go through a process by which we land on hopefully a version that the majority of the committee will recommend to the full board for um but it'll be version 26 as amended and with the date okay so that that will tell us like what the statement looks like i also want to say i didn't get i didn't i barely got to read your documents and and this one particularly that amended um i got it late this afternoon and i have both my job it's busy it's busy this week so we're not gonna take actually any action on today okay good and actually it's the same document pretty close to the same document that we had last time it's just in a different in a different different format it's not the color coding it's more of a listing out there
00h 25m 00s
right because we did the color coding um again used the language by the administrative directive and last time we talked about getting clarity from the superintendent about what his intentions was because another way you could do it is you could have a draft id moving along so that people would be like yeah it's coming out of here but it's going in here and um because superintendent was there last the last meeting um 8 30. now we have parody it's like and the clarity is it may or may not be there so we should just um okay um any other questions on just the reset all right um so i had um let's see the preamble do you all want to present your thinking um i don't know if people had a chance to read it it got um posted today i just i just went through it um what i've seen i have some comments on them i guess just like comments and that is kind of like where our values are that's the most and then it goes into with these values here are the first of the broadcasts and um engagements and a lot of the let's say about half of the people we took and edited a little bit from what was currently on there and then but it really um um yeah i i just like how this um again the historical concept and also it also allows us to really get back to our community i think a couple right no that's okay just a couple of things to contextualize so i think um to [Music] just uh for students points really thinking about you know we spend a lot of time discussing that but the reason we're even having this discussion here at the school district uh is really because it's uh you know we're really intentional about addressing systemic uh the systemic issues that have impacted uh particularly communities of color uh and so if you as you look throughout the preamble there's really an emphasis about lifting up this this idea about uh you know listening uh taking uh uh action uh really being authentically uh engaged with our communities of color uh instead of you know uh a lot of lip service if you will and and we we uh we provide a little bit of context in in this in the sense that here in portland uh you know uh community has uh continuously for a long time you know had a spirit of environmental stewardship progressivism and activism and so really and and you see that in many ways right whether uh and we highlight you know there's a lot of things we can highlight from here director to pass love to hear your thoughts on this but you know one of the things that we highlighted was the the psap um which which is i think one of the moments in our city that we're proud of uh as a citizen of portland because there was intentionality of getting around focusing uh uh our communities of color uh and in that and so uh using that to really then say you know as a school system as a community these values and this sense of progressivism towards communities of color is reflected in our graduates and in the graduate portrait so this is who we want to these are the types of characteristics that we want our students uh and so uh and so it's again if our students it's similar to our our overall vision right the connection between the graduate the educator the system uh and our values in in a similar way this really tries to say if this is who we want our graduates to be as a community then you know and we kind of have an idea of what our educator what we want our educators what wanted our system now we're actually taking some actions around uh the the the idea of place right and so taking a trip and then that gets into some of the overall overarching goals so i just kind of wanted to give a little bit more in terms of the thinking here we're not married to any of this um i think we've
00h 30m 00s
said that we knew that we're gonna come here and and part of the discussion so you know at that um point today i learned about it um an organization that's comprised of 40 um community-based organizations um on a effort called heart standards and the acronym for human health equitable energy anti-displacement reduction the department of mission and resilience then the t is for in partners for temperatures where we talk about setting temperature standards for buildings especially in local families affordable housing subsidizing housing and um what i really liked about this was that it was definitely led by communities of color and that there are 40 groups in portland that we don't see in our public sector stuff that are available that are climate scientists that are well-versed and that have lived experience in this and um that's that's part of part of my um my feedback has to say i would love to see these front-line communities speaking for themselves empowered to speak for themselves and not having people use from my communities as a little term all the time um let's get those people empowered and in leadership positions so that they can speak to the impacts that are directly impacting their families and then my other thing was about the preamble i don't know if this is the right thing to talk about it or not but um we do the historical context is excellent and i don't think we can talk about it it's like where do you start the story i think we need to start it like slavery is a foundational like a building block of capitalism and income disparities and you know where we where we are today and we're seeing as a result of disparities in the host of other root cause issues and so i think we need to talk about that because there's a root cause of climate change as well because people have been living here for thousands of years never had climate change yeah and now straight them through life from slavery and the stealing of land to this country that is foundational to where we see ourselves that's and i think that's why it's important to have those voices of communities of color and truffling communities at the table because these are people who are experiencing the trauma of those generations later and i think it's important to recognize some knowledge that and have those people who can very articulately speak for themselves and also um there are some um i'm just going to throw the sierra club out there because they're in the news not now but since the seventies and three years were born they have a history of bad practices racism they know that they've done things to address that and they think that um that's another thing about who we choose to speak for these issues is is really important uh we want to hear from particularly talking about those i think i think it's important and again that this is from skimming not even reading the document i'm just looking and seeing and my overall feedback has to do with who we are listening to whose voices are you listening to so it's not a criticism it's just a it's a learning opportunity um all right and i did really and it is just one sentence of acknowledging like capitalism colonialism and um and whites of fantasy diving deeper into them um maybe not in this or maybe in this but um just really acknowledge that yes because this this affects those who are still harmed by actions done uh long ago it's it's also this idea of i don't know if you're familiar with howard sin and the people's history it's like history has never really been told by the people that are the most important they're never always a victor you know in a war and so you know just knowing that there's two sides to the story and um but i i'd like i'd be i'd be very interested in hearing um in presenting this document in acknowledging that we understand that slavery is foundational to this uh where we are today and we can't do anything about the past we can certainly acknowledge that
00h 35m 00s
it's foundational for capitalism today or at this meeting but if you have more time to um look at it uh we'd welcome specific um edits for you to um run them by the group that um did the original drafting yeah and by the way i think it's i think like the student voice is also you know really really important here um and so i appreciate the effort you put into this like this is your future and it's probably why i like to certainly drink yourself um i think it does a good job of capturing it i think it does i think it i think it does if this is representative of the students in our buildings particularly high school students that makes me i have somebody i feel assured uh that that work that we're heading the right turns director um flowery or ely do you have anything that with the preamble um no i i really appreciate that um both chief garcia and student representative weinberg worked on this and i think it really i think what we saw last night in the public comment was this um passion and desire um and to really be serious about climate change and i think this helps really articulate those values i think it was jackson that said that um and i think you know the the the two overarching objectives are really helpful to have in there that it's about emissions reduction and that that's the goal by um i see it by 50 by 2030 and then reach net zero by 2040 and i love those goals and then i i think that um i might actually rearrange the order of them and put that engagement resilience and wellness first that you know we are in the business of um developing leaders as we look at our graduate portrait and that yes this is the climate crisis response policy and yes we need to make very very practical changes to the way we do business um because of the climate crisis but i think the most important work we will do as a district is to prepare our leaders our student leaders to continue to lead on these um subjects so i i think it's really impressive and um i think it gives a great sense of um direction for students and is very hope-filled thank you um so speaking i'm glad you raised that um daily because one of the things i was gonna propose is um a slightly different title that i think is more um that captures i think what we're trying to do which is find a price climate crisis response climate justice and sustainability policy to capture like what we're trying to do so it's um it's more than just doing the scope one and you know getting um a sort of um you know highest value things done um but it is way broader than that i think you spoke to last night which um so just kind of frame it up a little bit different um let me read the title sorry um i don't quite have a breakdown but it was like climate crisis response comma climate justice and sustainability um yeah because i say the um of course the the work around the emissions reduction is super important but if all we do is like two big things that get us in that zero i was like that's great but i do think how in the policy becomes how work becomes sustainable is actually the work that we do with students because they're going to be the ones when we're long gone i i just want to mention that word sustainability to sort of like professionals are like should we use that word does that work contain something that we don't want it to be and so we're shifting to resilience um it implies that there's uh future generations that are that are developing resilience and people with ability to provide an accepted yes ability to adapt is a key skill to adapt to the temperature changes changing political appointments so [Music] i i really liked it there's a couple times there are a couple things that they're fairly minor but they're more um i would just come up with a little bit um
00h 40m 00s
this is a policy versus a resolution but i think we keep the spirit but just more policy language versus like the resolution of language but i'll send that off to you guys okay so um just to wrap that one up uh michelle you're going to send some comments anybody else who has comments any other staff anything they wanna okay awesome and thank you again uh jonathan work on that um so what i'd like to do and michelle we're going to work something in that didn't happen earlier um but you had a set of comments which were on a separate document this is the whole version of controllers that's what i was curious about and um in this in the staff document which is now the sort of amendments the series of amendments there are some um comments around some of the things that you had um my feelings will not be heard trust me okay um we try to capture in there and speak of girls yeah no i i'm always just always open for comments criticism feedback positive ending so what i've said what i'd like to do today is um thank you for that spirit so that will then cross one more document list that's like out there what version is that so um what i'd like to do for the next uh 50 minutes is walk through the different goals and i only for the sake of um he's did it by my goal just but i mean i think there's some sometimes there's things that are different things that are in each poll that may make sense to further bifurcate them but um that's how i did it so don't be constrained by the form but what i'd like um staff to do whoever's appropriate they may rotate is to kind of walk through each each section you've done a great job footnoting with a at a at a super high level um why you've made a change but i think it's it's worth talking through them so that so that board members and community members can understand since we haven't had this discussion um in committee at this point is that does that work no are we going off of the document the amend amendments proposed yes yeah so i think that's a good way to walk through it and i'll just do kind of a quick practice uh when we have the the color footage a couple meetings ago there was also a memo a cover memo on that kind of explaining uh and then so it gets into this a little bit i just kind of want to reiterate that from a sad perspective and something to get a conversation about the day earlier today is that we're very much aligned with the intent and the goals and the intended outcomes of the policy and so you know from the same perspective we hope that ultimately you know or adopt a policy that is clear that it's bold as directive as accountable that's actionable it's measurable uh and and achievable and so that is that is what our hope is i think that's what everyone's hope is and the proposed changes uh we see they're not intended to dilute the seriousness or any of the goals really they're intended to strengthen the intended outcomes by clarifying the language so that's what we're trying to do here and so like the comments that we've heard and that we heard last night we were really full agreement with all those comments with all the sentiments uh and even the ones where there was some uh some references to other documents or other policies that struggled to implement because the language was vague or unactionable or maybe focused on specific actions versus intended outcomes so our hope was to try to just provide some additional opportunities for clarity so that was really kind of the impetus around providing these these recommendations so that's [Music] clearly very well uh so if it works we'll walk through the document and we'll take it in chunks yeah and i'm gonna just be a little bit of a time moderator because i want to get i want to get through this um so i'll just ask everybody um things that might be interesting to ask
00h 45m 00s
but not necessary uh let's try and is there any intent to focus on where the questions are i mean we can walk through line by line but board members may have specific questions i want to make sure we get too well what i would suggest maybe is start going and go fast and because like i i want to hear the russian i want to hear the rationale on all these if we're going to be removing something um that's been documented for eight months um and then if we want to go deeper like hey i didn't understand what that meant or um okay that that works um so what section is that so amendment nine yes so the pillar number three provide effective environmental and sustainable education uh and goal 3.1 uh just has a couple small changes against one power keep your staff as allies for a healthy climate so don't change their step of course agrees with the symptoms of that but then there are some some suggested provisions from there how come you eliminated the words the district will then what you have is just like it's at least how i read it i'm very literal it's like just seems like a random list um so i so when we looked at this document uh it was from the lens and how we were asked to look at the government of sex the lens of what is big picture policy and then what would we put into our administrative directive so when we looked at it we believed that we were again trying to uh assist the board including larger goals and mechanical goals so then we would have the like what would staff do as a part of the potentially administrative directive so that's when again looking at this it was that idea that as a board your larger big picture would be that we would empower all of our staff as allies for helping fund it and then talking about what we need to do as staff would look like providing learning opportunities on facebook i just want to make one clarifying point i don't think staff thinks anything's discretionary that doesn't get to pick and choose so whether that language is in there or not it isn't it isn't to signal some discretion to implement exactly it was actually it was like a way more just basic like grammar question like there's no verb i i think we're not focused on that level okay but i was wondering if there was a reason he took it he took it out it was the draft had it partially out when this iteration was started and so we made it consistent it was okay that's all that that's all that happened i wasn't sure so yeah sorry no no no so so to clarify like the bigger picture is that we would provide the learning opportunities for staff on climate justice in climate science and then how the workflow that we see for ourselves is then around stable trainings around um being a liaison in the school so again it was more of a what is the big picture goal versus what does the implementation look like so that's what these proposed movements were made to signify lens of policy versus the lens of the implementation plan so we felt that potentially the policy would provide learning opportunities and then us as staff would do that through annual trainings [Music] that makes sense to me that the list of activities in order to meet the goal don't need to be written out the end of the policy says we need a
00h 50m 00s
goal to meet the strategies to meet the goals don't need to be in this topic that's what the activities that are required to indeed because we actually might be limiting ourselves with like oh we'll train everybody you know once a year we'll have an online training you know i think not listing out the activities allows this to be more expansive and adaptable exactly so because the minute they have a trade the minute you have everything listed out you know you're going to be like oh my gosh we could have done this this is this too so if you take out the annual training though i i do think there's something in number two that's not reflected number one is one is learning opportunities like check the second i say take away the aim of training what i'm saying is that people are integrating sustainable practices in their work i think the thinking is that it is embodied and the pps will empower your status but to invest ohio i mean exactly your words we were trying to distinguish between high level what and that was the lens we were using what's high level and then what should be in our uh more detailed action plan implementation plan well that was the first no please the city the city of portland um wants every single employee to be responsible for being anti-racist yeah that's a big job and so the policy is you know is what it is it's up to the at the zero level to put some goal in everyone's work but that's not listed in the policy the policy is just that you know value statements become racist and the activities are determined at the at the staff level we prepare one which is it's it's in everybody's work now some people have multiple trainings that they need to take and others have two or three we offer our and then in key jobs like the ones in here where you want them for sure okay keep going okay so so similar so now i came down to number four and number five and again those were people's agents again through the lens those seem to be implementation action items as opposed to larger goal policy levels so increase capacity to me is like a larger is a larger concept versus like a specific thing so i think uh one of the ways we increase capacity is through training and learning opportunities is how we were understanding right i guess i'm thinking it's like i i think increased capacity is the big the big thing and then when you're coming you know the implementation plan has like x y x y and z yeah so the footnote on that one actually says too big to be implemented in monitor so that one wasn't specific to paint um like it's not defined what is it what does increased capacity mean how do we measure that how do listed here provide learning opportunities is how generally speaking is so actually i like the goal and if it could be more specific about the other relations we're giving resources
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we're giving more resources to schools of districts that to be able to at the community level respond to so we're able to what did you say about the big resources i like i like the i like the goal and i understand that it's a little too make it more specific but allow it to still look the community and tell us something like you say provide resources to our i guess i think that was just an example i think increasing opacity seemed like that was the big part so some triple weight measure i guess capacity building okay so oftentimes we measure that through hours of professional development for uh four types of training and so i think that's where is [Music] i would assume i need something different because it's a separate item we pick up all of this discussion interesting because i'm pretty sure we're going to need to watch it yes if i can hear it here they'll be able to hear you there so i do miss pieces here and there but we go back to the recording generally pull it up and hear what was saying okay because i'm by the fan too and i'm having the same issues like okay hopefully we can get this i would recommend not reading the transcripts though because that'll make you crazy [Music] so i will just uh that i think number one and number two are two different things because what i do one is like learning about the science and climate justice the second is actually what does that mean for me in my job and um i think i can get there like the annual training is too specific but i do think how does this how does something impact my job and how do i how do we incorporate sustainable practices in everybody's job which is like what a lot of large institutions are doing now because it's like everybody has the capacity to um address climate most people do it you can find it like i can produce a speaker or a whole variety of things um so i think that is like one of the things that i see is different between one and two just and i just want to reiterate we're not arguing that that's important everything that you're saying we agree with and we believe to be true well what the distinguishing factors here is uh is it big picture enough to be policy or is it detailed enough to be in an implementation action item and that's the lens we use in looking at this so i'm not arguing yeah yeah if i were concerned about you just anything you're saying a hundred percent of yours we all 100 agree with that it was just the clarity between is it big picture policy or is it a detailed action item for our implementation plan and that was the lens we used to win looking at these so it's not we don't value it it's that oh this is how we would do the bigger picture yeah so i guess um this is it'll probably take longer the first one sorry sorry you're the first one um but so for example pps will empower all pcs allies for a healthy climate to me that's like 100 000 foot level it's like great i love the spirit of it but it doesn't just tell me that it doesn't tell me like like from a policy perspective like what does that mean and it to me it would be easy to maybe like sum it up providing learning opportunities and um you know integrate uh sustainable practices in like have people understand how they
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could integrate sustainable practices in their work without saying it's going to be a training or pde or you know whatever it is so that's what i'm struggling with is like the goal is like way too and so i think that's why we left number one is that i i think we agree with exactly what you're saying that there's that big picture goal and then there's the how of how your expectations are of us will be to do this but then to put it into action would be what we believed um well one thing is this the training is going to look very different depending on what you do for work you know whether you're in the kitchen and mandatory food scraps are going to be coming soon on notice and versus white collar versus someone that works next to a printer you know versus you know so and all the practices that you know any any organization of this science would have to put in place they're so differentiated i think to spell everything out would be limiting i think yeah so i what i'm going to suggest through this process is there's some of these things that we may be like yes i totally agree with them and things like um i agree with part of it but the other part i think there's a different way to phrase it to capture it so just to model that i would say i think i agree with you on saying it's an annual training but what it may say is like but i still think we should capture something about sustainable practices being integrated into people's work is that to me that's different than like learning about climate science and climate justice so i might propose something separate that is maybe an up level from annual training but not a complete delete and i think everybody uh canadians think that things that way it's like hey yes and maybe something so that's that'll be the process this might be a question for general counsel but so thinking through so so even thinking about like again trainings for staff just wanting to think like our labor like labor implications here because talk about that other ways to integrate into the sustainable practices into everyone's work right and i think that's uh that's the effort of what's already happened here recovered in what went through this so i think i can i think that doesn't create a problem under the cba's present or future i guess i think this first one is a little bit harder just like to get used to like how we think about it so it's not like yes or no it's you know what do we think about that it's like yes sort of or both and yeah exactly okay okay so let's uh are you ready to talk about it yes using again the lens that we used was all of this is very important which of this should be high-level policy and which of this should be how we will make the high-level policy goals into action and so that's um what you see here is again we completely agree with the goal right with guidance from our frontline students and communities pbs will develop curricular learning opportunities so that our graduates know the causes and consequences of climate change understand climate justice and have the opportunities to practice climate solutions so that um to use your words director remember which is the ten thousand foot and then how we will do that is by developing and delivering curriculum and resources to help our students understand prepare for and respond to climate change impacts in climate justice prioritizing our schools that are serving our frontline communities and then how we'll make that happen like the very tangible specifics for the implementation of that action is we're going to integrate kind of justice into our curriculum we're going to use the integrative approaches we're going to offer crime adjustments learning opportunities that are culturally
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relevant so again these are the ways that in our detailed implementation plan we would ensure that we're developing curriculum resources to help our students to meet that larger goal that all of our students will graduate knowingly causes finance of climate change so that was the lens we used with these suggestions aurora i think you this is director constance um i think you threaded that needle very well in terms of um making a commitment to our policy level goals and being really clear what the roles and responsibilities of staff are to to meeting those goals and to empowering our students thank you director so one of the things that you have eliminated that suggested for deletion is um offer climate just as learning opportunities that are culturally relevant and solutions focus and it's this the footnote says redundant of number one with modified text and i read that a little bit differently um one is how you're going to do it is going to be guidance and then which is different from actually offering it [Music] i'm not seeing it necessarily so when we develop right that's free and then we deliver that's what we provide or give the students a lesson or um integrate students into the lesson so that is how the red offered the learning opportunities was through that curriculum that you would be providing to the students so that is how we looked at it that offering was us providing uh curriculum or providing those learning opportunities and a lot of those you could take our culturally relevant solution focused curriculum and resources yeah and then um but if we do that do you do that my question is because we have black and indigenous other people calling like crosstalk like if you're afraid socially relevant um curriculum it should be guided through those danny again that this is simply i think no one was intending to limit by eliminate black communities at all it was uh i think my understanding of using frontline communities that are included and is defined as broad or including by class but the frontline communities is broader than just that and so it was using frontline communities as a definition but it was not i want to be super clear never intended to um dilute that and we can make that change we were responding to the feedback from the last beginning about that in our auditor we added that in the glossary measurement pages which defines you know if you go to any other city in this country and you say i'm blind like what does that mean nobody else why people don't like being called by apostles it's not used anything else you have to come to it's a very portland century i thought that was interesting i thought it was being yesterday any other questions or anything else you want to share on 3.2 information around uh resolution sorry aaron remind me the resolution around uh teaching the curriculum sorry 5272 so we also looked at the language around resolution 5272 on providing curriculum
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around climate justice to students so so we also felt that there there is a resolution that also supports this idea around us uh providing these learning opportunities they're in alignment though right absolutely absolutely absolutely so are we moving to amendment number 11 is that you two yes okay um so again through the lens of policy and then implementing uh the big picture goal is that pbs staff will collaborate with students to create opportunities to engage youth in hands-on climate learning preparation and practice on a regular basis at all pps schools and so then again the how we would do that would be to support the development of youth leadership and engagement opportunities around climate solutions as well as treat the grounds and garden of each school as a learning space and support opportunities for every as a sorry so we change the gardens to be uh out designated outdoor learning spaces is our right so that so those would be the two help so support the youth leadership and engagement as well as support opportunities for students in every elementary school to learn in the designated outdoor learnings and so then again how we would create opportunities to then support that directed from the board around providing youth leadership and engagement we would create meaningful opportunities with our breitbart students we would support the student-led initiatives and student-led advocacy groups support leaders and our student leaders so those are varying levels of how we would ensure that the board goal and outcome of supporting the youth leadership and designing the outdoors learning i guess i i'm unclear on number three that you deleted it and it's the note says support is undefined when number one says support and it seems like i heard you just almost say this whole sentence that's going to be in there but then it's written it's deleted because it's again i think as we were having a conversation around if we're supporting the development of the youth leadership and with engagement opportunities then i think again it was yeah to me it's like it's almost like you put it the same thing in the sense like we're going to support the development of the leadership and engagement opportunities and the student-led work is i mean that that's kind of like to me number three is like after you've done that and then the students are actually leaving the work it's the district supporting them so to me it's it seems like it's just a part of number one then i think we could as you suggested earlier just take some of that language from number three and add it to be more clear in your directive yeah i think which is number three uh we fled climate organizations because the our students have created hundreds and hundreds of youth-led organizations um and they're doing this work outside of school assembly and i think our goal should bring our goal should be able to bring that was inside of us i love the um the outdoor learning spaces it's really really great even you know even city hall has a demonstration it doesn't work it's great it's great learning learning environments so i want to be part of some of the time uh anything else great thank you uh just from the things moving forward are your
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the designated um advice of counsel be careful how you answer them you know like there's some things that we're like yeah maybe there's like a smush together like are you the person i'm happy because like i said i think sometimes we get too caught up and like attached to our language and like if we have common goals like sometimes the smush together is going to be what um captures both of the goals so i'm just and i'm happy to work with this committee or a smaller committee to help uh smush emerge and combine some of that language to meet that possibility with everything great thank you okay thank you so much thanks thank you thank you okay that's the top that was very awful how you let her do the first one that was like terrible i just knew she had told you i was trying to you know okay and so just being cognizant of the time um we'll move through and ask clarifying questions okay so i'll preface this with just saying the same thing aurora did his intent was to kind of separate the high level what we think is high-level policy language versus what it's implementation language um so go 1.1 we're leaving the same goal pps will design construct and operate new low-carbon high-performance tools and renovations that are energy efficient and adaptable so that's already a pretty descriptive goal a lot of the numbers under here that we propose to remove we're kind of redundant based on um what the what the whole goal is already talking about so that was the reasoning for the majority of these online they're just you know more specific examples of what is already being said in global point one card is the blue crosstalk section is provided community that's been during climate related emergencies i think we've heard about the college um collection of communities of color that part of the wireless policy was to have uh psb as a beacon whereas power outages severe storms we would be able to place four communities support community and the inevitable disasters that we're missing so i'm not talking this language but somehow yeah i hear you and i i'll say once again i don't disagree with this language um it does say you know in goal 1.1 um renovations that are energy efficient resilient and adaptable so to us that is covered in that and then like i said before number four is more of a specific implementation measure that we disagree with is there any reason why number one doesn't have maximize the use of renewable energy sources as long as we're putting where feasible yeah to me i something like that i mean it also just seems strange to be talking about energy efficiency but not talking about that we want to minimize prostitution yes was there any issue with the policy language on that one issue um do you have other admissions oh okay we're going down to one point two one point okay yeah minimize the indirect use of fossil fuels to me that means minimizing the electricity use that we are the fossil fuels that the electric electric companies generate right by us purchasing electricity from them they're calling out indirect fossil fuels right it's just not something a district can control you can't utilities have goals to you know clean up their grid and move away from fossil fuel generation um and deliver a bar clean energy over the district
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sorry the rationale is that is something pbs can't control correct we can't stop using energy um we can't control we can control moving away from particularly burning our soap on emissions but our scope two emissions which is our purchase electricity our goal is to electrify our buildings in our fleet as part of the policy and we can't control the speed in which a utility may or may not decarbonize they they have stated that they have goals to do so but it's not under our property so i also just in that one sentence like increase energy efficiency i like the maximize renewables because i think that's that's a high level policy statement it's not like go by x amount of solar or whatever and then um also the reference to the process so add next knight to one add maximize yeah i'm not seeing maximize maximize the use of renewable energy sources so one um is that something we're being asked to add is that is that in place of decreased energy efficiency i think that is like a separate because there's different ways you can increase energy efficiency that don't have anything to do with maximizing it's those are two separate things there's two yeah there would be something i'm just saying and the document i'm looking at in front of me i don't see the term maximizing removals i'm just quoting my colleague yeah i'm just suggesting it as an addition okay so energy you know getting to energy efficiency is one thing and then also maximizing the use you can do both at the same time if you want to get to get your votes right all right and the minimizing process fields to me those are like okay i want to keep keep moving is there anything else that you feel is noteworthy about um i want to note that jackson called out on number four so maybe there's some language there um okay number five you know it's just uh this is the issue that students brought to us over and over again right and we could operate low carbon high performance schools and actually do nothing about right so we the footnote says this is an implementation tactic not that we don't agree with that we just don't see it as policy i'm just going to put a pin in that just um i think that's this last i think it's like it's a very tangible way in which our students um i think interact and start understanding sort of like sustainable practices because it's very tangible to their life um this is not to be too detailed but it could be a whole host of things but um single single use having um i actually think we i think we better serve our students by helping educate them about what are the most impactful things that each of us individually can do so i think there's this tension between what what we think are the most sustainable practices and what actually make a difference for climate justice and so i think sometimes there are things in the policy that that we do hear from students or we do hear from others that they would like to see and my question is this balance between people feeling like the policy is having an impact and and actually having an impact not to say that the things that people desire don't always have an impact but i want us to to again you know if our goal is to help really sustain those leaders for the future um to make sure we're being really clear about why we're doing what we're doing and if it's to make to make it look like we're doing something and i don't think that's what you were saying julia but i do want us to be cautious about um and this goes back to some of the things we talked about last meeting like about single-use plastics and i think director
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brent edwards you were the one that said that sometimes the actual energy used to make the other items is worse than the single-use plastic so stopping the single-use plastics means we're not having the plastics in the oceans which is excellent and you know we were talking about the carbon footprint and the the life impact of an object and so i think how do we continue to wrestle with that and have conversations with our students and really be leaders on the complexity of what it means to really live um responsive to climate change um because i think as with many things i'm going to be all you know conspiracy theory over here but um you know i remember when recycling was gonna save us right when i was in high school if we just recycled and cleaned the streams our world would be fine um and we know that that's not actually true and so i think there there sometimes is a tendency um instead of making the radical lifestyle changes we actually have to make to go for the low-hanging fruit that that um seems like the solution and i'll just say you know i think that industries like gas and oil and others are are really masterful uh distracting us from the actual underlying problems so that's my conspiracy theory rant for the day and then we can move on yeah no we have a concrete example um recently had a um you know gridwell come to portland and um offered to take all the things that you can't recycle perkside how cool is that you know everybody got a box on the porch um what that has what the impact is is it allows you to buy more things on amazon because you can just put it on your porch it goes away it's not regulated um there's a lot of it allows us to be um conspicuous consumers it allows you to buy stuff in plastic without even worrying so you just put it on the porch it won't go away you know in other words i think to director lowry's point um we have to be very conscious of everything we do and it's trade-offs you know it's environmental trade-offs so it's great that we can recycle styrofoam but we should try to not purchase them yeah well and it's the term is embedded energy the energy that goes in the resources that go into making the product thank you i like that term michelle thank you for teaching that to me today embedded energy and and then it's the the whole life cycle of a single-use plastic because that is used there's some utility there but then the end of life you know you have to landfill it or whatever i think we can tell both um things to be truths and what i'm concerned about is that this is why i wanted to change the title a little bit because otherwise you do scope one and scope two and it's like hey just we have to get our buildings better and transportation and we will make huge cuts but if we're still carting trash every day that at single use because we decided that was low value you know i think we will not be doing the right training just my own opinion we might be doing the right things like we should try there's going to be big things in certain areas but there's also going to be other things that we need to do and besides a lot of those products how much amount of things that pps buys and consumes and our students can sing a lot of those are coming across the ocean and you know very you know the transportation sector it's not just our buses all that stuff's coming here um on freighters being offloaded in the you know la and long beach and i'm being checked up here um so i think we need to do this um and i guess i'm concerned if the thing that students feel they can do it's like some people like hey just you know dry your clothes on i'm not the driver but i'm not hanging online that's like one thing you could do like also we're trying to build leaders and students and having it be like don't be completely overwhelmed by this massive thing that's going to happen to your life and climate change you know happens um but there are some things you can do i think that's one way for students to see it so i don't want to lose the students having like it's part of their responsibility too yeah my my one question i think this would be for this stuff do we have data on like can we spend this i know my elementary school you use metal socks at one time i don't know if they still do but um but like can we compare the data on right to carbon's emission for for 10 years compared to you know using a plastic fork for 10 years right um i know other cities have done that yeah our nutrition services department
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has done that in the past and we have that data with that analysis that the issue is not that we don't want to do it is that there are some barriers there are some other issues we've rolled out for instance i don't want to spend too much time on this but i'll just say this quickly we rolled out a program where we were doing um durables at school and we found that they were being thrown away on accident and at that point it's actually a bigger carbon impact if you're throwing away durables that you aren't throwing away and simply use plastic so um there's some it's a very nuanced issue it's not that we're not committed to it like i said before we're in agreement with with the sentiment we just need to make sure that we have the right because of the implementation um in our nutrition services department i work with them closely they're very committed to this work it's just just a lot of factors that go into making sure that we can do it successfully and part of that is upgrading a lot of our kitchens to production kitchens which we don't have so um a lot of our kitchens don't have dishwashers so that's just an example of one of the biggest barriers um because just really just because there isn't dishwashers that won't run us through that so we wouldn't be able to i can't wash the floors yeah there's not additional there's no capacity for a dishwasher there's a one that exists in upgrading all of our kitchens renovations can have significant costs and that is just one example of uh designing constructing and operating these high performance buildings so it's one of hundreds of things that then embedded in policy appears to be the priority for the other things that we might do with my impact that's why we have some challenges but that that level of detail or directs to the infrastructure i'm going to point out again that i think in the unless it disappeared in the preamble that we say explicitly that we're not expecting everything to happen all at once and we're expecting staff to go after the highest leverage ones um that begin to try and be to acknowledge that yeah and and also give some space but also technology i mean i just it doesn't have any question what's the value of having something in the policy if it's non-discretionary but to the policy for staff follow if it's then contradiction with the overarching goal after the higher return well here's what i'd say is i think for our students that's the most obvious thing that gets run away and wasted every day so directly like you walk through like they're the lack of recycling or reusing i mean it's just it's something like we're a huge consumer and they're you know if this works on the end of it i'm not going to fight the world over it but if that is data that we can provide in comparison if it turns out hey that plastic works aren't like a secret ways then like i said yeah that's part of what we would do right policy gets passed we do an and i'm sorry um go sorry i'm just taking some quick notes that's okay and terry confirms us we can watch the video okay amendment three um so the overall goal pps will maximize reduction to greenhouse gas emissions from district operations maintenance facilities management um we are proposing to keep number the majority of number two established standardized waste systems voice prevention practices we deleted the rest because it was um very specific and we agreed that there we go that that's more of an implementational tactic the other two we feel are redundant in other areas of the policy maximize efficiency and feel we already talked about that in goal and platform [Music] and number three minimize disposable materials and fully utilize materials before disposal um we felt that was redundant as well with the overall goal how is water electricity greenhouse gas
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um because by using those we are creating greenhouse gas emissions so we just feel that this is a more specific example we're of told by policy to maximize greenhouse gas emissions um and we agree that we will do that by implementing efficiency projects amongst other things um but we felt that it was redundant and so this is water the specific question thank you yeah so how does water affect greenhouse gas emissions it depends on how we're looking at water use so it doesn't stop stop one or two there's no impact um otherwise you know carbon impact with the treatment of water but that's not in direct scope of the destruction so being happy it may to me i i'm looking for the redundancy elsewhere and i don't see it let's keep moving it's an aerator increased toilets everywhere 1.1.0 um okay amendment number four go 1.3 pbs will maximize the carbon sequestration potential and other environmental benefits of grounds and increase the ability of grounds to adapt to climate streams so we believe that this is more of the same feedback we just believe that a lot of these are specific and they're more implementation tactics than they are policy so you would keep the maximize on on start on-site stormwater management which yeah which is already city code it's already it's going to say yeah we already have to do that so tree canopy is a huge equity issue um if you look at the new york times as you can have portland in it of like all these trees on the west side sorry everything in my southeast um and on the on the east side you have these huge heat deserts because um a flock of trees so i'm not sure i would again this is a further point like that maximizing carbon frustration that that covers increasing shade treats or these other or like reducing pavement the heat violence i believe that if we're doing new construction i think there is a tree requirement yeah yes sir we don't disagree with it um it's just more of an implementation measure yeah but what i'm saying is i don't see that get reflected and it may be a just a language modification um because we do have in many places we're the only open space it's not like paved over and if we have everything paved over and we haven't maximized canopy it's um and then number six i'm just going to say that i agree with them in ways 1.4 pps will minimize greenhouse gas emissions from students that have transportation hopefully transitioning to electric or low-emission vehicles um so we added that in there just to be more clear as the overarching goal that lasts and then you know we're keeping it the goal of transitioning to our electric fleet by 2050 and we added the caveats that were asked of us to add we discussed a couple meetings ago that's number three and then the rest of them for similar reasons are being proposed
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to be taken out of the policy um specifically to number two i mean we already offer treadmill positive i'll take specific questions if you have them that might be the you guys will reduce the demand for new materials and resources and prepare materials products and services in a manner that integrates climate considerations fiscal responsibility and equity benefits so we do agree with you know many best practices for environmentally comfortable purchasing but we're just um we don't want to be so detailed that we're analyzing every single purchase here so this is we agree with the high level thought of it but not for every single purchase yeah i'm going to i'm going to play the subject matter environmentally profitable purchasing is a it's a thing it's not a standard recognized some places call it a sustainable purchasing policy but one thing that we could do is um just add a checkbox um like they do at city council it's you know where we would have a financial impact it could be what are the planet impacts so the person purchasing would have to like go through the thinking process right and the feedback from our purchasing department on this was that they they have no problems making that that's information available but we don't want to be making uh wholesale right we don't want to be saying you have to buy this and it's going to cost you more so that was the reasoning again any questions on goal 1.5 i think i just need to think about increasing equation just because the technology doesn't equal across our district so our ability to look into bridges definitely learn that depending on right we leave that at the department level or school level we beside that okay amendment number seven goal 2.1 pbs will address climate-based impacts on health ease on health safety and wellness of the students and employees so we are including number one climate change impacts such as flooding landslides and wildfires wildfires has risks in district real property assessment and assessment and range um so we're okay leaving with that one and we're taking on number two any questions on that sorry number two three and four is the floor where it says less coordinated consistency i believe so yes you know that was suppressed what was the question 2.1 number four um the less carbon intensive language didn't get across it's supposed to be supposed to be supposed to be was something about this but we couldn't deleted the footnote i'm sorry you're not are you not proposing deleting no no i think it is proposed to be deleted just like another place where this is i will not be captured in scope 2 i mean we're one of the largest food service providers that's a script that's a scope through it i'm trying downstream from the district so we're okay with something shipped from omaha our horses our nutrition services department does have does buy local food and they do have um they do have measures and sites for them i believe there's also a statewide um there's a statewide purchasing rule that encourages public agencies to purchase 250 miles where possible i think i don't know how i know that but i ran up against it one time it allows for you to pay a little bit more money for your inter-local um produce for instance
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yes because it's more expensive i just want to put a plug into that that we would want whitney here if there was specific language that impacted the usda program and the federal food program has other rules that i bright enough to know are which is going to be dangerous about so we need that i'd like some data because to me this is like another place where again our students we don't want this to be like hey nobody has to worry about it because osm and transportation are going to take care of everything um again pbs is just a major consumer of whatever so you want data on four what's the data you want well okay if you are buying locally that's that's one thing but just to think of like a net scope 3 you don't have to worry about it um well i think aaron said we buy a lot of our free locally and we don't know how much yeah i guess or like do we already have a policy or practice around that maybe we can have whitney come to next week next again i'm looking at like high volume things julia yeah it's 5 53 yep and we're on that we have one last one to go and know you have other places to be and we have public comments so i just was yeah well i have my son's engagement to go somewhere oh i am congratulations it happened um so if we just get uh go through number eight and then we have one public comment and we have i don't know so actually i i did not know that um pbs will support frontline student communities to build resiliency from climate change reduce stresses to support preparations or in recovery from these events so we're leaving in number two develop districtwide plans for how to communicate available local resources and help to support students and families during natural disasters such as wildfires flooding drought heat waves extreme winter storms extreme wind events and others so our thought process here was partnering with as we talked about in the previous meetings partnering with the county and other organizations that we can help give these resources to our communities and number three incorporate climate justice priorities and climate resiliency designed to inform long-term facility planning prevention prioritize serving people with disabilities and frontline communities you have a specific question you just have just like the impression um there's concern about wanting to be a strong partner in [Music] so it's not a lack of interest in supporting but it's also recognizing that people's role goes so far and gets less effective for our feelings okay i on the agenda just on the foundation fundraising um i just an update that uh [Music] chief garcia and i had a conversation about the data and looking at where the leverage points were um where
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the leverage point and the the big inequities in fundraising and how that impacted schools and instead of approaching it like how do we control this group or do do x that we look at where are the leverage points whether it's capital investments buying fte um and that was the highest value way for us to look at how to create more equity in fundraising so those are ongoing discussions we need some new data um we also talked about not having a cliff um that everybody just falls off of um and that's a big pleasure something that's really important to some of the school communities that currently have it um but if you if you look at the data actually from 1920 only let's see 17 schools um actually 19 19 20 20 20. that's a big year i mean you've been here for a century you didn't mean it though 2019 20 20 19. okay um only 17 schools have raised by more than 0.75 fte and so maybe there's a lower floor or a ceiling that's set um and then we have a lower clip so anyway ongoing discussions um though we have to bring something and get people's thinking about values um about how we create more equitable parent and business and community fundraising around our schools so i thought we disabled this last time i thought we put it off like everybody whatever is that we were like it's important but look it's it's so it's so going on just like the rescissions you know like the decision is the most important thing no but we're still doing them so jonathan and i are having a conversation about how we can uh look at fundraising and totality so i'm just giving you enough i think it's a great thing to focus on it's definitely an area where you're seeing a lot of equity of anybody's surface i it i just wonder if we can actually do it seems like a lot of a big body of work that we want to get right rather than getting it right now well again be a believer tonight i think there's a path to some common ground so um we'll bring it and i say if i had to choose i'd rather do that than decisions so we're going to try and do that's a trade-off conversation that we should have about everything so that's just an update okay we're not asking anybody to vote on it and let's say you're trying to find some common common ground um yeah so they they don't they're still trying to get the 2122 data um anyway it was a productive conversation with that uh scratch policy clearly presented to me that's helpful um i would characterize the changes in studying policy over the past year in committee earlier versions were discussed with the lab and not the how in mind and i i wonder if virgin 23 was a non-starter why was it taken out for public comment i think significant damage has been done by setting students in the broader community's expectations about this work as stated in my email to the board earlier today it's not for lack of understanding about the difference between policy ads and implementation plans it's a desire to maximize public accountability and therefore best position is work for success but i want to see more detail than what was in some of these proposed amendments expensive and adaptable documents could be interpreted as lots of wiggle room and i want to know what is pps going to do to ensure accountability of this policy how are you going to measure success how is implementation of this policy going to be different for more action and change compared to previous policies and i'll end on a positive note with two things one i like the idea of emphasizing resilience and student leadership we know that action is a strong antidote to despair over the future of our planet and i also just wanted to flag a practical matter that the federal infrastructure and investment act has dollars carved out for public schools making efficiency improvements it's called the grants for energy efficiency improvements and renewable energy at public schools and it authorizes uh 500 million dollars for the secretary to award competitive thank you thank you thank you for sitting through the meeting
01h 55m 00s
hi my name is first i'd like to ask that the letter sent yesterday to the district by the eight statewide environmental works be submitted i'd like to spend the rest of my remaining time today providing a civics list to board members because i think some not all lack an understanding of how policy works it's unfortunate that some board members would be here to hear this first policy is defined as a course or principle of the issue about what proposed version 25 of the ccrp is nothing the issue at hand is the component administrative directive essentially the rules the possible following no other level of government i know state of federal rights secret gps they tune in to be fully engaged stakeholders in the public process of course this is much easier for pts he shuts out engagement for this reason it is essential that the goals and strategies of the policy are robust clear and rock solid this is and has been what the community has advocated for over the last two years we understand that the word can't dictate what it is or isn't it and so we've consistently questioned and challenged the refrain the staff and board members [Music] so where are we now student board representative jackson longboard last night sunday night's society it is time for us to tackle these problems with creative out-of-the-box citizenship for disney friends itself i appreciate the thoroughness of this policy but at some point we continue to rehash the same questions our student and future students can't be able thank you thank you mike uh any further thank you oh no i just said okay um and then mr bradshaw if you can just circulate that letter perfectly great

Sources

PPS Board of Education, BoardBook Public View, https://meetings.boardbook.org/Public/Organization/915 (accessed: 2023-01-25T21:27:49.720701Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
PPS Communications, "PPS Board of Education Meetings" (YouTube playlist), https://www.youtube.com/playlist?list=PLbZtlBHJZmkdC_tt72iEiQXsgBxAQRwtM (accessed: 2023-10-14T01:02:33.351363Z)
PPS Board of Education, "PPS Board of Education - Committee Meetings" (YouTube playlist), https://www.youtube.com/playlist?list=PLk0IYRijyKDVmokTZiuGv_HR3Qv7kkmJU (accessed: 2023-10-14T00:59:52.903034Z)

2021-12-15 PPS School Board Policy Committee Meeting

Documents / Media

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Event 1: 12 15 21 Board of Education's Policy Committee Meeting

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