2022-03-15 PPS School Board Work Session

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District Portland Public Schools
Date 2022-03-15
Time 19:45:00
Venue BESC Windows Room
Meeting Type work
Directors Present missing
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Event 1: 3/15/22 - Board of Education Work Session

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up in a minute uh as well so we'll be streaming and sharing the presentation in a second um so before we get started so while we get these uh uh get the slide that uh i i just like to share a quick refresher on what exactly is cdrc uh our community budget review committee so each year the board of education appoints a community budget review committee cbrc to assist in our annual budget process the cbrc reviews evaluates and makes recommendations to the board regarding the superintendent's proposed budget and any other budgetary issues the cbrc or the board identify and if the cbrc also plays a critical role and to monitor and advise the board on the allocation of expenditure of the local option levy funds and with that in mind i i'd like to ask our cvrc members to introduce themselves uh just briefly to share how they're affiliated with our pps community and why don't we start with uh mr roger kirschner i'm the longest-serving member on the committee i've been on it for over a decade i'm a pps graduate uh graduated cleveland high school um i have an older daughter who graduated grant a younger daughter graduated cleveland franklin and that's where i volunteer on a daily basis uh in one way or another my family has been associated with portland public schools for over 50 years both my parents taught in the system um so uh i uh through them uh know about several of different schools in the in the system um in in i would say in the years that i have been on cprc it used to be called the citizen budget review and that we got revised to be more all in competency by calling it community and fortunately we didn't have to change the acronym and uh so um but um the the the role that uh roberto referred to uh uh of our reviewing the local uh option levy is required by law and that it's part of your publication that you give to the voters when they uh prove that um that it will be reviewed by a community body to ensure that the funds are being appropriately uh utilized as as described and so and so that's a role that we take very seriously uh over the years that i've been on the committee we actually established a side account so it's more easily uh accounted for uh um for with the district and so on when we do that so um so we uh are a community body that really drills down in detail on your budget and you will find that for you new board members for example that as the budget is now presented in two volumes that the second volume will be the most informative in terms of you dealing with your constituents in that it describes if the individual allocations by school the staff the dollars and so on and uh uh and and that's quite frankly from my experience is what the public is generally interested in um unlike your board meeting where you receive public testimony which is certainly valuable um hopefully the comments that you will receive from cbrc are informed and and are more expert based on the study that we give the the issues in hand our numbers are smaller this year and um and i don't know whether it's code that has uh accounted for that uh but uh hopefully we can get our membership back up to the a lot of number but um so i'll be quiet now thank you roger and for witness where we are putting a plan in place
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to more actively engage uh our community and and bring back our cbrc numbers so that that's also exciting something that else that we're working on i did want to add that we're delighted that having parker back home thank you for that so i wanted to give a quick uh opportunity to like make sure our our our board of directors also get to know cprc so why don't we go with with parker freshly added to cbrc firstly at the end of this evening um well good evening i'm parker myers i'm a junior from benson and benson's district student council representative um house partner absolutely yeah um i have served uh two years on the community budget review committee previous to this one last year i served as one of the vice chairs um i volunteered this year following the resignation of another student and and as of tonight i'm i'm back on so i'm i'm excited to uh to dig in even though i'm about halfway through um i'll do my do my best to catch up thank you hi ilona wilson yes um my name will be london j wilson and i reach for her pronouns and i am a graduate from franklin high school i went to mountain through the middle school and about 11 elementary schools between gresham and portland and i am still very much in community and executive director of nextup which is an organization that is an incubator for young leaders mostly young leaders of color in oregon and very much dedicated to ensuring that there is justice and equity for our young people and that they're centered in the work that we do so excited for people's health um i've known roger since i was maybe 1. maybe even before then i think i was three months um and so yeah i'm excited to be in the space with you it's a lot of familiar faces thank you and and joining us through zoom we have uh lisa selma uh hi there my name is lisa selman i have a sophomore lincoln high school and um i joined the cbrc last year during the 2021 school year and so i'm still learning a lot and um i look forward to hearing the conversation tonight thank you and and also on uh through zoom we have um hobbs waters which thank you for joining i think you were a little under the weather yeah i'm still feeling a little sick here so i probably won't be talking as much i'm hobbs i'm the other student um cbrc member i'm not enrolled in pbs um or even i'm a high school student um but the pps students are my peers um and so that's why i'm here thank you and we have another cbrc member who couldn't make it tonight uh when pool wasn't able to join us but uh i'm sure she'll catch up so and and so i also just take a quick moment to acknowledge uh jordan cooper and alexander martin who are members of my team and work on a lot of projects but they're also key to our twice a month cbrc monthly engagement so i appreciate them being here so why don't we go on to the next slide before you yes thank you for introducing the cdrc members but um i can't think of a better way to commemorate his one year anniversary of portland public schools our chief financial officer last year he helped us remotely he was that's right we were meeting at night at our normal hour time and uh and he was on the east coast or wherever it was in oklahoma [Laughter] i'm jonathan garcia chief of staff here bernard adams chief of research assessment of accountability uh sheriff proctor superintendent
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instructions claire versus deputy superintendent of bissonovs margaret calvert regional superintendent um middle schools high schools and multiple catholics graduation president back gate wilkinson assistant general message let's not forget kara because we would eat or be organized and terry we're functioning without terry yes great well thank you everyone um before we have a couple do we miss them yeah please don't change something director of the suits except michelle harrison over the school social worker special assignment thank you it just moves on down yeah i'm sorry that's okay i think the time changes got us a little bit andrew scott he and pronouns on the boardway's chair that was the big show all right yeah yeah i know it's introductions are important we need to build community i appreciate that um if we go on to the next slide uh so tonight we will have a presentation and then a discussion regarding a framework that encompasses some core components of the district's instructional vision and how our resources so when we think about our people time and money we'll be working in unison to impact our student outcomes and as part of our our work session we share with you our board goals and achievement data although we won't revisit those in detail tonight i'm sure dr adams is probably a little disappointed there uh but nonetheless we we wanted to share them to ground in the why for our work uh and so in a few moments i'm going to turn it over to dr proctor who will walk us through an overview of instructional investments that get us closer to achieving our board goals and our strategic plan uh we move on to the next slide so when we start thinking about our strategic plan yeah our strategic plan four together describes a set of collective and coherent actions and goals that taken together will set in motion the changes needed to bring our vision to fruition so when we think about our strategic plan change is indeed needed in order to raise student achievement especially for students of color if we go on to the next slide back in december dr adams shared student achievement data and sometime in february dr adams walked cbrc through the same data and he shared a compelling why for change a compelling why for disrupting the patterns that prevent our most underserved students from thriving students of color show greater levels of unfinished and interrupted learning in reading and mathematics often demonstrating achievement levels far below grade level expectations so we go to the next slide so in in to sum it up giving these realities pps will target investments to advance student outcomes so i want to turn it over to dr proctor who will then share with you a high level overview of how some of these investments are going to be tied in to advanced student outcomes um thank you so next question uh you know we have a theory of action here at ups um in a logic model that really drives our direction and informs our strategic investments of equity wins it is a model uh excuse me dr proctor but the acoustics in this room are not very good so would you please speak up so we can hear you i'll be happy to number five so our theory of action um really is uh presented there and it says that if we raid equity and social justice strategies into our instructional core work with our students teachers and content and build our organization culture and capacity to create strong foundation to support every student then we will reimagine pps to ensure that every child um
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especially our black and native students realize the vision of the venture portrait um the next slide so this is an overview of a logic model um and i will take us through each section of the logic model but in essence you know it starts with um looking at our situations our priorities and then drives our actions in a forward motion that looks at our inputs our um in this case and for this conversation would be you know how we make strategic investments and the outputs the activities that are influenced and outputs that we'll get to then drive towards further our outcomes and long-term impact as we do this work and we think through this model we understand that it's not just linear uh but at the bottom you will see that there are set up with assumptions external factors and a process by which we want to ensure that we're evaluating and monitoring our progress towards our goal next slide so as i take us through um you know this logic model this you know the strategic investments to meet more goals and to realize their theory of action is the rounding um scenario right it's the grounding situation uh and within that we also want to lift out and prioritize our black and native students are csi ntsi and title 1 schools so we have um you know within this priority um a narrow focus with with our um intentions to not just meet these goals for all students but by meeting the goals for our most marginalized students ensure that we are then lifting up and um moving forward every student collectively so some of the inputs that we are looking at and these are just uh this is uh like a model uh narrative if you will for me to share and describe to you these are some of the investments that we um have made and are looking at and as we continue to build the budget we will finalize and determine what the final inputs would be but some of those inputs inputs begin to look like an arts pathway um investments in counselors and social workers investments to reduce class size investments to um to invest in instructional specialists within our most paid schools um investments into a seven period day for our schools professional learning uh for our staff and a grounded in an instructional framework and looking at student needs from a full federal recovery etc you know participation in these investments some of the details what it would look like if you ask well what does that actually look like some of these investments that we go across you know for the arts pathway would be more schools with visual um visual and performing arts for counselors of social work as you can see following the linear approach it would be um fte across schools and uh and targeted title schools and tsi schools class sizes conditional fte for differentiated ratios for csi entitled schools improved ratios for k.a um instructional specialists against get invested within our csi scientific schools uh that second period of day investing uh additional mte and eight middle schools um investing in professional learning days for adoptions because we are doing curriculum adoption this year and also instructional frame the instructional framework and looking at how we can support our students who are then indeed and then the out the outputs you know then looks like programs um social emotional supports individualized instruction targeted targeted acceleration um you know additional electives uh access better access to those electives for our eo and our special ed students investments in staff coherence within our instructional practices and a better um a better monitoring of our on-track students towards graduation next slide dr proctor just i thought i heard you say a seven-period day for um high school students for middle schools okay i was gonna say um thank you
00h 20m 00s
so uh looking at this slide you know just really to chunk out uh the logic model you see on the upper right hand corner corner we have the model still visualized but you see that red illumination that red circle it really just highlights our speaking point on this slide which really talks about strategic events that our investments are targeted to specifically think through and to meet our board goals and to realize our theory of action uh with a focus on schools identified specifically for improvement um as as to break it down further while i did talk through the specifics within each of these you know each of these investment again uh is aligned to the strategic plan to target improvements and um to ensure better outcomes for our black and native children next slide as i spoke to next next one yeah thank you and um as i spoke through some of these activities that we that that are listed here you know just it's important to note and lift up that these investments will mean students and staff will have tools and supports and opportunities that they need next slide and as i spoke through some of what some of this let me stay here for a minute when it comes to the outcomes you know there we look at the outcomes in terms of what would be our short-term outcomes and our long-term outcomes and so for all of the investments that we are that we are um you know targeting you know the short term really looks like a better engagement um a deeper response uh pandemic response you know social emotional healing greater investments in of the holistic child um and also speaks to the third grade reading and fifth grade math uh goals that are board goals and our earth 8th grade um attainment of graduate portrait you know through middle school design and also the eighth grade uh goals with the important goals and then our graduate portrait and the fulfillment of that graduate fortune it means that in the short term through the investments for example in professional development will have a stronger more excellent um you know workforce that is well prepared knowledgeable and and skilled in meeting student needs and that we're able to greater attain our focus and our goals towards a post-secondary readiness for our students um and so these targeted investments you know in the short term help us to utilize just these goals and and the the ideals that we strive towards the next slide and as we work um through linearly through our logic model um and identify and solidify our inputs looking towards specific outputs and activities for the positive impact and meeting our outcomes which are important goals we with their eyebrows in their eyes like they don't in have to um you know achieve is there are some assumptions that we need to flush through you know um you know so for example targeted investments are critical to realize the theory of action um and graduate portrait and it's it's it's knowing and believing that in order to achieve something different and to have different outcomes for our for our students we have to um realize that this assumption is proven and when needed um investing sufficient amounts for class size uh to reduce k8 also it's an investment but it's only one part of the whole picture so we know
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that class size will be a contributing factor um to us attaining the boardwalks and we have to continue that's why we have to continue with the monitoring and and the evaluation of the effectiveness of the work that we do you know there are external factors uh that have impacted um our ability to um that could potentially have impacts um both positive impacts and uh negative impacts so for example you know coping 19 pandemic is one that has a negative impact and we just have to be mindful of some of those um but some of those positive impacts and external factors that are you know state funded that came with that um you know local political uh and uh local politics and teachers union uh can also um bring positive influences into our work and we want to raise it and hold it um for the positive influence that it can't have um again collectively talking about these external factors and you know there are means by which we're going to work through an evaluation and promise monitoring process that means looking at that data as that data looking at our successful school survey and always measuring our our progress against those work goals next slide so at this point um um we'll move into a collective discussion uh through a series of questions and i'm going to turn it over to rancho yeah to take us through this great thank you for that and before i move on i i'd be remiss if i didn't mention that ms renee anderson was unable to join us today she's also a very involved cbrc member so um she did share that she she so she wasn't able to make it so we will miss her but we'll also catch her up uh so for the next part of our evening i want to welcome us to a discussion centered around three questions uh and and so the discussion around these three questions are an important piece of continuing to raise awareness of for why we invest in our instructional strategy and so want to follow a process of spending 20 minutes on each question and we'll if we go on to the next slide we can open it up for questions and and discussion around what elements of this framework and its relationship to our student achievement data are most compelling to you and why so i want to open it up for cbrc forward to to chime in i'll start yes just said one of the elements that um i find it compelling is the focus on students and focusing on the students who we've said that we want to prioritize in terms of changing student outcomes the other element that i'm appreciative of that's in there is it's not just to focus on inputs and outputs but outcomes would i would echo that the kind of repo results based accountability model um where we're looking at um i mean the logic model shows the inputs the assumptions underlying assumptions the inputs the digestion piece and then what the outputs are expected and i was really happy to see um when i reviewed the logic model to look at the participation investment details i think it's on the second or third it's a second page of the logic model that talks about um kind of envisions more schools with visual arts and music um additional ft fte across schools and targeted for title and tsa schools um emotional social emotional supports i think was in there as well but um so i mean i'm looking to those activities but also um really have appreciated this model how it um how it leads to the outcomes that we want to see and it's not just we're not just measuring inputs we're literally looking at measuring outcomes and outputs also just really excited about visual arts and music i think are ways to keep kids in school to engage them in ways i just speak for myself that you know maybe sitting in a class for eight hours doesn't um isn't isn't for everyone um so yeah really happy to see the arts and music listening i'm happy that we're focusing on this um reflecting on the public testimony that
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the board has received thus far i think there is a lack of focus to realize that what there seem to be advocating is dipping into these funds that and this is why we get legislative responses saying oh you've got plenty of money because they have appropriated uh funds for specific causes and and purposes like restricted funds who are and uh and if we dip into those and to supplement class sizes uh uh uh teacher salaries uh what whatever um uh we're impacting this this effort and uh and um i think that it's not a uh well known to the public or or to our workhorse and um and we need to work on that yeah one thing i really appreciate is i think to chair to pass this point that we're not just looking at like what credit recovery or rigorous teaching models how we're funding that but also looking at um we're funding counselors and social workers and instruction specialists all these other things that helped the student achieve um at school i think dr proctor when we met with the dsc but perfectly that the outcomes were looking for the byproduct of all of these uh investments that were putting towards the whole student not just their education yeah the questions around our relation to the logic module student achievement data and i really i see that really clearly with our you know the class size reduction on the instructional specialist really focusing in on that third grade reading and especially math i think that we've seen that you know our data shows us that we have much larger gaps in math that all of our students are struggling to be on target for math but especially our black uh boys and um seeing that and i know that the professional excellence the staff capacity and programs of instruction i know that math and our new curriculum adoption is vital to our ability to move the needles for students and especially helping our teachers move from teaching repetition patterns into being able to deeply teach the concepts of the math starting early and going all the way through um high school is vital so i see in this logic model it contains lots and lots of pieces that go directly to that student achievement data file that we have and those places where we see large gaps and it's it's very clear to see from this like those investments we're making and i also really appreciate i know it's not the third and fifth grade every reading fifth grade math but that seventh grade day from middle school is so crucial um jackson what you said tonight about some of the hate being sort of solidified and happening in middle school i think that we get our middle schoolers more resources more ability to participate in classes more social supports and that's really going to help shift that middle school experience to make it more successful and we'll also see that benefit in our high school student outcomes so i think i really appreciate the ways that this clearly responds to where our student achievement data has been showing us what our students need additional investments have you quantified let me know in pieces i'm missing for me maybe this gets a little bit to rogers um the issue that roger asked about is like what's the monetary um am i setting you up for something yeah not tonight but yes right that's where we want it like it it's uh like last week we had a big conversation around kind of like the high level overview and today bringing it down to focus on the why for some of these investments and dollars but then eventually to also be able to get to a point where we can tie the package deal what is that like funding look like as we think about what how does sia play into this how much is saa funding this logic model what is then what is the the role that esther plays so that that's part of like the ongoing refinement we're doing and and going through that so that will be uh such subsequent components to it as well yeah i think it's important because like whatever um somebody hears me a lot because if you're ever going to say no you have to be able to say what you're saying yes to um because that's the most powerful answer to what here's why we're not doing this because we prioritize this and i think in some ways because the conversation the sequencing of the conversation it leads people to like a different place than pizza that's an important part for us to have conversations in the community what are we saying yes to so that you know what you're why you have to say no to something else yeah a big
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component is a compelling why and i think about the achievement data and and so then the vision to create this large model to start um i don't want to say attack but to start improving us addressing the the the the achievement data i think you're seeing the next level down of what you heard last week this is just to drill down a little bit more into the elements you know in this logic model i think as the weeks go by and now you'll start to see only say additional fdes to bring generations how many is that and how are those being funded uh roger reminded us the sia its intention was to create a well-balanced program of support one of those was class size but the others were social emotional supports but we make a calculated risk on well how many social workers do we sustain it's a good thing with sia is it's perfection whereas if we were to spend esther monies we'd be facing the club in two years but that's a perfect funding source for investing in staff professional learning so how do we build up tv time as we adopt curriculum adoptions that are bond deposited so it is how do we jigsaw all of our revenue streams in the way that's balanced uh and so i think what we're trying to paint a picture of here is here's sort of the plan moving forward that keeps our board goals and and our need for organizational capacity uh in mind so we'll start now to reveal itself look at what are the numbers that come where do each of these ingredients where are we drawing them and and i think that has to be shared with our labor uh collective bargaining units and it needs to be shared with our legislative uh body uh representatives from the portland metro area and because there they listen to their legislative fiscal wellness analyst who's been in that position for over 10 years and uh and the numbers that he's spouting out do not reconcile with what our our professional staff right and that is very confusing to the public and obviously to what shows up at our board meetings but another great point by uh roger so last week i had the benefit to speak to all of our local electives and walk them through you know some accurate information about the direction we're going with our investments and a commitment to keep them uh progressively informed in a similar way you know training what we're sharing with the board so that they also can speak to it uh in a not the right way too so you're right that's important both my senator and my representative were on the sia commission and sponsored that and they steadfastly stand by the legislative physical act so something's wrong and you're thinking about question number one um if there are not any other comments we can move on to question number two right that's a really great question uh the accountability comes in multiple layers in a couple of different ways uh the first is in the original design of the logic model as you can see we really are focused on the outcomes and the outcomes toward our collective goals so the purpose then of doing the progress monitoring and the evaluation or the assessment along the way is to inform us on how well we're doing in meeting the goal uh so i give the example to say uh if i set a goal that says with this baseline i wanted to see an achievement from here from you know one point and per minute of the year to another out to a targeted goal outcome by the end of the year we can't wait till the end here just assess whether or not we've been successful so the progress monitoring and the ongoing evaluation of our progress towards the role would look like um
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a quarterly review a monthly you know as data terms available analysis observational you know looking at how our implementation efforts are moving uh towards what we intended to do and then looking at um early data to determine the impact and effectiveness of that um implementation towards the outcome so it looks kind of cyclical that ongoing throughout period of time we are we are monitoring we are assessing using fall that date and revisiting it again with the winter in that data and and then tracking the academic accountability piece comes uh also when we answer the question for ourselves to say what do we do when we find that we are on track how do we leverage the things that are working to continue on track and what happens if we realize we're not seeing the results early on in the day that we that we need to see it gives us a early point then to make some course corrections in our strategy and to uh shore up by implementing uh you know additional direction so that we can stay on the path towards the ball that's a great answer did it make sense like it's clear in my head and then um dr adams has sent the sort of the basic um since we're backing into the sapping uh conversation the sort of the document the stacking formulas and um is the new uh way in which the staff is allocated um based on progression towards um you know where's where students are and then they get a x number of staff or a half a staff or a quarter staff is is that is that new this year um if you're looking at specific program it is a weighted calculation um so what i'd like to clarify yeah but what again yeah i think that's important thing for the community because i have never heard that we use a rated formula based on where students are in terms of their achievement which i think is it's an important it's it's it's so if i could just uh try to address it so you have students who are in specialized programs and by the design at basic federal and state law methods specialized programming the students are weighted that really calculates to that they count as more than what i've noticed in uh some of our in some of our uh how we communicate our publication we can tie the you know strengths together a little bit better is when we talk about class size the student is weighted as counted as a whole when we talk about um the proportion to which uh the student receives the contact from specialized program it is dependent on where the student is in that specialized program i'll give you a special ad if the foster specialized video i'll give you a special led exam um in special lab we have a matrix right so the funding for a student who is profoundly disabled uh you know intentionally intellectually impaired for example is different from the weighting of a student who has um who has dyslexia and is in fully included in the general education classroom right the student who is profoundly disabled has a multiplication of weight right um but although students count as a whole and the weight is in addition to the whole what we often do whatever when i think i see and where the misnomer is for the community is they only see the
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the portion of the weight that applies to the specialized program they're not seeing and realizing that they are also weighted and counted as whole when it comes to classes so and also that those formula are established by the state and the federal government right by the district maybe the maybe the misunderstanding maybe the misunderstanding is like when it says zero it's actually one it's one and the point two five is one point two times except so it may help people to understand it to have it be like presented that way because you know i think there's all sorts of i agree in other districts where i work that's exactly how you present it so you will see that a general-led student who is in just a general second grade class may count as 1.0 but you'll see that the same special edge student who's in that same classroom depending on the level of specialized support they need they may count as a 1.4 a 1.5 a 2.0 right same thing with the elt student i may be a student in a general ed second grade class and i without any additional services required for me count as a 1.0 but i have bernard who's in the class with me and he requires some degree of specialized programming i was waiting for it and he's weighted differently sitting in the same classroom and then the funding is applied appropriately based on those weights i hope that helps yeah thank you dr proctor and director vermont we had i had just made a note before like when i heard the the speaker i'm like okay we need to like share a slide or just model a straightforward example like at one of our upcoming presentation conversations to help clarify that uh because it's in addition to yeah so one is better than zero yes yeah we see it can give you more accurate too that students who need more learning support aren't being counted but in fact i was glad she used the example of sped because of my experience at franklin high school we we get a lot of spend spent students there and in my years of their uh working there uh we've had students that are mainstream in the most classrooms and and all the way up to where three adults have to work with students so that's right um and the fun thing is is reflected in that weight for that student we appreciate the feedback i think yeah and that staffing as i mentioned when i shared that with board directors that piece of the staffing document goes in the budget book but it's not finalized but it's what we have at this moment and if there's ways we can more um transparently clarify what it is we're doing some people accurately understand and we're um over we're providing additional resources we'll do that yeah yeah you know so if you have a snapshot of one classroom um you know each student in the classroom right counts at minimum as a 1.0 but there may be some students sitting in the same class because of their support services will count as one point um i'm not sure if somebody gives me pot well maybe so i appreciate the slide where you have the external factors because i think that's really important one of the things i wonder if we want to add to that is sort of wrap around services in the community that are non-pps services and i want to be a little bit careful here and this is not a well-thought-out statement so just let me ramble for just a second um because you know we we saw we saw coming out of some of the recent reporting there's a lot of there's a lot of um there's a lot of racist beliefs in this community around sort of you know how students show up to our school and and that that's the main driver of their achievement and and we know that's not true right and i think i think we know that and to tell me if i'm wrong about the data but i think we know that a white student and a black student who show up similarly unprepared the white student will still do better than than the black student and and yet those those releases keep coming out so i want to be careful dude that's not where i'm going okay but we do know that pbs could do everything right and we would have a positive impact on student achievement but it won't be as great as if we partnered with the county and the state to make sure that these same students were getting non-education services right and whether you know it could be all kinds of things right it's just getting them signed up for medicaid you
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know drug and alcohol addiction in the community you know all kinds of things that will also help and i've been talking to the superintendent a little bit about something where he did in san francisco around this how do we begin those partnerships so i would be i just i think it's so important that if we can if we can have those conversations and particularly with the county if we know we're targeting these particular students and we know that they're you know you know focused on like you know maybe eight or ten schools how do we get the county and the state that funds all these other wraparound services to also target those same aid to tech schools because they have the ability to do that to go in there and to really flood those resources and i think we would see the impact on student achievement grow so i would love to see that as an external factor and then continue that conversation we know that the the conditions that impact from student writing is to learn are often beyond the sphere of our school system we know that housing and economic development workforce uh social service availability access to health services all of those are impactful ideally you see cities around the country who are developing a more comprehensive children's agenda with some some key performance indicators along all these different centers with everybody sort of taking their slice but talking about the same community or set of students who really need you know the drop arounds and then the other thing i'll just say sort of on a related sort of with the logic model here you keep a bit academically focused for tonight's conversation but we're also trying to do our part with some of our resj efforts you know culturally specific partners uh and sort of the work that they offer to many of the same students and families those same wrap-around services mentorship uh enrichment the extended day uh december uh that cultural identity and youth development and advocacy so those strategies are also you know something that we want to make sure are also considered as part of our effort to raise outcomes for our underserved needs but i agree with you i would love to see that the city and the county uh in partnership with us to really impact on the conditions for our family who's the coordinator who coordinates that metro no it's not your question's a good one though and that that's actually and and again i mean guadalupe can talk about how that worked in san francisco but i think that's something we want to bring here yeah and i think you know it's an intergovernmental effort but it's finding a champion at multnomah county yeah who's willing to say oh right that's going to have a huge impact we've got this money we've got these programs and yeah we're perfectly willing to to focus these and target them and then go even on the city jobs programs right i mean you know more jobs in the community will have an impact on student achievement right so how do we how do we again target those if we're going after one community we can we can target a lot of different programs but you're right the question of who does it is is it's a it's an integral offer and how do we focus our collective efforts you know to create a proof of concept so we want to launch into this idea of the center for black student excellence so that's not buying a neighborhood like what if everybody brought to bear you know their assets to to really support families in the albino community what would that look like so that social services health etc there would be a greater access and focus on so you know that's an exciting prospect i think roger writes the right question who coordinates that right our prior experiences with me trying yeah to make some of those connections and link to those languages what um superintendent was speaking of is you know we had similar efforts um in philadelphia as well and it did come through the mayor's office that they had an education designee through the mayor's office and they created community schools where um there was a a city-funded position of a community schools coordinator assigned to um you know a targeted sales school and that individual's role specifically and i don't know those two military business san francisco but that person's role specifically was to bring those community resources into the school so that families were aware um had regular interaction um and it was kind of wrap around but it was a joint effort between the school district and the city's office with a city-funded position assigned to key schools to coordinate those wraparound
00h 55m 00s
services for families i have questions related to this um at pps right now um is there no coordination between you know if we see a student um you know that needs extra support within our classrooms um is there not a flag um or a way to highlight that they might also need um external services and i guess a way to act on that and connect them with those right now our social workers are here we have mr james lovely here what a great question yeah i'm happy to speak to that yeah in fact that's that's one of the key roles um social workers and school counselors and school psychologists who play is when we are identifying a student that you know demonstrating some of the iqb we are connecting students and family to outside resources and often really we're working to navigate those around conversations with various providers everything so that's absolutely new our team and student success health supports school counselors and social workers that have advanced conversations uh so yes those those conversations are eventually happening i think there's a difference between like individual student support and a bigger system how do we systematically partner with the city and metro and the county to provide for all of our students yeah the the best time in my reflection the last 20 years and it worked was under veritex and she had some education advocate and that's when sun school started which was the city in the county and there really was a lot of coordination and it um it hasn't happened since then but it was a very good model and it was all like a coalition of the willing so yeah i was going to mention the same thing i think an attempt in that direction they've been great partners we've expanded we've prioritized school communities the the county's been receptive to our vocalizing you know where some supports now our school communities they have their sick team processes there's case managing there's teachers are making referrals we're trying to resolve those support needs at the school level it helps inform what other interventions we need to deploy or what kind of targeted interventions for example that's the social workers and counselors but there are a number of needs that are beyond it we know a family of siblings is being impacted by unstable housing um you know having a strong way to to refer those family members to the right resource just as an example is what we would like to sort of tighten up or create sort of a more more collective wraparound agenda so that's that's work that i think would really help move the needle for for creating conditions for success for our children and families and i know our counselors also refer students who need outside of school support for mental health or even sometimes physical health are able to refer to um health problems that are typically treated so i was gonna ask answer this question but it's not a pause is the wrong word maybe for me it's more like wonderings okay um that would be question three sort of uh so do you want me to dive into that yeah yeah let's let's go to question number three that like i might disagree with yeah or versus like i'm wondering it's just yeah so question number three um okay i'm wondering um and none of these i have a whole bunch of wondering so they don't all need to be answered but some of them may be good and some for later but um the graduate portrait so in our for eighth for eighth graders um we said very explicitly at the beginning we didn't want it just to be s back so i'm curious about the timeline for fleshing that out because we envisioned it as something bigger than just um yeah something different than just the s back and so we've now we're now three years into it and just wondering when that's gonna happen then the um underworld k-8s we still have a number of them and this is like very much a question for this year for the past years we've given them additional fte and that that may be in here i just don't know so i'm wondering um whether we're going to continue that obviously we'll have following years much fewer and then a question and maybe this isn't a different part but it seems relevant is um the equity audit and leadership at our tsi and csi and title schools and um whether they're specific um initiatives or specific supports we're going to provide the principles in terms of retention
01h 00m 00s
and and what it is um they they need and like say this may not be in here but like where is it in the bedroom so it's not here because it seems like this may be like a that slide where you have the teachers union and others like a factor that impacts that i don't want to take away deputy dr proctor's uh thunder here but we're we are thinking about got a couple of that leadership academy the wallace equity center pipeline we're just starting to learn what their recommendations are we've had a couple of instructional reviews those are very validated to our initial observations and so we're not just solving those those are exactly what's helping us inform you know what our next moves are um to make sure we're getting sort of the goals for for each one of these this week we also kicked off uh special education uh the urban collaborative so i'm excited to learn what what they're seeing um in our work with our specialized service delivery model but all that doctor proctor's safe yeah this is more like wondering like i'm wondering if it's somewhere else or no it's yeah yeah so it's internal to us so i'll start with this lane of the question from regarding the equity piece and so in as we examine our current practice you know in order to plan forward for um you know our most desired state all of these points of view are grounded in an equity and a framework for equity and we also use this same equity model when it comes to making decisions about how we will invest and reinvest into those same schools csi tsi so definitely there is more to come as we continue to flush out and build towards it but the information that we are um gathering from the various reviews and audits definitely are part of the planning as we look seriously at the recommendation the findings first and then the recommendations that come out of each to go back to the question about middle school um we're continuing um to finalize on that work and and you know it's really an evolving works on youtube so we'll find out but to answer your questions specifically the portfolio model will be appointment measure and um from we are also a partner you know we're also looking at extend expanding and continuing on the middle school redesigning our face with some of the investments that we are making into for example the centerpiece model um we're also looking at looking at middle school success um as a design and partnership and in collaboration with the university of chicago and two bishops there's one nation about that but all of that to say said these things are still in the years of working and as we come closer to the sunset of our budget season and they're able to present a full budget to the board you will hear uh more about these specific questions i would just like to add i think just to highlight a piece that you just outlined in this region uh budget proposal uh next month we will outline um in addition to the wallace grant eight million dollar investment we received around how do we diversify and support our uh principal pipeline uh in addition to that we are going to make additional investments as part of our strategic plan one of the things as you as you are aware is around having a thriving and a diverse workforce underneath that are specific goals that we are going to begin to uh to resource and so part of our expectation uh in in the springtime inspection proposal will include a look using these audits and this information that we've received over the last year all the different data points to inform that that resource even though so more more details to come on the principle uh and and generally you know our workforce development and i want to make sure it's clear like we haven't stopped thinking about the middle school redesign and the experience we want them to have and how that eighth grade capstone a more authentic portfolio speaks to allows a student to reflect on where they are around the wheel the continuum for each of those attributes
01h 05m 00s
uh i think i shared with you there's at a conference recently and i've been meeting medtech startups because they've noticed that more and more districts are moving to this idea of a graduate portrait and therefore sees the gap that there's a need for an electronic portfolio that's live and real that can archive some some of these evidences that students could speak to so you know we're very much thinking about that and that's an exciting new frontier and it's good to see that school districts are starting to think that way uh beyond the letter grade beyond the test score you know speak about it a little bit more holistically that's customizing what the community said are the important dispositions for a student so that with third grade eighth grade twelfth grade they have a digital record and a way to document them i would be interested as we look at this question to know what you might guess the change institute data would be if our portals were set to 2022 and obviously the pandemic meant we didn't get there um but what are we thinking like if we make these investments if we're consistent in them are we expecting to see three percent growth four percent like what are the kind of numbers we're thinking because i know we the board has an interest in resetting our goals and the metrics so it'd be really helpful to to say what do we think is going to happen if we do this as far as that student so that would be the thing i'd be interested in sure i don't expect you to like magically know the answer right now but in the future of crunching all our map data to look at our student growth and we'll be bringing that to you right after spring break and let's see if we met the board goals or not before we've been let's not throw the baby out with the bath water dr adams and i talked about this earlier today we know that the board has two delegates so speaking of accountability you know we're going to come to you with what we're seeing and you know what what makes sense for a performance target so we could bring some thinking to the full report for a discussion that's something would help our community if we say if we make these investments these are the kinds of results we're expecting to see over time right just to share with you what they're looking at i mean for every dollar in investment for every dollar spent translates to i can see the infographic yeah what's the what's the relationship numerically is it one to 27 or one to eight or whatever but my observation is the media is is replete in in pointing out where we've failed and um uh and it's not for one of trying and uh and and if additional resources are in a given area are are indicated uh and and it proves to be effective great that's advertising and if it doesn't advertise that you can try something else i owe you a box of chocolate chocolate but it's kind of my question what i want to know more about in november so i think i'm getting ahead to our next you know session on this but it is you know i liked all my colleagues comments about um about the logic model and you know how it shows all the different inputs and how that leads to the outputs and the outcomes i think for me the question becomes what are the different levers that we have and how do we know um how do we make sure we're finding the right balance right because i mean i think you know there is no right answer right i mean the goal is to it's like we said we could put all of our money in class size which a lot of people in the community seem to want us to do and and your argument is in this logic model says that that would have an impact but it won't have as near as big an impact as doing some class size doing some of these other you know sort of targeted investments professional all these other things and i think just as a board as we go through this budget process understanding what those levers are and and what are the trade-offs that you made as a team that you said you know we're going to put more here instead of here because i think that way we have something either as a board we can say yeah you know what actually let's talk about putting more over here but even in our conversation with community we have something to go back and say you want smaller class sizes but that means we're going to defund these three things and do you really want to define these two things because you know we got super smart people telling us that's going to have a bigger impact on what we all want to see so just understanding kind of yeah and that i think uh it ties into dr burmester's earlier comment like that so so then the compelling why i like so
01h 10m 00s
then what what is it that you're investing in the good thing is we don't actually have to guess what are the factors that make a difference in school improvement and accelerating district outcomes it's important to call out what the elements are but i don't believe as an educational leader it's a one-size-fits-all for every one of our 85 schools either you know because they may need more of one lever and a little less of another they may be in a little different place in their professional learning maybe this is why the school improvement process and that cycle of the team at the school working with our principal working with their principal supervisor bringing that information back and you know adjusting sort of the supports so that it's just in time and it's addressing the real need um that that's how we're that's how we can maximize the resources we we have because not if not every school is on the same place so i'll quickly share an example from my previous place um thinking about the academic return on investment right sounds like wow that's great but then all the nuance with the individual dynamics of each school where in this situation two schools very similar demographics 90 frame reduced lunch and major math program investment and one school had amazing results though this school did not have amazing results and was like okay once we started getting into it both had the same professional development uh level of engagement it came down to is we started unpacking it the willingness of the school leader to engage with that program so right like how can you control and measure for that so it's it's just some of those interesting dynamics then that will require a different approach and engagement to support and it could there will be a different map program whatever the case is but right each school system is different but there's always so many dynamics then try to compare that uh so i so this is the work of district improvement so i'm going to flash back to my interview for this role right i shared with you a systemic mechanism for diagnosing the capacity for improvement at a given site along a whole set of metrics and you know how levers get applied in a customized and tailored way in collaboration with that school community and how you can watch those move across a regression table so we're building that data literacy in the school system and the ability to track that a lot of that has to do with our mtss and rti work uh in the academic and behavioral domain so that we can really start to get a little more scientific about it and making really informed decisions about uh which are those letters so that's the work ahead so i have four p's [Laughter] um and this is more like some wonderings and some just general but back to that side um so professional development um so just looking at the audit that was done um that dr parker you shared with us um of how the curriculum is um being implemented in the classroom so um is a professional development um part of this or something else that's just a longer term question and it's coming later it's fine and then like you know our have our building leaders had an opportunity to sort of reflect and share their thinking about it just knowing just to your point about the end of the day we're going to rely on them to drive this in their schools um [Music] the third p is pe um i love the fact that the art here um but there are a lot of people who aren't art are music people and they're pe kids and like what what energizes and gets kids like excited about it and it just seems like we're missing something there um so i have that and then my fourth um p is dr proctor and what the question is what am i interested in more about but the question i would ask you is what do what do you think we need to know more about in order to look at the budget in a way um of like just as we're looking at the budget how it's going to impact our schools what what do you think the board um are the missing pieces that we need to like dive into more deeply those are great questions um at that particular week in particular i
01h 15m 00s
you know i really just stand for those strategic investments on our most underserved students and students of me i would also um say what we also collectively could probably dig deeper in is the conversation about that we started initially for those of those community partners and factors to continue and leverage the supports so as internally supporting the whole child their academic programming their wellness uh their social emotional needs um their sense of identity growth uh development entertainment of the graduate portrait and those characteristics that we want to see um how to do best how do we best um involve our families and communities to support students and it really is high in the sky um thank you well thank you everyone that is question number three uh and which was the last one uh i think it's fair to say you know where to find us if there is additional questions conversation obviously this is going to be an ongoing conversation uh so with that in mind i'd like to turn it over to your superintendent if it closes out um it's always valuable to have cprc uh engaged throughout our budget development process and help provide your guidance with what you're noticing um towards what i think are our collective shared goals uh it's helpful to have your additional eyes on that and also to help us translate for the broader community clarity about what our intentions are so that they're understandable hopefully you've seen over time that budget books reflect you know a greater level of detail and accessibility uh i think you might even be expanding beyond two volumes for the first time right so uh it's it's on the in the works trying to be responsive it's an attempt to to offer that kind of transparency uh so we'll continue to welcome the cbrc's questions this is you know as you all know this is the springtime it's iterative uh you know we're getting input taking those audits and reviews to heart we're getting back into launching into work that was a little bit on pause uh for a while there we're assessing where we have organizational capacity we have to make some priorities um feel the urgency uh for our underserved students so we're definitely by that so just want to thank you for the opportunity tonight for this joint conversation uh directors are going to continue to happen as well thank you well thank you thank you thank you lisa thank you fox for hanging out have a great evening oh i have a that question district has the capability of reopening the contract well yeah you have a appeal for the custodians tonight [Music]


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