2022-04-05 PPS School Board Regular Meeting

District	Portland Public Schools
Date	2022-04-05
Time	18:00:00
Venue	BESC Auditorium
Meeting Type	regular
Directors Present	missing

Documents / Media

Transcripts

Event 1: 4/05/22 Board of Education Regular Meeting

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we'll go ahead and get started because we have a quorum um i believe director green is in is in the building is director hollins does anyone know on his way he's joining virtually he's already okay so this board meeting of the board of education for april 5th 2022 is called to order for tonight's meeting any item that will be voted on has been posted on the pps website under the boards and meetings tab this meeting is being streamed live on pps tv services website and on channel 28 and will be replayed throughout the next two weeks please check the district website for replay times thank you for joining us this evening tonight we have a very full agenda and this includes receiving a staff report on how our students performed on the mid-year map assessments this is an important indicator for us as we monitor progress towards accomplishing our board goals and our particular focus on the achievement of our black and brown students the board will now vote on the consent agenda board members if there are any items you'd like to pull for discussion we will set those aside for discussion and vote at the end of our meeting uh chair to pass i'd like resolution 6473 to be considered at the end 6473 and i just wanted to add i don't want to pull it but i want to direct my colleagues attention i just forwarded an email to all of you that i received from um dan young and terry brady about the western bus contract so i had asked a question about whether those were fuel-efficient vehicles electric and they are propane so i wanted to make sure that that new expenditure was in alignment with our recently passed climate response policy and the answer is yes fantastic i saw that that's fantastic um that's exactly an alignment with what um how we want to show up as a district uh in terms of our our fuel use pardon me yay staff um comment from the peanut gallery um ms bradshaw are there any changes to the consent agenda no and so we've pulled resolution 6473 um to discuss at the end of our meeting uh ms bradshaw is there any public comment no the board will now vote on resolution 6467 and 6472 through 6474 but not 6473 all in favor please indicate by saying yes yes yes all opposed please indicate by saying no and are there any abstentions and um do we have do we have director hollands available um or on the line we do not um try to pass did we have a motion for that we did not have a motion thank you that's because i wasn't here because had i been here you would have got a motion so now that i'm here i'll give you a motion okay do i have a motion and a second to adopt um the consent agenda yes you do i make a motion green and scott and we'll go ahead and we've already done a vote that's 6-0 with student representative voting yes okay we need to vote again okay so we have um director greene moved director scott seconded will now vote on resolution six four six seven and six four seven two three six four seven four minus six four seven three all in favor please indicate by saying yes yes yes still yes yes and um yes all opposed please indicate by saying no and are there any abstentions and then student representative yes okay the consent agenda is proved by a vote of six to zero um
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we're going to turn now to student and public comment before we begin i'd like to review the guidelines for public comment first the board thanks you for taking the time to show up tonight uh to attend this meeting and provide your comments public input informs and improves our work and we look forward to hearing your thoughts your reflections and your concerns our responsibility as a board to actively listen and to that end i'd ask each of us to give our full attention to the people in front of us tonight our board office may follow up on board related issues raised during public testimony and we request that complaints about individual employees please be directed to the superintendent's office as a personnel matter if you have additional materials or items you'd like to provide to the board or the superintendent we ask you mail them to public comment all one word at pps.net public public comment pps.net make sure when you begin your comment you clearly state your name and please spell your last name and you'll have three minutes to speak and you'll hear a beep or a sound after those three minutes which means it's time to conclude your comments ms bradshaw do we have anyone signed up for student or public comment yes we'll start with brian porter emma leitner and lily palandra who are going to share their spot welcome hi i'm emma lightner spelled l-e-i-t-n-e-r and i'm brynn porter spelt p-o-r-t-e-r we're a pair of fifth graders from lewis elementary and we're here to tell you about our idea to change the name of our school which is meriwether lewis elementary and we've been working with our friend lily to start we want to acknowledge that we're on land that was stolen from native people who may have been the ancestors of people in this room we want to change our school's name because meriwether lewis was one of the leaders on an expedition that had an enslaved person and an unpaid native american guide that expedition led to white settlers taking land from native people this matters to us because we think our school's name should be respectful to all students especially due to oregon's racist history we believe our school building should not be named after a white settler because the name of a school should represent the whole community we want to change the name of our school to john r lewis elementary students have given us input that they want to keep calling the school lewis so we tried to work with that request we want to change the name to john r lewis elementary because he was a black civil rights leader and congressman he marched with martin luther king jr and was one of the big six civil rights leaders john r lewis died in 2020 and he did so much to help the civil rights movement and we think that he is a good person to name our school after we believe naming our school after a black leader helps to undo some of the white supremacy actions that have named our school our school buildings after mostly white people we value community input so we did a number of things to involve the community first we created a petition so the community could share their thoughts on the name change we also presented to the pta and the justice equity diversity and inclusion committee better known as the jedi committee at our school we sent out our petition to the school and local community the data from our petition shows very strong support for changing the name of our school in total we had 376 individual responses and 94 support changing the name of the school with 92 percent supporting changing the name to john our lewis elementary we are now waiting for a process from the district in order to move forward we are aware that the board and district have multiple priorities right now and we would like to remind you that confronting white supremacy through the act of renaming school buildings is still important to students in the district as john r lewis himself said never ever be afraid to make some noise and get in good trouble necessary trouble thank you for listening and for your time do you have any questions for us i i do have a question and it's if you've heard of york who was also on the lewis and clark expedition yes we have thank you oliver bowman is oliver bulman here
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okay um we have anissa ali sofia tobian and nura sulla welcome oh do we state our names first yes if you could say your first name and spell your last name please uh anissa ali a l i nurasala s a l a sophia tubian t-o-o-b-i-a-n good evening pps school board thank you for having us and thank you to our peers and family members that came with us today i'm anissa ali a senior at ida b wells barnett high school i plan to attend oregon state university next year majoring in bioengineering but today i'm here as a representative of the no place peer facilitation program at our school to advocate that the muslim holiday read and the jewish holiday yom kippur be recognized and considered as holidays in pps with the goal that both holidays be taken off district-wide in the upcoming school years we live in a society where people come from different backgrounds and cherish different values but at the end of the day our differences are merely surface level it is important that we celebrate and uplift one another when people feel seen heard and valued in their community the community thrives social movements throughout history and now are made from people from any lifestyle who simply understand the importance of standing together you and i may celebrate different holidays but all holidays are best spending time with family and enjoying the joyful holiday unfortunately this is difficult for students especially muslim and jewish students whose holidays are most often during school our parents have to call in for an excused absence and we miss a full day of school that affects our learning we spent our joyful holidays worrying about whether we can retake a test rather than enjoying time with our families the sad thing is that over the winter breaks we see people comfortably enjoying their holidays without the worry that it may affect their education it has been a relevant topic among my peers especially during our no place for peer facilitation and training last winter we were discussing how institutions and the way they function isn't as equitable as they should be which affects people to this day times change and with it we should change too another topic my peers and i discussed is that no one really knows nor cares why we miss school on our holidays we know why and how people celebrate holidays like christmas and we respect them but when it comes to our holidays we don't get the same treatment this has a lot to do with the fact that it has not been recognized in our society a society is too big to deal with and everything takes one step at a time so we need to begin with our institutions we need to acknowledge that people celebrate different holidays and that their day should be just as valued as other popular holidays in the us it is important that we as a community come together to support everyone that's why my peers and i have taken responsibility upon ourselves for coming here and asking that lead and young people will be officially the official holidays that everyone in the district will take off there are school districts across the country that have recognized either eid or yom kippur as holidays and on those holidays the day is taken off by everybody not only will it allow for muslims muslim and jewish students to enjoy their sacred holidays with ease but allow our community to prosper by valuing our differences as a senior i know i won't be able to see this happen just yet but i'm here today because i believe that i will one day the first step starts here i will not hit it up to my peers they will go further in depth about the perspectives and their own personal stories thank you thank you hello pps school board my name is sophia tubian and i'm a junior at ida b wells high school i am here on behalf of the jewish community to convince you about readjusting future calendars for the school year to meet the needs of the jewish students by giving yom kippur its day off to accommodate its importance for those who don't know young kingpoor is considered the holiest holiday for judaism it is a day of repentance a chance to look back on your past year and reflect on how it went as well as any sins you may have committed ask for forgiveness and make right of your wrongs on yom kippur we are required to fast for 25 hours from sunset the day before to sunset the day of this gives us a chance to only focus on our thoughts and feelings and spend time with their family and loved ones i could go on and on about the traditions and stories behind this but i think it's important to bring awareness of what it's like as a jewish student to celebrate this holiday while still having to attend school i've always been the type of girl who strives in extracurriculars especially in sports soccer has always been such a big part of my life and i'm very thankful to get to play at my school and do what i love while still be able to make time for my other activities usually my school year my soccer season falls around the same time as yom kippur throughout all my years playing high school soccer it always happens to be on the day of a game which usually means that my time and my chance to participate in activities doesn't work for me in my freshman year i had to play a full game and then was only left with
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45 minutes to eat and drink as much as i could before starting my fast this happens to athletes all over who have to deal with this struggle and it's the same because some students may feel the pressure to play even due to these circumstances that same year i was forced to go to school due to my workload in a specific class and even missing one class could be crucial and i could fall behind this day was no different i remember having the worst stomachache and my head was pounding and yet it only got worse as time went on it got to the point i had to be picked up because of how little energy i had and due to such a struggle i was having to focus in class because of this i had missed a very important assignment in order to not compromise my health and well-being i remember going into the building the following day to explain to my teacher the reason for my absence and yet they wouldn't allow me to make up the assignment because it was only during that period that i could work on it this was enraging for me and i know i couldn't be the only student who has had this happen to them so this is why i'm here in front of you today i want to ensure on the fact that voices are heard from students and staff who participate in practices of judaism as anissa mentioned before our school is a multicultural environment and it's important that all students and their religions are treated equally students shouldn't have to feel obligated to pick between either school or their practices because our school district doesn't take non-christian face into account while making the calendar thank you for your time today this is a topic that is important to us being students of race religious minority and we hope bringing this light to the topic will help in future decisions thank you thank you hello assalamu alaikum and happy ramadan although i have never been here in person i was a part of my school's renaming committee so it's great to see everybody here without the ever-present sound of the zoom digging going off in the background and miss salah do you mind um saying your name just oh yeah hi i'm nurasola i'm a senior at iwells barnett high school and i'm going to attend university of portland school of nursing this coming fall but i'm but i'm sitting i was thought i was standing when i wrote this okay um i am standing here before you today on my fourth day of fasting since it is ramadan to convince you to readjust future school calendars to embrace muslim students and staff by making the islamic holiday a day off or rather that's what i should be doing but first i'm going to tell you a story my whole life i struggle to convey my emotions through spoken word whether that be a result of mispronunciation because of my cultural background or the nerves that always seem to take over but writing writing has been a haven if words are written down they are given meaning and nothing holds more power than a personal narrative and here is mine i love to learn i still do but when i was younger my greatest joy was waking up early every morning to welcome my mother to school i never missed a single day markham elementary was at my own safe place in a world that felt ever-changing and at the end of every year they would hold these giant school assemblies where all the students were packed into an auditorium and the teachers would line up on stage and hand out awards to select few students they were silly things certificates for the most mathematically inclined or the biggest science whiz but when you're 7 8 nine ten years old it feels as though they're the pit they are the epitome of validation and at the very end the last award students with perfect attendance was announced it was the award i waited patiently for every time because although i wasn't the most academically astute child i showed up every day yet my name or the name of any other muslim student was never called missing school for aid was counted as ditching as i grew older and continued to make my way through this path of education it became less a feeling of invalidation and one of unfairness my freshman year 8th 5th the celebration of breaking your fast the most anticipated muslim holiday of the year happened to fall in early june and subsequently finals week i assumed i could make up the day's exams another time hopefully before school was over i was wrong the rest of the week was spent studying for and taking my other tests there was no extra time and now that missed test is a permanent mark on my transcript earlier this year it was announced that prom at my school would be held on april 30th but the final week of april coincides with the holiest days on the islamic calendar the last 10 days of mulan muslim students should be muslim students would be fasting and unable to attend a mistake that was only corrected after muslim students spoke up the lack of education surrounding islam runs deep not only within ida b wells high school but this district as a whole muslim students are forced time and time again to advocate for ourselves in places we have zero representation it is a constant reminder that when decisions concerning the student body are made our existence is forgotten the experiences the experiences i share with you today are not ones exclusive to myself but as a but a commonality among the muslim student population the lack of recognition is saddening but even worse is the academic deficit as a result having to choose between your religion and your education is not something a student should have to do in portland public schools we strive for equity and inclusion but foster exclusion instead and my peers with me today along with along with all the muslim and jewish staff employed by this district are only a fraction of the people who have suffered as a result i compel you to listen to the voices you've heard today and work with us to reach the conclusion that i know aligns with your values thank you thank you [Applause]
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thank you anissa sophia and nora [Applause] who wants to go after that we have ginger hussar i have tired eyes so i'm gonna look at my screen okay so my name is ginger wisar h-u-i-z-a-r um and i am a teacher at georgia middle school who teaches special education for sixth and eighth grade students i'm here almost every month to speak to you um i'm also a parent of multiple pps students i have already sent my presentation that i created and had wanted to share but i was told i can't share it so i'm going to read it but i have shared it with you and i hope that you all take time to look at it i wanted to highlight the racial educational equity policy that you have as a district and have created and hold up for you i highlighted it in red so the pieces that are important for me are the educational equity means raising the achievement of all students while narrowing the gaps between the lowest and highest performing students and two eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories the concepts of education equity goes beyond formal equality and all students are treated where all students are treated the same you end this with pps will provide additional and differentiated resources to support the success of all students including students of color the reason i am addressing those things is because pps has said that staffing cuts are expected to be 2 across the board next year to everyone's department no matter what this is not upholding your own pps equity policy sped staffing should not be what everyone else's is because that is not equal and it's not equitable two-thirds of special education is made up of black males alone so that doesn't uphold your racial equity policy pps special education population is actually increasing despite what has been said out there we got that recent data at our last sped cadre so it's coming from your own numbers and that is also despite a 7 000 student decrease over the years the past five years that you've had so while the district is having less students while somebody's language arts class might have less students we are getting more students um pps has a disproportionate discipline uh rate of students of color on ieps i've also shared that data with you in the slides that you received i had wanted other people in the audience and watching to be able to see it so i'm sorry that they cannot and i want to end this by saying that i stand in solidarity as a bypoc educator as a parent of students of color with our bipark teachers we currently have a teacher who has been put on leaf for some things that i see happen very regular in nigenda classrooms my opinion is that it is because he stands for what's right he comes regularly to speak and he does not back down and his intenseness is not received well in a white supremacist space so i want to ask the board to look into an audit of hr staffing practices because it feels as if by poc teachers are being investigated and put on leaves disproportionately from our white teachers when we do not back down and do what is expected of us when we are not intimidated by our employer i am asking for transparency accountability i would love to know what that data is as a data specialist and we need teachers like mr chu in our schools during the hard work that we do every day as bipac educators creating spaces for our bipoc students who i just gave you the numbers for are disproportionately penalized in our buildings thank you thank you [Applause] veronica green hello miss green
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okay my name is veronica green g-r-e-e-n and i'm deeply invested in the pps community my son julian attends mount tabor middle school and my daughter valentina attends glencoe i currently serve on the portland council pta as the vice president of the franklin cluster and lastly i work for pps as the lunch lady for creative science i am here tonight to ask the board to make nutrition services part of the pps general fund by adding nutrition service workers which by the way are mostly women to the general fund there will be more money to increase our wages and hire adequate staff we all know that without kitchen staff and custodians pps schools could literally not open every day and we continue to work even when schools are closed what may not be known to you is the panic mode that we work in every single day it seems that every day we're told to do more work and less time while still maintaining high quality work and great customer service none of us are afraid of hard work in fact many of us thrive on it but we do not thrive on being overworked and underpaid the constant gas lighting for management makes us feel as if we aren't capable and we don't care but the reality is we meet we need more staff to get all the work done management has said flat out that it is really hard to retain workers in our department and the workers we do have call in sick at a very high rate well that is because again we're overworked and underpaid i may not be college education educated but i'm not stupid i know that the way to acquire and retain quality workers is to pay them a living wage and provide them with the support they need to be successful we do not get the support we need because most of the time we can't get in contact with our managers because they are at schools working in a kitchen doing a union job and getting paid a heck of a lot more than we are when my youngest started kindergarten and i had to rejoin the workforce the last thing i wanted to do was be a lunch lady to my surprise i can genuinely say that being a lunch lady is the most rewarding job i've ever had not only is it important work but i truly love the kids at my school i recently broke my leg and well actually i came back yesterday from an unpaid leave of absence and you should see the enormous amount of get well cards and gifts from the kids at css meals and donations from families and staff of css have helped my family survive but think about how messed up that is my job doesn't pay enough to put anything in a savings for emergencies like this so i had to rely on donations and meals from parents and teachers at the school i work at let that sink in for a moment we aren't asking for much we aren't asking for 75 000 bonus for doing our job most of us want to pay the bills feed our family and maybe have a few bucks left over to save or perhaps put some gas in the tank so we can drive to the coast or see a movie with our family please do the right thing and make nutrition services part of the general fund we need to eliminate the systemic inequities caused by the long-standing practice of only funding nutrition services with federal dollars and grants the board has the power to change this and the board has the power to help make working families feel secure thank you thank you [Applause] i loved my lunch lady at mlc she was an amazing woman she's not here anymore she impacted a lot of students including mine we have david hall hi there my name is david hall spelled h-a-l-l dear superintendent guerrero student representative weinberg and members of the board thank you so much for this opportunity to address you this evening appreciate being here i'm a school counselor at access academy as you know admission to access via the lottery requires testing for intellectual giftedness within the 99th percentile it also requires proof of demonstrated need beyond that which neighborhood schools are supported to provide these needs are often tied to what is known as twice exceptionality this means a student is diagnosed with a disability in conjunction with their giftedness as such our students at access struggle with add adhd autism spectrum disorder generalized anxiety major depressive disorder depres dyspraxia obsessive compulsive disorder oppositional defiant
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disorder dysgraphia and sensory processing disorder the result of these disabilities includes crippling perfectionism severe school refusal frequent emotional disturbance communication difficulties extreme self-doubt and negative talk suicidal ideation social awkwardness and isolation our caseload of current and impending 504s is 42. we service 52 ieps meaning 30 percent of our students are forecasted to receive individualized instruction or classroom accommodations compounded with the loss of social learning due to the pandemic ours is an extremely high social emotional needs population access academy is housed in two different locations elementary at vestal and middle school at lane we're currently staffed as two small schools rather than one large school and for this we are grateful however this fall will be moving into one building given the proposed staffing cuts this long anticipated move for our school community is actually going to have devastating consequences this is because our current staffing allocations are determined through the same process as all other neighborhood schools despite the proven demonstrated high needs of our students therefore we'll lose a full 6.2 fte when we move this will cut our support staff literally in half while we double the number of students we serve in our building we're slated to lose the assistant principal the school climate specialist a counselor a special education teacher and education assistant and secretarial speech pathology and spanish teaching fte i have the utmost confidence in my colleagues who will remain on the job however i predict extreme negative consequences if these cuts are to be implemented i know access is known as a privileged program serving predominantly white boys and yes the district has much work to do in increasing identification of giftedness along racial and gender lines however just because you're an access geek or nerd does not mean that school comes easily to you many soft skills are required in order to flourish in a school environment and i believe it's irresponsible negligent and potentially illegal to implement the proposed staffing cuts so please do everything in your power to ensure that access academy does not lose the forecasted 6.2 fte so that our students can receive the safety and social emotional supports that they so desperately deserve thank you thank you [Applause] sarah hall thank you chair depos um uh superintendent guterrero and directors my name is sarah hall h-a-l-l and i'm a parent of a third grader at irvington elementary school and i appreciate the opportunity to speak with you today i'd like to first express my gratitude for the teachers providers and administrators who have risen above the challenges of covid staffing shortages and inequities to teach our beloved children over the past several years like 15 of students in the district in 2021 our daughter receives special education services she attends the intensive skills classroom or isc during approximately half of her school day for her core academic instruction in math reading and writing this year two of her isc teachers have resigned with this within six months which has made it a difficult year but uncharacteristically my daughter is at risk of not achieving her academic goals this year because of that disruption um this february we receive news that the irvington isc classroom will most likely close in the fall due to low enrollment although it's unclear how pps can know the number of students who will qualify for isc placement until iep reviews this spring or how many people will move into the district the neighborhood rather this summer the district has made that forecast there are currently five isc classrooms in the district with irvington the only one in northeast inner north portland or inner southeast so our daughter will be bused elsewhere presumably although we don't know where yet to attend a new all-day school in grade four after spending four years establishing bonds in her neighborhood school so she'll go to a new school where she knows no one while our children in special education are resilient they should have the opportunity to attend their neighborhood school within the least restrictive
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environment as protected by federal civil rights laws the idea act of 1997 and 2004 as you were all well well aware and in in support of uh in the absence of this possibility students at like my daughter should have the opportunity to attend an elementary school within their district quadrant so that within reasonable geographic proximity so that they may have the opportunity to regain re-meet their peers in middle and high school we should not be relocating our most vulnerable students those with who may experience anxiety social disorder or cognitive disabilities and require them to re-establish themselves in new communities midstream in elementary school i i know i don't need to remind you that you passed in 2020 resolution establishing march as national developmental disabilities month establishing that disability is is not the problem the problem is that society does not create welcoming supportive environments policies and systems for all and and you as a board resolve to galvanize efforts to create real system change uh in order for disabled students to receive those services so what i'm asking and suggesting is that the north portland northeast quadrant is far too large for one isc classroom and that pps established continuity for students within northeast portland and that you co-locate the k2 and 3-5 special education classrooms in the same school students should not have to ask why do i have to leave my school thank you thank you kelly grundy [Applause] thank you for your time tonight my name is kelly grundy last name spelt g-r-u-n-d-e sorry i'm coming over something so i'm a little shaky um i am the mother to two current kindergartners and the sixth grader in pps and the current lewis elementary pta co-president i'm here to talk about the proposed budget with over 140 elementary positions being cut this will be my seventh consecutive year at lewis i have had children in class sizes ranging from 18 to 34 and i can say with full confidence class size matters i can see and feel the difference in my child's school experience when a teacher can actually teach the confidence that my child gains in their education is irreplaceable i can also see and feel the difference when a teacher is not able to do their job due to circumstances beyond their control my current sixth grader was in a class of over 30 for both fourth and fifth grade they are now in a much bigger middle school pool and are doing all they can just to stay afloat the skills and confidence that a child is expected and deserves to learn in their elementary years is not able to happen when teachers are spread thin and cannot connect with each student this is coming from a white privileged voice one that has the ability to help her children it angers me to think of those students who are systemically underserved in the impact that larger class sizes and less attention will have on them my current kindergartners are in a class of 18 and thriving next year three kindergarten classes are being combined into two for first grade which means a class size of at least 28. they are the first class to start full time since the pandemic and most of these students did not attend preschool they are still learning fine motor skills and social skills with support staff also facing significant cuts there will be less support and more students for teachers next year this is unacceptable the combination of large class sizes and less support serves no one not students or teachers as a community it will ultimately result in children with greater needs both academically and socially emotionally if the goal of our student of our district is to set students up for success the decision to cut teachers acts to undermine this goal pps is facing lower enrollment as is all of oregon but i'm here to talk to the people who make a difference in pps that is you the school board who we elected to be our voice i ask you this does cutting staff at a time when it is not necessary seem like the right choice to support students and make pps a desirable district that families want to stay or come back to we will lose valuable talent as staff seeks employment elsewhere
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is this a message we want to send out as a district does this make sense is this how we want to emerge from a pandemic that is being felt in every area of our schools from the custodians to the librarians these are my requests i implore you to ask questions about the budget and to question new hires at the administration level why are we hiring so many upper administration positions at a time when you are making cuts where it has the greatest impact on our children shouldn't we preserve what has the greatest impact on our future keep our staffing levels intact thank you thank you maxine dexter good evening maxine dexter d-e-x-t-e-r thank you for having me tonight i'm a pps parent for the past 14 years and speak tonight in my capacity as a state legislator i represent house district 33 which includes lincoln cluster and part of roosevelt cluster as of january as some of you know i am a lung and critical care physician and i have been in the thick of challenges with covet 19. after spending significant time talking with educators students parents principals and some of you it is clear that the education and health healthcare sectors have endured very similar stressors and this is directly tied to the immense pressure and strain our community is shouldered i speak to you today with that insight and to bring forward a clear request to prioritize the health and education of students above any other consideration and to do it in sincere partnership with the educators of this district every single part of the education system is strained beyond anything many of us have ever seen or experienced you're transparently holding yourselves accountable to equitably prioritizing the holistic health and academic success of students will help bring along with you all of us as hard decisions are made prioritizing students in this post-coveted time means prioritizing support for the educators staff and systems that support students this includes our counselors our para educators our bus drivers our nutrition workers our custodial staff our nurses our social workers everyone who supports students we cannot deliver for our students and families if the system the people who make it all possible are over strained we are experiencing a similar challenge in the healthcare sector and i know this for a fact students will suffer if the people caring for them are suffering good teachers like good nurses will leave the profession they love when it takes too much of a toll on them for too little reward hard budget decisions need to be made before you make them i hope you will ask yourselves intentionally whether the decision you are supporting is clearly prioritizing students and is including educators in your decision-making process this is the time where equitable investments must be made to help our students who need the most support i am concerned about george middle school who's facing a proposed proposed nine percent fte cut in a community where 85 percent of its students are historically underserved and over half qualify for free lunch those students are some of the most at risk in our district and before those cuts are made i want to understand that there is absolutely no other option i agree that teacher development and training is important and i will unflinchingly say those teachers can be trusted to work with you on how to balance your investment in their success and the success of everyone's students communicating and collaborating agreeing on how to approach complex problems takes time and effort and it is also the best way to succeed when times are hard i support spending down the current 13 reserve fund to 5 to 8 percent to meet 2023's educational needs as a legislator who is a first gen college graduate i know the importance of state investments in public education i will do all i can to advocate to meet the funding gap that oregon students are concerned about facing in 2024. thank you for listening thank you for your service and i look forward to us working together thank you that concludes who we have signed up republican um thank you and and thank you all for your comments um if it's uh if you have additional materials please feel free to connect with our board manager uh roseanne powell if you have something you'd specifically like to follow up with we're going to go to student representatives report student representative weinberg would you like to share your report this evening yes thank you good evening everyone and and could i ask you to do a brief update on the conference as well the nsba yes all right we're doing conference reports later can i wait to do that then you can i just thought it would up wrap
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them into one okay um but you may do it at the at the appropriate time i think i'm gonna wait okay um i wanted to thank the three iwells students who came forward and testified um because i had a similar conversation with student board members from around the country this weekend at the national student board member national school board association conference this weekend and in that conversation um one uh county um came forward as having made a huge step in recognizing the religious diversity present in their district and that's fairfax county which passed a regulation last year preventing or not allowing tests quizzes sporting events school events or parent-teacher conferences to occur on religious holiday observances so not only what did they recognize um muslim and jewish holidays but they also recognized oh i'm gonna have to pull oh here we go um dia de los muertos diwali lunar new year ramadan good friday and many other religious holidays that students of those religious face often have to miss school for or miss sporting events for and a conversation came up about how a lot of students are having to choose between attending school and taking a test attending their sporting event and celebrating their religious holiday so i wanted to and i circulated this with the entire board so i wanted to have a continuing conversation about what more we can do to support the minority religious beliefs of our district um and also a week ago a bill banning education on sexual orientation and gender identity in kindergarten through third grade in florida was signed into law and recently a similar bill was introduced in the ohio state legislature i am in defiant opposition to this bill that politicizes the sexual orientation and gender expression of students all students deserve to be welcomed in their schools free from discrimination these bills stand and start contracts to that belief my heart goes out to the lgbtq plus students of florida i'm disgusted by the actions of your legislature that supported this bill and thinks that queerness is not age appropriate and so i sit before you all as a proud queer person to say homophobia and hate speech of any kind have no place in our schools queer people do not deserve to feel more isolated our identities are not taboo or something that children need to be sheltered from we deserve to be celebrated and not made to feel unwelcome in our own community lgbtq plus teens are six times more likely to experience symptoms of depression than non-lgbtq plus identifying teens lgbtq plus youth are more than twice as likely to feel suicidal and more than four times as likely to attempt suicide compared to their heterosexual youth 48 of transgender adults report that they have considered suicide in the last year i say this to highlight the isolation that lgbtq plus students already experience in our school system bills like the don't say gay bill further isolate students at pps lgbtq plus students will always be welcomed accepted and valued but to the end i challenge all of us on this board and our entire community to continue our work of diversity equity and inclusion and go beyond the letter of the law and embody the value that all students belong establishing a strong policy is not enough to support students in our schools or to prevent discrimination in our schools the acts of hateful graffiti around the district this past month this past month should be evidence of that enough i have witnessed slurs being yelled down the hallway at students and personally been called a and shoved in the hallway this year pps needs to prioritize a culture shift that prioritizes inclusion in our schools in equipping students and teachers with the skills to address hate in their schools thank you thank you thank you for that we stand with you and all lgbtq students and faculty staff um thank you for your comments we're going to move now to board committee reports um can we start with the audit committee please great uh policy we have a number of items that uh we'll be uh introducing first reading and second reading later on on the agenda so that should be the report that was brief well the next step on the agenda isn't [Laughter] elections uh we also have uh resolution tonight which we'll be talking about intergovernmental uh we had i sent an email to our colleagues after public testimony today that we had a really great presentation on nutrition
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services and how the funding of that works um at the intergovernmental community meeting director hollins and i were there and and got to ask lots of great questions of whitney about what it looks like and i think it's really important for us as we consider uh looking at our budget and thinking about nutrition services both um the usda waiver that has allowed all students to have free meals this year will be ending and so that's going to be a huge issue for many of our students 200 of poverty level is where snap benefits are and we realize that a lot of our families need school lunch but it's not necessarily affordable for them even at the rates that will be in place next year so to think about what it would take to continue lunch for all breakfast for all and then also looking at you know we know our nutrition service workers we have a lot of women a lot of women of color in that area and how do we continue to support those workers the best we can so it's a great presentation by whitney lots of great questions as we continue to have those conversations as a board i'd encourage you to watch the youtube of whitney's presentation thank you for that thorough report those are all um it's important issue i think to think about how we continue that care of our students who are living at 200 of the poverty level and i would encourage us to when we do talk to our national representatives to encourage them to pursue free lunch for all students as part of our national delegations you know as we talk about broadband for all lunch for all is another thing i think is crucially important for our student success thank you so much um alternative and charter schools uh no report although we have a meeting coming up on the 13th and i would encourage everybody to tap in is that all that's so brief i just i'm just concerned about him i'm you're not talking very much i'm listening tonight excellent um and then uh facilities and operations director hollins did you have a report and we can't hear you can you hear me now yes we can thank you awesome thank you i don't have any report uh no we have one coming up um i better get the report at the last one but i did want to comment on the intergovernmental um committee of the nutrition services if i can please so i i listening to that the presentation um and the good that has happened um you know and i want to try to make sure that we are highlighting the positive stuff that's happened um and i can't remember the numbers because i'm literally in the car um right now but we serve so many more kids by being able to offer um food for everyone and i think you know when like when you look at things like inequities and whether it's financial inequities economic inequities racial inequities um you know there's a few times where you see things that actually work to help um resolve those inequities and i when i was looking at the numbers of the presentation that they gave that was a perfect example of of how we can move in the right direction um when we talk about inequity especially food inequities um and uh on my echo with um director laurie was saying that we everyone should really look at that um presentation um because i think you know as we look at things that we can do um things that we need to be intentional doing um things that you know we we talk about but it's actually happening in real practice um that those that is a great example of the things that we can actually do and when it's been intentional um and the fact that it took a pandemic to get us to do that um i think that's one of the great things because now we know we have we know what we can do to make some of those inequities um change and so i would definitely echo again uh with direct viruses look at that uh presentation and really look at budgeting of how um we can make a change in that relatively quickly um as well so i just wanted to give my two cents on that thank you i i appreciate your comments um director hollins and um you know there's all kinds of ways of describing food insecurity and you know the poverty level but the real truth is that you know there are some kids that are unhoused that don't have access to cooking facilities that attend our schools or are in a hotel room that doesn't have cooking facilities or are living in food deserts or are just experiencing poverty and it's those kids um that i mean keep me up at night and get me out of bed in the
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morning i'm motivated to serve those kids and i completely agree about what we that this is a tangible um this is a tangible effort that actually makes a real difference at a at a very human at a cellular level for for our students so thank you for both for your comments and i want to respond director lowry um on your point about um advocacy i don't know if the superintendent has anything more that he can share but the council of great city schools is uh has elevated this to to near the top of their advocacy um agenda because needless to say no districts want to go back after having had the opportunity to you know remove the barriers to free free meals it is an area i think we can all agree that ensuring our students have nutrition every day while they're under our care seems like a fundamental support that's never a bad investment and while and hopefully the federal government continues to look at this issue closely and thinks about the benefits during the pandemic and how to maintain the levels higher than maybe traditionally we've seen but that doesn't preclude any school system from going beyond that and making larger investments that's a choice we make but again keeping our children fed seems like a primary need thank you i'm going to report just really briefly i attended the national school boards association conference over the last few days in san diego for the first time and um got 100 of the sessions i attended were on board governance and it's just that the sheer amount of sessions on board governance i mean every day there were at every session just about so some of the topics were understanding the key work of school boards ready set govern govern um effective superintendent evaluation um the seven habits of high performing boards uh board self-evaluation and why it matters and the one session i could not attend had to do with the science of reading and that was because i was talking to a constituent and it went longer than i would have liked but um we heard perfect examples in some of these sessions about why the way that we operate as a board matters and how we hold ourselves accountable through self-evaluations and anyway it was very impactful i also heard about cube for the first time that's the council for urban boards of education and that was really cool that was a completely different crowd from the national school boards it was kind of a breakout and i got to mingle with other board members of color from around around the country from the south from mississippi alabama fairfax illinois um fairfax virginia and anyway that was it was really great i would encourage us to look at the cube conference that's coming up i believe this fall in miami it would be i would think a really great one to attend we're going to go move now to the presentation of map growth superintendent guerrero can you please introduce this next item yes thank you chair i don't think i've said good evening directors tonight our chief of research assessment and accountability dr bernard adams is getting situated here is going to be providing directors with the summary results of our student mid-year map assessment the map which stands for measures of academic progress is an adaptive achievement and growth test this more personalized assessment experience adjusts to each student's learning level it offers a precise measurement of the progress and growth for each individual student these are indicators which we're watching carefully to inform us as to whether our students especially our students of color are making expected progress and growth this school year whether we're narrowing opportunity gaps across the school system for instance these are all questions we're reflecting on and here to walk us through tonight's progress report dr adams good evening good evening there we go uh good evening board director student representative weinberg um a shout out to ms powell who's running the slides for me i appreciate that uh tonight um we're happy to be with you again for another data dive uh this time into our growth data so we can see how well our students have grown between the fall the beginning of the school year through the winter i'll be happy to take questions at the end i promise you that the presentation won't go quite as long as the slides might suggest can i have the next slide please
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these are tonight's guiding questions that frame the presentation first we learned a lot from when we presented in the fall or the winter rather and so we wanted to make sure we circled back to some things and so we're going to talk about briefly the demographics and participation rates of students who tested this winner and have growth scores we also there was also some questions around how is student achievement looking now compared to prior to the pandemic so we went back and took a look at that this winter to the winter before covet forced all schools closed then we'll talk about the percentage of students who met their fall to winter growth targets in reading and mathematics and then finally we'll take a look at our progress toward the board goals for third grade reading and fifth grade mathematics with a staff recommendation moving forward we could have the next slide please let's start with participation rate and growth counts and this way we'll have a sense of the size of each of the student groups in order to calculate growth a student must have two map scores from different test windows in our case we're looking at fall of this school year and winter from just a few weeks ago on the screen are the counts of each student group with growth scores in math meaning these students tested both in the fall and again in the winter you'll note the relatively smaller count of native and pacific islander students i also wanted to call your attention to a few of our student categories underserved students are any student who identify or identifies as black latino native or pacific islander and we also include students who chose multiracial but identified themselves as one of those four groups as well multiracial underserved students are those students who are multiracial and identify as black latino native or pacific islander and then multi-racial not underserved are students who identify as multiracial who select both asian and white as their identifying categories could have the next slide please roseanne thank you on this slide we have the percentage of each student group with group with growth scores in mathematics as you can see the percentages range from a low of 56 for native students in grade 2 to a high of 96 percent for asian students in grade 6 and pacific islander students in grade 5. our overall participation rate just for the winter test was 93 so it's the highest participation rate we've ever achieved in pps next slide ms powell out on the next slide please thank you can may i ask i'm on the slide that's map its map growth score percentages and i'm sorry i i took a break for a moment and you said 93 is that just the overall the overall participation rate was 93 for this winter yes ma'am next we'll take a look at reading growth score counts again here as before please note those relatively small sizes of the native and pacific islander student groups that matters when we look at percentages because a small change in who does or doesn't make growth can cause what looks like a wild swing in performance we have the next slide please and here are the percentages of each student group with growth scores in reading overall the percentages in reading are slightly higher than they were for math i'll let that linger all right if i go into the next slide thank you before we dive into our map growth results we wanted to take another peek into our new student baseline of performance to get a sense of what has happened since the pandemic began there was much interest in december in comparing our student achievement now as compared to student achievement prior to the onset of the pandemic and in order to do this we examine students percentile ranks on the next two slides you will see the median percentile ranks of student groups by grade and subject as a reminder a percentile rank of 60 means that performance is on average as well as or better than 60 percent of peers higher percentile ranks therefore generally signal higher levels of student achievement you could have the next slide so these are our math percentile rank changes for purposes here we compare the percentile ranks from the winter of 1920 just before the pandemic began to the percentile ranks of this current year 2122. here are those comparisons for mathematics in 191 1920 is shown in red 2021 is shown in teal and the arrows show the degree and direction of change positive negative or no change in mathematics most student groups are performing at levels now that are lower than where students were performing prior to the pandemic you'll note there
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are lots of down arrows here of note please also notice the differences in the percentile percentile rank or achievement among the different racial student groups our african-american latino native american and pacific islander students are achieving at levels that are lower than their white and asian peers african-american achievement is generally below the 25th percentile and latino achievement is slightly above the 25th percentile while white student achievement hovers between the 50th and the 75th percentile we could have the next slide please in reading our gaps between the student groups remain uh consistent and persistent there was less overall loss of achievement as compared to mathematics and if you think back to when we talked in december our reading achievement data was a little bit higher than our math achievement data and so we're seeing something similar here with this um achievement comparison so there was less overall loss with the exception again of our native and our pacific islander students who are showing more dramatic losses and we need to do some more investigation to understand because those groups aren't very large so we need to look at and are looking at why we have those bigger swings there because we know one or two students can grossly affect what that looks like so our conclusions we've gotta have the next slide in this uh section of the presentation is overall ms powell thank you overall our student performance is lower now than it was prior to the pandemic the onset of the pandemic our declines are more pronounced in mathematics than in reading which goes back to the fall when our math uh achievement scores were much lower than the reading achievement scores and then we still have those gaps that are persistent persisting between our students of color and their white and asian peers gonna have the next slide now let's transition into examining our mathematics and reading growth for our students first as a reminder in order to be included in these analyses students needed to have tested both in the fall and the winter next we should note that map is a norm reference test the results across a large group of students will generally follow the shape of the normal curve or the bell curve under this normal distribution 50 of students could be expected to meet or exceed their growth expectations while 50 of students would typically not be expected to meet those expectations what we're intending however is to shift that performance to the right so we get greater than 50 percent of students making their growth targets so as we look at the coming slides please think of 50 growth as the minimum growth expectation growth results higher than 50 are very good and pushing growth to 60 or more is exceptional as it means we have shifted the distribution of student achievement and our closing gaps over time as most students are growing conversely as we look at the coming slides please recognize that growth results lower than 50 percent generally indicate that students are losing ground over time because they're not meeting their growth targets and if that happens year over year they will fall further and further behind i've gotta have the next slide please in math as we look across the assessed grades and here that in math we assess in grades two through eight um we see that growth is above fifty percent for all great levels in the aggregate and is at least 60 in grades four and five you may recall that in december our math achievement results were lower than they were in reading this means that students had more growth to make from a lower starting point and may be a factor in the positive levels of growth seen here on the slide additionally we have a math curricular adoption in k-5 and two standards of line curricular pilots and middle schools and the use of those materials are hopefully impacting these growth data as well i've got to have the next slide now we'll transition into mathematics growth by grade level and student group in grade two you will note that asian students and english learners are growing at higher percentages than are their peers with multi-racial students who identify as one of the underserved groups native students pacific islander students and students with disabilities growing at a percentage lower than 50 percent which is below our minimum expectation could have the next slide please in grade 3 all student groups met or exceeded the minimum growth expectations with the exception of our native students where only 47 of students met their growth targets if i could have the next slide we see more promising results in grade 4 mathematics where all student groups
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made at least the minimum amount of growth and with the most amount of growth being shown by white and asian students in grade 5 which is the next slide our native students here are losing ground as you see compared to all of their peers with just 38 percent of students achieving their growth targets and then in grade six on the next slide as we enter middle school and examine grade six we see that more student groups are not meeting the minimum expectation of 50 growth here underserved students of color black latino and english learners had growth results lower than 50 percent with our pacific islander students showing the lowest percentage of growth overall in grade seven latino native and white students as well as students with disabilities met or exceeded the minimum growth expectation of 50 as did our multi-racial students who are not members of an underserved group all other student groups approached but did not quite meet the growth expectation of 50 and finally for mathematics in grade 8 we see stronger performance as compared to grade 7 as compared to grade 7. here all student groups met that 50 threshold of growth and most exceeded 50 growth by several percentage points now let's take a look at reading overall reading growth looks a bit different than overall math growth as you can see by the slide here as the grade levels increase the observed growth decreases such that by the time we look at students in middle school their growth is lower than 50 on average which means that most students are losing ground over time these are certainly data that the middle school redesign team will want to examine as they continue their work on enhancing the middle school student experience while the elementary grades are over 50 percent we really want to see some 60 growth like we did in math next we'll dive into reading growth by grade level as we did with math and unpack these a little bit more in grade three reading growth was highest and that shows on this slide where you'll note that all student groups exceeded the 50 minimum growth expectation while we would prefer to see some of this growth pushing to 60 range these data do show that more than half of the students in each of the groups are making growth in grade four we begin to see differential reading growth here our native and pacific islander students are just demonstrating growth in a 30 percentage range which means that most students are losing ground as compared to their peers curiously we see some decreases in growth as compared to third grade from most of the remaining student groups in grade five we see that our native and pacific islander students are growing at the lowest rates 38 and 35 percent respect respectively with our asian students growth far outpacing the growth of all other student groups with a growth percentage of 65 percent while we observe most students meeting the minimum growth expectation in grade five here in grade six we see that most students did not achieve that 50 percent minimum threshold and again our pacific islander students continue to lose relative ground to their peers with only a third of them meeting or exceeding their growth expectations in grade seven only white students and students with disabilities met the minimum expectation of 50 growth recall that we really wish growth to be 60 or greater for all students in this grade the remaining student groups are all below 50 of growth and are therefore losing some instructional ground as compared to their uh white peers and their peers who receive special education services and finally in grade 8 reading we see that english learners asian students and multi-racial students who are underserved met that threshold of growth while all other students did not reach 50 overall it's troubling that so many students across grades six through eight did not meet their growth targets and are therefore losing ground over time we know that we need to accelerate student growth to reach our desired achievement levels and that these current rates will not be enough for us to reach desired outcomes for our students and so in conclusion for this section we can have the next slide ms powell thank you our growth in mathematics was stronger across all grade levels as compared to growth in reading our reading growth was higher at the elementary levels than it was at the middle school level and then uh the lack of a standards line k reading curriculum likely impacted reading growth we know we're in the
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process of bringing forth an adoption for english language arts to this board for next school year and we know that while lower fall achievement in math was what we saw in december and again here we do have adopted curriculum k5 and standards align piloted curriculum and k8 that are likely positively impacting the math growth so for the final section of the tonight's presentation we wanted to have a conversation about our progress towards board goals the elementary goals in third grade reading and fifth grade math as directors are aware these were adopted in october of 2019 and as this year is the first year since that we actually have fall to winter growth data again it's our first opportunity to see how much progress has been made the next slide is just a reminder of what those board adopted goals for third grade and fifth grade third grade reading excuse me and fifth grade mathematics are in both instances we're focusing on underserved students of color and intending to raise their uh student growth levels to at least 60 by this spring that could have the next slide and here are our results for the for the third grade reading board goal please note that we did not do fall testing during the 2020 2021 school year therefore there are no growth results for that year the board goal of 60 growth is shown by the solid black horizontal line while we did not meet the board goal in reading during the 2021-2022 school year significant progress toward the goal was made 54 of students met or exceeded their growth targets for this year these are underserved students of color which is at 8 percentage point increase over the last year of growth data in 1920 and so we do want to celebrate that the next slide we'll take a look at fifth grade mathematics where we got even closer to the board goal and we came closer to that board goal of 60 growth and moreover in mathematics saw double-digit gains um compared to the last year we had fall to winter growth here underserved students of color growth improved by 15 percentage points um this year as compared to 1920. and so with that we know that um if i could have the next slide we still have much work to do our takeaway is just that that we have work to do and we have come close to the board goals but we've not yet achieved them and we're hopeful that as we focus on educator effectiveness through professional learning high-yield instructional practices and high-quality curricular materials we'll realize both these board goals and the promise of the graduate portrait and that brings us to my very last slide which is a recommendation for these elementary board goals we are recommending that the board keep the current grade 3 and grade five goals and extend them for one more year or until 2023 given the growth we have seen this year we feel that this is reasonable it would be reasonable to expect the goal to be met in another year especially with ongoing initiatives that are underway we are working with the regional superintendents to refine the school improvement process and will be bringing the school improvement plans into greater alignment with board goals for the coming school year at the same time we will be adopting a comprehensive english language arts curriculum and providing professional learning on it as well as for our ready math adoption that is currently in progress greater alignment between the curriculum and assessment all grounded by a unified systemic instructional framework should yield advances in student achievement and growth yet another reason to maintain the current board goals is the current lack of a viable substitute currently there are no other systemic measures of student achievement or growth so if we were to shift there's not something which which which to with which to which we could shift uh the oregon state uh the order the oregon summative assessment system is underway right now those results however won't be available until later this fall with that said at this time next school year the osas data and the map data would be available and the board could make a determination on which measure or both that they want to keep and maintain with both in hands in terms of third grade reading and fifth grade math and so again our recommendation is to keep the current board goals in third and fifth grade and to extend them for one more year until the spring of 2023 and with that i'm prepared and the team's here with me to take any questions you might have more directions do you have any questions i have questions i think it's first of all i want to say my guy you that's a lot of slides and you tell me every time to wait till the end for all the questions so you can get
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all your stuff out and you know that i'm not going to remember all the stuff that i'm wanting to talk about you figured me out and i know that you do that on purpose so i just want to say it out loud so that you know i know that i know what you're doing but with that being said did you know that you can annotate the slides in board book i can't i've tried i've been trying to work on them i've been trying to tell you miss bradshaw somebody need to help me because it's a whole new class we had one upstairs i need another one for down here thank you um thank you for the information um i both love you and hate you for the information at the exact same time i understand i'm not always the bearer of great news yeah so i just want to throw that out there to you also um i but i do appreciate you know saying putting it all on the table you know put the good the bad the ugly out there and then it's up to me now to deal with it and figure out how to move forward um with that being said on the recommendation i'd actually literally just wrote a note based on those um the board goals and the questionnaire line around alignment with our contract because it doesn't sound to me that the board goals that you're asking us to continue with line up with the contract um agreement of what we said we were going to do and i want to know if i am i off in that or what do you mean exactly the i think that i kind of had a similar question yeah so maybe maybe i should ask the question the one that we just did for the superintendent the superintendent right what he's being based on and what he's being graded about you know so if we're grading him on one thing and then we're we're doing something else um is he going to get fired because he's failed to do he failed to do well i'm just i need to put it all outside is he going to get fired or be coming up for firing because he failed to do it based on the contract that we you know we put these stipulations out there that we want to see this this and this and then we have board goals that say something completely different so if there is a uh a misalignment uh between the two things then i believe it becomes absolutely imperative that we figure out how we get the things in alignment because i don't want him you know saying looking like okay so i can't do both and i believe when we were talking about the contract that you had a decision you know you got a choice to make it wasn't like we told him what he was going to do he had the opportunity to choose so now my question becomes because based of his he made a choice a choice was made did that choice misalign with where we're currently at and what we're going to be grading on and so i just want to put all that out there because if we don't talk about it then it's one of those things where i thought this and i don't i thought that and i don't believe in that world so i just i i want to speak into this because my understanding of how the contract sort of came together was that you and director hollins and director berm edwards really wanted to make sure that we were holding the superintendent accountable to especially black achievement and so that the three of you proposed that the this somebody said tonight in public comment the superintendent asked for this the superintendent did not ask for this this was something y'all proposed as the way to like give him a bonus if he met these benchmarks and what is it when it was explained to me in the briefing about the contract i was told that these benchmarks were actually in alignment with our board goals that it was a three percent increase uh what are the there are three 25 000 pieces in the contract one is a three percent increase anyone gonna like help me here because i'm i'm not yeah i'm about to go to work but my understanding was that those those three provisions that were added into the contract um met our board goals and were in alignment with them so that was my understanding is that no is that not so they're different things um but i think we should be absolutely clear there's nothing it's an incentive if there's no firing i mean i think we really need to be absolutely clear that the overall performance in the contract relates to both the board goals generally and then the specific um items that you're referencing which are gro those ones are growth and the ones that you're referencing are proficiency and that is in addition to not a here's what happens if you don't meet them they are um designed to be accelerators and not a disincentive i'll also say that the staff recommendation to maintain the the board goals that we set in 2019 gives us a target because if we reset those targets this year the calibration might be off so in other words we we have board goals already stated the staff recommendation is that we maintain those for one more year we rethink about it we've had a pandemic in between the time we set those and
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establish those board goals and today and so it's just the recommendation from staff that we maintain that the board goals and and we saw that the presentation dr adams said that we were we're close not uh but not not not not at sixty percent so we we didn't make the we didn't meet the the growth targets or the proficiency targets if i if i may i would not um [Music] i think i would be ill-poised to recommend a change to a measure that we haven't seen the results of yet right and so while the oregon state summit of assessment is um in the superintendent's contract we haven't seen what those results will look like this year yet and i think once we see once the board sees those results and we then have another year of map data this board can then make a decision about how they wish their goals to be um in alignment with what they have as performance incentives or not but i think now it just feels a little premature because it's sight unseen and i don't know how my team and i would help set targets for the future without knowing what our baseline is without having that baseline that's that's correct did you get your questions answered sorry director holland can you hear me yeah we can all right so i'm i'm trying to wrap my head around um all these delays that recently been coming up with with stuff um you know it's you know if if we set these in 2019 and then they didn't get met they just didn't get met you know to keep pushing the goal post back are the are keep pushing everything back it just seems like that's going to be a con does this seem like it's a constant theme recently um i think it's imperative to make sure that the goals that we set align with the superintendent contract it should align with the uh superintendent evaluation everything should be in alignment you know there shouldn't be one set of uh guidelines over here another set of guidelines over there this for this person that's for that person you know if if we're going to be really a true effect efficient board everything should be in alignment um the fact that whether you know and we're putting everything out on the table when we asked for uh performance measures that was so we can support the contract and now he could have chose and the board could have just went ahead and did it on their own but they wouldn't have had the support of everyone so let's put it out on the table let's just be honest and and upfront about that this is what we uh when we met director green director bernal works we were like in order for us to support a contract this is what we like he could have said no and he could have got the four votes anyway so let's let's be clear about that so when he said he actually no he didn't ask for it but this is what we asked for as far as to be supportive of his contract but i'm i'm happy that we are we we came to that agreement uh i defend the contract i've been defending the contract to community members almost on a weekly basis about why is this why is that but when we're talking about board goals i think once again everything should be in alignment if we're out of alignment because we have this set of pieces over here this set of pieces over there then we're going to always have these differentiation things that like to um director green says well if this is over here we're measuring them by but then we're measuring the four goals by this there's not an alignment and i so i feel we should have an alignment from the superintendent contract to the superintendent evaluations to the board goals because by those standards then that's what we're expecting the superintendent to hold everybody else down the line standards to we won't we want proficiencies we won't go now you can use growth as a tool as a target as another measuring um as another measuring tool to get to those um and it doesn't have to necessarily be this and i mean this can be an and we should be using map and the s back performance pieces it's not we use one or the other so what if we're in alignment and say okay this is what all these things are in alignment because this is what it says we can still use the map testing it doesn't the one doesn't go away one doesn't preclude the other we can use both to get to the goal because the goal is to make sure our kids is getting the education that they need that's what we're all here for that's what we got elected for that's what everybody here gets paid for and and that's what we that's our that's her job to do that so the weather you you know if we if we're in alignment then everybody can go in the same direction
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so thanks director hollins i i guess so i'm not really sure where where to go with this i i think the i think it's on the board i i don't disagree with what you said about being in alignment i think it's on the board though to figure out when and how we do that and i guess i just i mean since we're putting on the table i mean like we flagged at the time that the measures in the contract were not in alignment with board goals and then the decision was okay we'll we'll figure that out later now is the time right now is the later to sort of figure that out the challenge we have as a board is we don't have the data on the s back is that the same as the osa it is okay is the newer name all right good i'll i'll start switching so we don't have the data on osas to set to i know right i'm with you i'm with you um to set those new board goals we will have that data i think come this fall and so i think that's a conversation we have then right now what we have is the map data which is related to the borders we adopted two years ago and and and i i agree with your last statement pretty strongly we can use both of these they're not they're not unrelated they're actually i think quite related they're not exactly you know correlated but they are they are they are related and you know i'm not sure there's a huge problem having board goals that use map and measure growth and having a contract that you know uses osas and measures proficiency um again as long as we're moving in the right direction we're going to see increases on both those but i think that's the exact conversation and i think it's on us as a board not on staff to you know to sort of make that decision what we have is a recommendation from staff given the data right now to keep those goals and i also want to push back a little director holland you said moving the goal post i think we've been very clear today that we missed those goals that was actually the takeaway from the presentation is we had these goals um we missed them i think there's a lot of reasons why uh global pandemic is probably one of the dominant reasons for that and you saw that decline everywhere um but but we missed it and now the question is do we just keep that 60 and say you know one more year we're going to try and achieve it or do we do we come up with something else i don't think that's moving the goal post i think it's acknowledging where we are and then saying okay given where we are where do we want to be next year it's also acknowledging a lower a lower baseline than we would have expected had the pandemic not been part of this so when we established those goals you know we established them with the best thinking at the time um and that that's our that's our this is our baseline a bigger hole to dig out of i i get that and i'm going to go back to what director scott was saying um when i when i necessarily mean the goal post if if i'm gonna say two things one is if we didn't hit the goals then we we need to change the goals and do something else this is just as as i'm thinking about this two when we talk about um the performance measures it's not going to matter where we fall at in september when we get the s back is the we it's three percent so it doesn't matter if we fall at 17 20 23 it's a three percent growth uh proficiency that we're looking for so to i think if we stick with that as far as the alignment piece it's not going to matter where we fall at because it's already said that three percent so if we continue with that line of thinking and that and we're not saying in the board goals we can't add you know using map growth as well but i think we already have uh we have a measure that we already want that we've already you know that we have set up in this contract so it's not going to matter where those it's not going to matter where those numbers fall at it's three percent so if it's repeat myself again if it's at 15 we're looking at 18. if it's at 20 it's looking at 23. so i think we have a base of where we want to get to now wherever those numbers is that's where you start from so i don't think we have to get additional information because we already know what the growth we want to see and i guess what i would say we had this conversation a while back is if if the proposal that i think i hear from you is let's adopt those proficiency goals as board goals then i think we need to have that conversation again that we had a couple years ago about growth versus proficiency both of those are very important right we need to be measuring proficiency for sure i am very concerned if if our bore goals and the contract goals are only around proficiency it sets up a really negative incentive to bring kids that are close to the line across the line and discounts all that hard hard work the hardest work of the district which is bringing the kids at the very bottom up they're not going to get to proficiency in one year two years three years but they but but that that to me is the most important part of this of this work and i'm worried that that that proficiency goal doesn't measure that at all and i agree and i agree you know so when we talk about another i think this will go with the end right if we have our board goals we already know one measurement tool we want to use is that the three percent piece we can add growth as well we don't have to be stuck with just one
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we can use both i i think we're in agreement do we do we have the proficiency data i mean i think we haven't done the not s back what is it os okay the oh sassy um we haven't done that yet so what if we're gonna talk about changing our board goals to proficiency like what is our baseline data do we have that we we wouldn't have baseline data we would simply have to write goals that say the percentage of you know x student group will increase by x percentage point over how would we know we would not have a baseline i mean it's getting the number out of the eight percent overwatch the baseline comes in september it's not out of the air the baseline will come in september okay yes so then we would provide the board so the baseline would be set in september then we wouldn't have new board goals until september of the following year no we can do the board goals for 2023. 2023 2024 the baseline would be set in september whatever that whatever that number is that becomes the baseline and then he has the three percent so let's be clear like what i want to make sure we're all clear on one second here um because i know he's biting at the hip is when i said choice like when we were talking about choice myself gary and what we were talking about was whether you choose s back or maps that's up to you i don't really care whatever you choose is what you choose if you choose proficiency or growth i don't care whatever you choose you choose because what we didn't want was for him to be able to come back and say well if it were up to me i would have chose this or if it was up to me i would have chose that so what we said was if you want proficiency choose proficiency if you want to choose growth choose growth if you want to choose the the percentage the increase what is that and then when we came up with the number three when we sat down what was said was if i can't meet three percent that i don't deserve to be here so if we can do three percent if if we have a baseline from which we can start from now i don't make these words up i don't just pull words out of the air and so this is what was said the reason that i brought this up is because of what i felt was a misalignment and like i'm the type of guy that when i go if i need tires for my car i rotate them all at the same time so every six months the tires get rotated and then after that they get replaced i don't go if one tire gets low and then go replace one tire i literally feel like my car is wobbling so like if i go if i try to go fast i feel like the car is wobbling if i try to stop i feel like the the brakes are shaking so when i replace my tires i replace them all because i don't want there to be a misalignment issue i need to be able to roll smoothly and i need to know that all of my tires are doing the exact same thing at the exact same time and that they're working like they're supposed to i take my car in consistently to get it looked at so that i can make sure that i don't have a misalignment i promise y'all i'm going somewhere but this is what preachers do i need to make it make sense to you we're supposed to do that every six months it's all about alignment it's about alignment and so if if his contract says one thing and our goals say another thing he's wobbling and so we need to figure out how to bring this thing to an alignment because i don't want him when he starts speeding up the problem isn't when we go when you're going slow that you notice that there's a problem with your tires the problem is when you actually try to speed up or you try to stop too fast so when you try to speed up you get past 65 the car starts shaking because the tires are and they're not balanced properly or they're they're not at the right you know the right levels or when you try to break the car starts breaking you know running fast because the wheels are the wheels are messed up the problem with the soup is going to be as he starts saying okay look this is what's coming down the pipe and if crap is rolling downhill for me then guess what that means it's going to roll downhill for you so now all of my administrators you all got to get on the same page because if they go hold me to this then you best believe that i'ma hold you to this and so as he's starting to speed stuff up if there's a misalignment somewhere then we're going to be shaking all over the place you start messing up the undercarriage of the car you start having all these other problems because you didn't take care of something as simple as making sure that all the tires were aligned i'm trying to get us aligned so that he can speed up or slow down whatever it is he needs to be able to do he needs to be able to do it without the shaking without the vibration because every time you shake you're tearing up something else so the choice was here that's dr green so
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that really director hollins has given us a suggestion can we can we move towards it because i hear you and i think we're all in agreement i think let's get on with that something to say and i have a question can i just get this on the table because i think we can short circuit this conversation director holland said pretty clearly what we need is to put both on the table we have growth targets here and i think we need to agree as a board do we do we stick with the 60 and then we have we have the proficiency targets in the contract which is three percent from the baseline we'll know in in september and if both of those become the board goals we are now in alignment we have both of those on there it's an ambos situation and and if the board agrees we can move forward with those as board goals and with the conversation that worked i like that idea it was your it was your idea so i'm glad you like it and just kind of go back to and it's not like we're just going to be looking at those more goals you know for you know in the fall and then it's just that year he has i mean the the district has this whole year to do to implement the math program to implement whatever things they're going to invent this whole year so it's not just we're going to look at it well in august no the things that they're saying they're going to put in place they're doing that now they're doing that for this year so we got this we have this year and 2023 2024 that's just my little piece but i love the idea as you just put out there and i mean director scott put out there and i agree with that that's great um yeah so we'll have uh three data points we'll have we'll be able to draw a line in september with we'll have we'll have maps data that we have currently but is that a new a completely different because are we different what i would offer is to think of them as two different data points because they are two different things and know that they're both important right proficiency can be here and what we're doing with growth is saying look renard grew from here to here he's not yet proficient but he's making progress and that's good and we want to celebrate that because if we don't look at growth then all the students who grow but don't reach proficiency count as sort of not making proficiency and that doesn't allow us to celebrate the hard work that happens in schools every day thank you yes i'm student representative uh weinberg and then uh director constance thank you it's always hard to get a word in edgewise um anyways um i love the sentiment of alignment um i also just wanna remind the board that it the decision on the contract was made in closed session by u7 not the broader community or with engagement with students or staff so when we're adopting board goals i believe it's our community goals and values that should be instilled into this so before we adopt these board goals we didn't even talk about revising these board goals um before i looked at this presentation i guess so i would like to take a pause for a sec and instead of just saying we're going to run with alignment i'd like to have a longer conversation about what that means thank you um so i do have a question procedurally but i i'm i'm squirming over here because um yeah we do have some governance questions to resolve but we haven't been talking about our students we haven't even addressed our students and their challenges or their successes at all and this is the first time we have heard from staff about the results of our maps testing so i have a lot of questions that i'd like to pose to dr proctor and dr omabane about strategies in our schools and you know i've had the opportunity to be in some of our schools since they received their maps data and to be able to see up close like what what that looks like you know okay who are our students that we really need to focus on what are our strategies that appear to be working what are our strategies that aren't giving us the traction that we need so i don't want to i want to ask those questions because that's what i care about i don't want to derail this adult-centered governance conversation if we really do have open questions that everyone feels like we need to resolve tonight but this is not the conversation that i want to be having about that maps data i want to be talking about what are we doing that's working what are we doing that's not quite working what are our school who are our schools that are getting it right how are we sharing this though their best practices with our schools that are still struggling that's the stuff i want to hear about not just because that's the student commerce student-centered conversation i care about because that's the stuff that we need to know going into the budget process you know what do we need to prioritize what do we need to resource so um happy to let this all resolve before we go there but um that's the conversation i want to have thank you and i i agree 100 with uh with what you just said about governance um my questions about your presentation were simply um to get an understanding of
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when we might get uh a little bit additional information once you infer why we why we landed where we were if we get a presentation at some point about um again what what looks what success looks like and where is it happening and where isn't it happening and if you could give some guesses as to why uh some of the the large disparities in in the data we saw would just be a question of timing when we might get that sure we were um earlier today dr proctor dr omavine and ms calvin and i were just having this very conversation with the asds we were looking at map data and going through an inquiry process and really thinking about whether or not or to what extent the data that they see confirm or refute what they see in their schools and working with principals um so i think that would be a presentation and a conversation we can have um around what's working and what's not working as i mentioned in the presentation we're also trying to do some reimagining and refreshing of the school improvement process and a part of that will be sort of quarterly reviews and discussions where principals have conversations with their asds as well as with other principles in their cluster about what's working what's not working because we know colleague to colleague is where we probably do our very best thinking and our very best problem solving so those are things that i can preview for you but i can't give you exactly when we might be able to have that conversation with you because these are all things that were sort of um gearing up on the runway to take the runway and take off on yeah i guess the middle school data like that dip that we were seeing i was really curious about that because i've heard as a parent it's like oh you know the kids are concerned about other things in middle school than sitting and you know learning and i just wondered if that was if that was in middle schools you know or k-8s if we're seeing that across and what we might infer about that it certainly isn't unusual to see a dip in middle school um those are very awkward years for our students um as we all remember some of the hardest fresh memories of your educational career happen in grades 6 7 and eight um and so it's not unlike it's not unusual to see a little dip between um fifth grade and sixth grade and then seventh grade so i don't think that's out of um step with what we would expect um i think what uh dr proctor and i want to get underneath of with um the assistance of the regional soups and the asds is really in english language arts what's going on right because there was a trailing off almost like a lizard's tail that got thinner and thinner as we went up into the upper grades and so that will require some further investigation and discussion and conversation thank you i just want to stay i just want to state the obvious though which this is a real-time conversation because we will do maps testing again in the spring and so we have enough another opportu correct we will only um we don't want to double test students so we just do fall and winter okay no but we have the oh of course not so we won't do the maps but we'll have the osas which is essentially the same but we so we still have the opportunity to you know address the areas where we need to see more accelerated growth which is essentially everywhere so this is a real time concern so that's what we want to dig into with what those strategies are sorry and i just wanted to add as we look into the budget conversations i'd love to see like how we're prioritizing strategies that are working strategies that aren't and how we can be nimble in reallocation of funds in the school year as we are implementing pilot programs as well thank you thank you student representative um and then director bren edwards thank you um tooth presentation um so i had so one of the things i thought i thought was promising was like the start of the hockey stick which was the flat and then the starting to move up so hopefully that um trend continues but um this is just more of a sort of the framework of to consider the recommendation that was made on the um adjusting the goals that um for a different reason um i was interested in also seeing the i guess i'm not quite ready yet because i am interested in seeing what that um what that proficiency data is um not so much necessarily aligning with the contract but just in my own mind to be able to see like what that means if i were to to agree that that's with that recommendation um but some questions i had just when looking at these data and i don't know um if we're going to get this presentation some other time or um or what but we had
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third and fifth grade but nothing on the eighth we had data on the eighth grade but no um summary and recommendations and so i'm curious about that that that's a proficiency goal versus growth so i was wondering is that is that the reason why it was because we don't have proficiency data so there's nothing for me in the team to look at and therefore made no recommendation on that at this time okay um so i'm thinking just as um as a parent and a non-educator um what is what tells is most informative to our um parent community uh for presentations in the sense of well look at the growth i really have to think hard to remember everything i've been taught about growth and i i think we need to put it in be able to put in the context of how it's understandable to parents and it is connecting it to proficiency and we don't want to do what director scott said which is get so focused on the proficiency that we're not rewarding and accelerating the growth because that is what's going to get students proficiency um so i'm just looking for like a like the larger picture and how we share with parents like how we're on the right track because if we're making investments in the budget and we're saying these are to get us on the right track i need to ask a parent like they're like my kid's not a great you know at grade level which is their definition of proficiency and we said look at all this great growth but if we haven't put it in context so i'm these slides are super um informative how do we share with our community how that that you get to that growth and let's say to me having the eighth grade piece added but being careful to explain so bring the community along with where where we are on proficiency and growth but then also put in the high school pieces because i know last year that is a place where actually we um you know hit some of the goals i think on the cte ones so we have some data on like cte courses that students have taken so really getting start getting these trend charts um because i do think that it hopefully we'll start telling a story and educating our broader community and board members um on this sort of correlation between growth and and proficiency and that we have some you know we have some great stories and successes and we have some other places where we need to be supportive of all of our school staff um the central office educators in you know how do we change that trajectory so i'm trying to think about how to how i make sense of this storytelling um and then also um i say and answering the question of like do i do do i support the recommendations because i just don't know enough to be able to make the case like this is the it's not a lack of trust but it's more i need to be able to explain to somebody else so i'm i'm wondering what that what that looks like okay that was a lot in there um director remembers i think um it really looks like um probably graphical representations that are a little bit different than this that can look really look at a student's trajectory over time and you know we need multiple data points in order to do that we now have two on most of our students and i believe that once we have the fall data we'll be able to sort of connect those three dots and sort of show how growth leads to proficiency and that's why it's so very important that we keep our eye on whether all students or most students are growing or not whether or not they reach proficiency because we know if they're not growing they're never going to reach proficiency over time so i think that's what it might look like and i'm i am certainly excited to work on something that might better communicate that working with um chief of staff garcia and lieutenant colonel freddie mac around how we communicate that out to the uh the broader stakeholder audience that we are responsible it's kind of the 3d model versus a like one one dimensional because i i do think i say parents they really understand like is my student that my child at grade level and so how we tell that story and holding tight to the growth the um what growth means at the same time i think is um really pay a lot of dividends like i say then just get the whole you know k k 12 would be helpful to me to be able to answer the question is like do i support the recommendation on that communication thread you know i think it would be great to know that we have a way to communicate with our school communities about the overall performance within their school like
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you know there's a lot of work left to be done but there's also some amazing success stories especially in some of our highest need highest poverty schools and those communities deserve to hear about that and creates momentum and then where there's work to be done those families deserve to hear you know there's work to be done everywhere but where there we don't see that kind of success those families deserve to hear about this is how we're pivoting this is this is our you know this is how we're changing course in this way or these are the additional resources that are coming into the building so i hope we can have some communication it's always helpful but i think coming out of the pandemic where people are aware so acutely of how much their students have lost i think it's really important thank you for that i think you're speaking our language of school improvement because part of what we want to do is bring the school improvement plans into greater alignment that means principals will be using at the k level might be using their map data as part of their literacy and mathematics goals those school improvement plans are to be communicated with the school team based on the aisle the instructional leadership teamwork and with the community so i think as we refine the process we can build in those communication checkpoints that are already part of rich school improvement practices that we want to embody here in pps director edwards were you finished with your comments yeah i had one other question maybe maybe maybe this is for the superintendent so you can just wrap in okay um so part of um when you said that if they're below 50 and growth that they're actually falling farther behind so i was going through the presentation and circling where we're below 50 and i'm interested from the superintendent is that a do you think that's a um a trailing impact from the pandemic or is it um those are that that the growth rates that we had and that's what we need to disrupt or is it a this was a one-time and we we're gonna um accelerate everybody and what those strategies are because i look at that i was feeling pretty good about it and then until you said like under 50 is like oh we've got a fair number of those in there so i'm interested in your thoughts on on that sure i'll get to that question um and i've been trying to listen really attentively because many of the questions are um are the right wonderings um thanks dr uh adams and i don't want to have get lost you know the lead here um despite the last two years you heard third graders have made eight percent uh uh more of them are meeting growth targets and double that 15 almost in mathematics and you heard a couple initial sort of our own wonderings about what we might attribute that to well having curriculum helps um but i but i but i want to make sure and acknowledge the hard work of our students and our educators and all the support staff despite all the challenges that we've been facing you know we're not talking to you about negative numbers we're not talking to you about a few percentage points we're seeing that the general student population now of course it it can't help but be noticed that there's a lot of variability across the grade levels across student racial groups and these are precisely the kinds of questions that this snapshot is intended to provoke at the school level at the grade level level team at the instructional level team for essentially you know these very same questions where do we see anomalies where student groups are performing at a greater rate than perhaps another school there's a practice going on there let's check it out let's connect our educators let's create space for teachers to collaborate and ask those questions we're presenting tonight because i heard our board say we want to get into a cycle of continuous improvement we want a progress monitor we want to gain our own data literacy these are the kinds of conversations we initially have with schools who haven't had the benefit of being able to dashboard or have a comprehensive set of assessment data this is the first time we actually have two points to draw a line between and so what you're seeing is just six months of growth and we saw eight and fifteen percent so i know that's two percentage points below the sixty percent we're hoping for but a few things have happened over the last two years um and we know that there's a few ingredients that go into school improvement into supporting student learning um and that means placing you know the emphasis on an instructional framework and all of the other uh sel supports that that our students need and and all those conditions all the things that you've been hearing
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testimony about um and this is this is data literacy that we want our families and our students themselves to have an understanding of so this is exactly why you'll be hearing more about our desire to create those opportunities whether it's through a parent or family university so we have data literacy nights so they have an opportunity after one every one of these administrations to see their students individual reports and have an understanding of where they're getting stronger where we need to apply more attention and growth and the same thing goes with new curriculum we're adopting and at the same time that our teachers are making meaning of that curriculum we also want our parents to have an understanding of why they're seeing the kinds of assignments that they're seeing or the kind of work that they're being exposed to and how that's intended to help them along the skill areas that we want to see growth in so all to say this is we committed to you that we would come back every single time we have some kind of a measure that gives you a sense of the pulse across the district tonight it's the map you know another time it'll be our successful school survey another time it'll it'll be something else uh all of these are intended to sort of give us uh a decent sort of understanding of where we are where the capacity is growing in the organization and hopefully we can begin to strengthen our own set of coherent strategies that will require resources whether that's dedicated funding whether it's time and energy of our staff whether it's the way we spend our energy and our conversations if we're going to meet those achievement outcome goals that we have for all of our students but in particular those that have not always been well served we know in any district i've never not observed these fluctuations across grade levels and content areas and the more sophisticated you are in your operator apparatus and ability to investigate that and you can bring back up the conversations that we're learning and gleaning from at the school level we we start to get a much more precise understanding of of where the supports need to be applied and that's the money ball of public education reform my unfinished dissertation so thank you dr adams i appreciate your questions uh we'll we'll keep those in mind each time that we come back to you and and hopefully uh in our proposed actions for the coming school year you'll start to hear elements of what we believe is going to start to not just continue this trend but really accelerate based on best practices the kinds of outcomes that we want to see i'll leave it at that thank you um thank you for the presentation i want to just echo what student representative weinberg said about um and also director constant about getting these questions answered that hopefully our budget would be able to respond to the data we're seeing or the points of uh theories of action and how we can make a difference for students and with that i'm going to move us along so we can keep we're not too far off track but i just would have want to put in a plug though uh for some opportunity in the near future to actually talk about strategies and i i know we'll address it in the course of the budget work um but uh you know we do we have seen some promising practices and we have seen some great results um in some places so what are they how do we double down on them so thank you mark bookmark okay we're going to move on to the 2020 i have one question all right i apologize director hollands i just have one question so did we come to some conclusion like i just what's like the next step but i just feel like it's just like a to be continued type of deal i just want to know where we're at yeah i'll just throw this out for for board consideration um yeah i think it is a to be continued and and i think that was the intent right we're hearing the data tonight um beginning to think about it i i think to to student representative weinberg's point you know and others um we're starting that conversation about revising the board goals i will say i think maybe the appropriate time to do that is as we adopt the superintendent's evaluation over the next few weeks and there's not a set time for doing that but again we talked about doing that once we receive this map data setting the evaluation for again the rest of the school year and next school year that would be an appropriate time for the board to finalize its thinking on what those board goals are because obviously what those bore goals are should be what we see in that evaluation template but again that's just me speaking as one member so i'm i know we need to i think i think that's all right i agree with that at least we have some kind of like the next step so i i appreciate that absolutely thank you for your question so um moving us along to the next topic the 2022-23 draft school calendar against superintendent general uh would you please introduce this item sure just via intro here i know we have dr proctor and daniel kogan i see you back there so you might want to sit in the front row
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here or come up because he plays a really key role here we're here to talk about the 22-23 school year calendar obviously it's an item of a lot of interest from students families and everyone and each year i think you've seen us present um uh some features that come with that calendar that we've tried to integrate that we've tried to be sensitive to that we've tried to build in tonight you heard examples of where we can continue to fine-tune it uh and that was great to hear um so i think we'll ask dr proctor you're not voting you're not taking action on this tonight um but we did want to as we have every year prior walk you through what are some of the key features that we're looking to integrate and so we'll have dr proctor highlight some of those and if you have more detailed questions staff's available as well good evening thank you chair to pass and board directors guerrero student representative weinberg hey liz okay so so with that um thank you for the opportunity to present the proposed 2223 district calendar for your consideration some key things as you would note shared with you previously there are three professional development days non-school days we have added to the calendar to support professional learning for our professional educators these three professional development days on september 23rd october 14th and february 17th are additional days added to the calendar and do not reduce the existing instructional days professional educators from schools identified for improvement which are a comprehensive school improvement and targeted school improvement schools are required to attend professional educators from other schools and classified staff are also strongly to strongly encouraged to attend professional learning is critical to the successful implementation of the newly adopted curriculum including our 612 component of our math adoption as you know we've adopted k-5 this year and our k-12 adoption for language arts we wanted to avoid conflict with major religious and cultural holidays to the extent possible in the design of this calendar and we also want to plan to engage stakeholders on recognizing religious holidays for the 23 24 calendar we have a list of religious and cultural holidays that we shared with building leaders to avoid scheduling extracurricular activities on these holidays after hearing from student presentations about religious holidays we may institute more rigorous guidance to avoid conflicts with these days until we are able to convene a process where we formally look at the possibility of including the religious holidays for the 23-24 calendar at the next board meeting on april 19th you will vote to adopt the calendar for the 22-23 school year that's the the base information and the the base shifts as always and looking at and planning forward for the client for the calendar it includes many features and considerations that were factored into the school calendar over the past few years some of them include attempt to create a more student-focused family-friendly family-friendly school calendar attempt to preserve or maximize uninterrupted whole weeks for instruction an effort to keep teacher planning days on mondays or fridays to avoid student breaks in the middle of the week maintain the start of the school year on a day prior to labor day and a whole host of considerations that have been consistent with prior year calendar developments so at that at this point i am done just kind of giving the overview more detailed information was provided to the board prior to this meeting there were some questions from community members about just the explanation of the professional
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development days being required for some some teachers uh for the new curriculum and not for others can you just speak to briefly the difference the professional development the professional development for curriculum will be required and offered for all teachers what we are doing is we are giving a head start to some of our most critical schools and getting an opportunity to be trained on the new curriculum ahead of the start of the school year uh as these schools you know have demonstrated you know the need and with that uh we do plan on offering side-by-side coaching and support for our for our teachers in that effort so is that a longer runway it's a longer runway than for the schools that need more support they will get the training earlier prior to the school starting so that they could start planning and they'll have coaching and support in their planning efforts prior to the first day of school and on that same point can you just talk about how that aligns with the provisions in the current contract around professional development days because i think we've always been down to the wire before but we have the ability to add yeah so we took advantage of a provision within a contract that allowed us to add professional development days for our most critical schools which are state identified csi and tsi schools and the provision allows for us to add three additional days so i had a question about the possibility i was really glad that in the staff report and then in your presentation you talked about recognition of other holidays and culturally important days and i am curious whether there is just a recognition this year not that it changes actually the school calendar but that um we recognize um and um and i don't think this requires a a change in any of the contract terms but that we recognize that while there it may be still a school day that there won't be um like afternoon or evening activities or outdoor schools scheduled on significant holidays and having been on i mean this has been such a long-standing issue in portland that well i think would say in all of oregon that um we haven't recognized though that and so every year there's a case where community members actually have to advocate for themselves like my student can't go to outdoor school this week because it happens to fall on a um a significant day for our family and for our culture and so i'm wondering if there's if it's possible because i think what's happened in the past when we've raised it it's like next year we're going to put them on the calendar so we don't have this and then inevitably somebody schedules school play or it's a variety you know a variety of activities so i'm wondering if there's a way to mark things on the calendar that so when school staff look at look at the calendar they realize like these are weeks that we shouldn't be scheduling things or to jackson's point um you know high stakes tests for students and that seems like an interim step between having that before having that larger conversation um and longer yeah so i i did state um that to avoid conflicts for those major holidays and cultural um significant holidays that we put out on to all of our school leaders in our schools and staff to avoid scheduling any extracurricular activities or events on those particular days and specifically what we'll do this year is institute more rigorous guidance to schools school staff you know principals when we look at our athletic calendar and such to avoid the conflict for those dates so we have have and will continue to put out very rigorous communication around avoiding anything on those dates i guess i'm wondering whether to put it on the actual school the adopted school calendar i say i think we um have in the past there have been communications um they have you know in the last that i know of the last 20 years we've communicated that but because it's in a different piece of paper and that there's it's not like one
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place so the pta maybe so we could take a look at that for sure yeah yeah possible combining it so we have one place um the other question i had is currently the um on the calendar it says planning it has like a planning day when it's my understanding those are really into the quarter grading days and i'm wondering about our normally it's just a question about our nomenclature of calling and planning days versus grading days um you don't have to answer now i can find out next week because yeah i'm not voting on it tonight but i'm curious about that because it implies that we're planning versus it's my understanding those are actually grading days well part of teacher planning includes a variety of activities and teacher planning includes planning for lessons looking at student data looking at assessment results grading so there's a number of activities that happen during teacher planning time i appreciate that because i'm not an educator i feel like i should know that but it's a range of um it sounds like it's a range of activities it's not just literally grading on that one day absolutely it's a range of activities i had a question about you said three additional days at the start of the school year prior to the three normal um days for professional development and like school readiness for teachers that tsi and csi schools will have three additional so six total days of expected professional development before the start of the school year is that correct no it's three three three days prior to um the start of school three additional days three additional days to the three that all teachers already have we're taking we are taking um we are taking is it three or is it two the we we worked off of the provision in the contract where the teachers were able to add the the three days um for specific schools so what we are planning is for um three days of professional learning okay just to clarify you said that teachers get to choose to add three professional development days no it's in the contract that we as a district can add three additional days of pd for our state of identified schools as csi and tsi okay school categories so those three days fall when before the teacher contractual days okay so there is six days then there are total no if you look at the calendar okay we're looking at the calendar and we are seeing not six there are four planning days that are you we're looking at august 24th august 25th august 26th and august 29th are identified as planning days for all teachers no no no okay you're saying six in the beginning okay and i'm saying that there are not six there there are four in august yes there's one proposed in september one proposed in october one proposed in november it's small it's hard to see one proposed in january it's one in february so good evening board directors i'm daniel cogan uh academic programs associate uh supporting dr proctor so just to clarify a couple points one is director brett edwards you may remember a couple years ago we actually simplified the calendar and one of the reasons to simplify the calendar was to support multilingual families make it easier for translation um because the previous calendar had a lot of different symbols that were hard to follow so i think yes we can definitely look at adding additional markers to identify things like religious holidays but then it then it starts to get
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complicated potentially for families so i think that's something we can look at but i think for families it was how do we know when school's happening when it's not happening kind of keep it simple then we have additional uh calendars we have google calendars for our building administrators to help them know many other things such as religious and cultural holidays such as many other things they need to know about that are happening such as heritage months for instance um and so uh just to to answer your question um jackson is that um the three additional days that are for the tsi and csir schools are those the ones that are happening during the the school year they're scheduled so that's september 23 um october 14 and february 17th 17th those are the three additional days the four days that have that symbol can be that symbol is for planning or professional development days so that's where i think the confusion some of the confusion is coming in and um two and a half of those days are designated for professional learning and one and a half are for planning per our contract with our with our teachers so i think dr proctor you were alluding to that we would have some of that time dedicated to district level professional learning and some of that time will be school level uh professional learning um so that i hope that clarifies your question did that did that answer your question and that those those those four days prior to the start of the school year um are at all schools so non-tsi and csi schools those teachers will not be expected to report on those three days the three days the three days of professional development in the september april right so contractually we can only require the tsi and csi teachers to attend and as dr proctor said we're strongly encouraging all teachers and including our classified staff to also participate and all all that participate will be compensated okay um thank you very much that was helpful we're not doing anything um this is the first socialization um to the calendar and if we have additional questions where should they be directed i have a question oh yes thank you director hollins i think so i just want to first thank uh dr proctor for recognizing the kids that spoke earlier um so that that's a great way to stay children's center and i don't i know this i know this is about this calendar for this year but just just throw this out here how we how we looked at doing a balanced calendar so as we talk about professional development and we talk about kids losing learning during no breaks and stuff like that how we looked at doing a balanced calendar at some point how do you define a balanced calendar year around school something that kind of aligns with you know the most working people's uh work calendar well we could always uh you know take a look at research and impact and effectiveness of it and and um and but it is not um to answer your question is not something that we have considered going to a year-round school calendar nor is it something we have the ability to consider given our current contract constraints and yeah and you know a number of factors as well um because that means we would have to budget very differently as well so um based on a number of those factors it's just not something that we have considered so i'm going to go director holland did you have another question are you okay i just we've historically had a couple schools we had rosa parks most recently and when i was in high school we had a full year round that was a long long long long time ago and um it's a it's a good question but i'm gonna i'm gonna move us on unless you have another yeah i just wanna ask um two things around the religious holidays um there's some things that we don't control and um i'm wondering if we can have a conversation with mesd because they control the outdoors the outdoor school schedule um and also osa so while we can say on the calendar there's you know can't be anything um osaa can um organize
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things outside of our district that again our students can't um participate in so i would hope that we would could start that conversation with them um or at least it sounds like eugene has done some work around this so there may be um a concentration of districts that um that's an example of an activity and we have had to work each spring with trying to create some flexibility so that we're respecting that but again these are entities that operate outside the school district so hopefully everybody's starting to integrate the same sensitivities on the calendar but we'll work with school communities and msd for sure great thank you it's so frustrating not to be able to control everything i had one question yes we're gonna one more question sorry okay um i've just heard that or i've been told that there's a grievance been filed for this calendar is there a reason why agreements would be filed for this calendar according to the pat contract sure because because the pat is able to file grievances i think with the grievance that there is a concern about some staff being asked to attend professional professional learning and we we are working through the procedure of following guidelines and addressing grievances thank you okay i'm going to move us along now to talk about the board election zone redistricting and vice chair scott would you like to introduce this next item yes thank you chair to pass i'll try and be quick it's a somewhat administrative but not unimportant um issue so this item we're considering right now is about boundaries of the electoral zones that board members must reside within an order to run for ppo school board for anyone following along at home it is not about school boundaries that's another conversation so just want to be very clear about that um no no no i took the easy one following uh each decennial u.s census all local governments are required to apply the new demographic data to their existing electoral boundaries attempting to ensure that there is no more than a 10 deviation in population between the largest and smallest districts oregon law requires that if a school district is zoned it shall divide the district into the necessary number of zones as nearly equal in population as shown by the latest federal census as practicable taking into account attendance areas where possible what that means is we have seven zones um for pps um between the last census and this one over that 10-year time people have moved and so um now at this point some of the population and some of those zones deviates by more than 10 percent to population and other zones and so we're required by law to address that so we did ask psu's population research center um to craft some scenarios we received two of those scenarios from psu and then the board elections task force which is me uh director hollins and director broome edwards um met and discussed the issue during our february 7th meeting and again on february 28th and march 14th and we also shared some of the initial proposals at the february 22nd board meeting the task force has ended up recommending option a2 as that option will result in nearly equal school board zones and attempts to minimize the changes to the existing school zone boundaries i do want to just note that during this process there have been a number of questions raised about other potential reforms including changing how board members are elected changing the way campaigns are financed changing who is eligible to vote in pbs elections i believe and i think the task force agreed that these are important issues that will require engagement with our school communities other stakeholders and i do hope there's board interest in continuing these conversations moving forward but any changes along those lines will take a considerable amount of time and in many cases actually we'll take some action at the state legislature so our proposal tonight is just to make the necessary changes that bring us into compliance with that i will turn it back to chair to pass excellent um so um thank you vice chair scott um do i have a motion a second motion adopt resolution what's the resolution number directory solution number is resolution 6475. exactly so director green moves and director is there a second yes holland hollands uh seconds uh the adoption of resolution six four seven five is there any board discussion yes i'm not gonna be able to support this um tonight because i spent a year recruiting this fabulous woman of color to run for my seat and um she like just started her campaign stuff and she lives in creston kennel worth so which is now going to be in zone uh six instead of zone seven and i had shared that with director scott and of course like it can't just be about one person and making it for one candidate
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but and i know i'm being super petty but uh i worked really hard to try to find someone so i'm not running so if you know anyone out there who would like to run in the new zone uh seven please let me know um but it's and hopefully she'll be able to run uh if director broome edwards decides not to run uh in zone six in 2025 it's a super bummer because she's super excited and i think she'd be amazing on the board and um we could really use her perspective so hopefully she'll be here eventually well i i recruited somebody who um was across the street from the address that she needed to be so i i understand um did you have comments director brim edwards no that's okay that was that was it i was just i was sharing with director lowry that i was very very excited for somebody and i realized she was in my zone i mean maybe for next time i'm very excited for her and maybe next time so yeah no i just wanted to um applaud director scott because i think he's the uh probably only person who's led a redistricting process who to i know that does not have a court challenge um and i think part of it part not yet uh jensen and actually until like the comments that uh director lowry made there really wasn't a lot of political discussion it was more about um looking at the racial demographics of the district and i think there's some really interesting of each of the zones there's some really interesting information i think that's been posted there's also economic information um and it really was a process about like our school communities and you know asking i think all the right questions to set us up for some other discussions um but i think often when we talk about redistricting it's like there's you know the politicians are doing something to protect their own or putting politics into consideration and i found the process to be very absent of that and much more looking at how do we best represent and keep communities of interest together and i think you did a really nice job with that i just want to be clear i think this is an excellent map and it's the right answer i'm just annoyed and i think that speaks to director scott's um skills that um really highly you did you did and and yeah so this is this is great um is there any public comment on this issue there's not so the board will now vote on resolution resolution resolution 6475 board zone redistricting all in favor please indicate by saying yes yes yes yes all opposed no we have um and student representative yes so and are there any abstentions uh resolution 6475 is approved by a vote of six to one with student representative weinberg voting yes i just want to echo director scott's comments about the other issues that we talked about around this this is something that i've been interested in for a long time whether or not board members should only run in the district in which they live which really lowers the barriers to participation and makes it much easier to have more grassroots based campaigns so i'm still really interested in pursuing that and i'm definitely interested in aligning with multnomah county campaign finance reforms which is something that we could just decide to do so let's not let those things die but i'm glad we checked this off our list and i think there's that conversation about having students vote that we need to take up with the oregon legislature as well my understanding is we can't we can't implement our own finance contribution that's something that happened has to happen at the state i just want to make sure that it's not like we decided we just direct people back we did receive a memo from um council about that issue so um director lowry are you sure that's not just because cleveland is now in my zone well i that that just increased the annoyance but it was not the main factor i i've had a lot of lunches talking about running for office and and yeah but again that means there's an opportunity for someone out there who might be super interested and and people can move too um sure we're gonna move along now um to talk to go through the first reading of revisions to the pest management policy 3.30.82 and those are four and six-legged pests um formerly the environmental sustainable business practices and we'll be talking about integrated integrated
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pest management yeah there was a joke that instead of ip ipm didn't stand for integrated pest management integrated parent management um that's apt so um we're this is something that came out of the policy committee recommended uh unanimously to bring it to the board for first reading essentially when we passed the climate uh policy earlier this month the many of the provisions in here actually are very similar to provisions now that are in the climate policy um that relate to sustainable business practices so we've eliminated those and the um the remaining text in this policy all relates to integrated pest management and operating in an environmentally sensitive way and respectful of student health student and community health in terms of pesticides so it's a pretty brief straightforward and so this will be [Music] posted at the board website and the public comment period is a minimum of 21 days contact information public comment will be posted with the policy and the board will have the second reading of these policies on may may 10th absent some major change or amendment but otherwise it would be the may 10th meeting do you want me to go to this yes will you go to the second um the second first reading the second first reading of the diploma policy yes it's the second first reading so as you as board members may know we had a first reading on the diploma policy um at a board meeting earlier and um one of the questions that came up in the public comment period related to the state's action related to essential skills um the underlying changes that we originally made related to um adding the partial credit for civics and um have a credit thank you uh chair to pass and then removing english from the definition of language arts because um words are important and um but what transpired since that first reading is the essential skills um question came up with because our policy referenced it yet the state had suspended it and then director greene raised a really good question in committee which also coincided with a conversation that's happening at the state level and i'll see if i can summarize it correctly um but the the question about essential skills we've added that new language in here so it's consistent and we've um staff consulted with the department of education so our essential skills language and our policy now aligns uh with what's happening at the state and then the issue that um director greene raised and actually the way it's it's in section um one a two and i think the easy there's a layperson's language because there was a lot of educator language of around it but the layperson language that director green raised is students who have a native language or heritage language other than english under our old policy we're still required to take a world language so you had the example you used is the native spanish speaker not only um learning english speaking spanish but then they were required to take french and essentially what this new language and this is going to be the non-technical non-educated way of saying it but then the new language recognizes that asset that that student's bringing and that's not they have to then take another world language because they already actually are in some cases ahead of our other students because they have two world languages um so that is what this revised policy draft and it was a significant enough change from the last time we had a first reading so it um is once so we're having another first reading um it'll be posted on the website open for comment for 21 days and then um move to uh a second reading or the adoption at the may 10th assuming there's no other further changes did i get that correct essentially okay and i i do thank um director greene for raising a great question and committee uh next
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next okay then the next thing we have is um first readings a policy rescissions and there is a memo in the or a staff memo with rescissions the policy committee reviewed these and i'm on two different dates and recommended these for rescissions and um the only so that i'll just run through them there's one on the term administrative contracts um it was adopted in 71 and amended in 95. um it's covered in the revised statutes not needed as a policy we also have some public contracting and purchasing rules in policy 8.50 0.100 they're duplicative and not needed then we have 5.50.070 relating to expense reimbursement um it's again another policy that's not needed um because the practice is outlined in other um another district materials and then um there's policy 6.30.020 which relates to special education students and the certified which is the certificate of initial mastery assessment results and um the sim was a state standard um and it's no longer part of the state standards so we don't need it in our policy anymore policy 8.80 8.80.010 high performance facility design this really is unnecessary now that we have the climate policy where we talk about building performance and then policy 3.30 resource resource conservation and again that is another policy that is that we can rescind because we have a climate policy that includes some of those items so all of those um rescissions were recommended by um the committee and they'll be posted on the board website for 21 days if people want to comment the place to comment is also on the board website and those would come back to the full board on may 10th let me keep going next the last item that we have tonight it's actually a second reading and it's in your board packets and it's the revised student conduct and discipline policy and this uh was presented for first reading on july 16 2019 and it we opened it to public comment we um they're actually i will say was almost a year of engagement with community members um and this this policy really was looking through the lens of the disproportionate discipline rates that we have um in our we have in our schools and and looking to how to approach that and so there was lengthy um engagement with with parents with staff um with the different parent advisory groups like the special ed parent advisory groups with school communities are really looking for to bring in the parent voice and the student voice um into the public comment period into the policy even before we put it out for the first the first reading we did receive comments and there has been discussion lengthy discussions with the portland association of teachers and at the last meeting of the policy committee we had an update about the policy and we're going to be moving ahead with the um recommending the adoption of uh this this policy um and so having a second reading vote this evening and i know that staff are here in case there's any questions about the policy since it has been a period of time but i do want since i was involved in the the committee discussions pretty intensely that let people know that there there was a lot of discussion it wasn't just a a staff um and it wasn't just a hurry up let's put this on and it went out for a first reading there were lots of discussions and it was really singularly focused on this issue of disproportionate discipline and and how we can take a different just different approach to that and and i think we came up with a pretty good policy so were the comments that were on the pat
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version um incorporated into the final some of them were just edits but some of them were questions miss large do you want to speak to they were not incorporated please those changes those uh that feedback was not incorporated into the policy so what what is presented for a second reading tonight is unchanged from what the first reading was okay and that was funny thanks were the comments um posted on the um were they shared with us at least or were the comments well when we we received them which was in april of 2020 2020 um so we we did get them and then there were very significant discussions including interest-based bargaining with um uh representatives of the portland association of teachers okay um and then just the last thing um it's been a couple years since we've been virtual but i'd like to um start looking at the discipline data at the end of the year because we do collect that data disaggregate it by race grade um so i'd love to start the practice of looking at that as we are back in person it's a great call out because that really did inform our our work because if you if you look at the data it's clear we need to do something different because of disproportionality of not only students of color but also special ed students and the intersectionality that's involved there and i think i think it's a great call out it absolutely is and we actually had public testimony tonight about that disproportionality at the at that intersection of um special ed and and race um and and we we could name it and you know it's called the school-to-prison pipeline and we we absolutely need to uh see the data so we can address the disparities um would you like a motion i yes i'm sorry i'm very tired do i have a motion and a second to adopt resolution 6476 so moved you did that well herman was out of the room that was she covered did she shove you a little bit okay so we have a we have a motion by director lowry in a second by director scott to adopt resolution six that's the resolution to adopt the student conduct and discipli discipline policy four point three zero point zero one zero p um director sorry lowry and uh moves director scott seconds um the adoption is there any board discussion uh ms bradshaw is there any public comment no so the board will now vote on resolution 6476 the resolution to adopt the student conduct and discipline policy all in favor please indicate by saying yes yes yes yes all opposed please indicate by saying no are there any abstentions i'm going to abstain just only because i just don't know enough about the the policy when it was read a couple years ago and before i got on the board so i'm gonna just abstain on this one okay thank you i didn't hear your voice i was gonna ask and then student representative weinberg voting yes and just to key and everyone under implementation it does says resources will be allocated which is probably going to be financial so as we look at budget just to make sure that so there would be a no that's noted that we would have a there's a fiscal impact okay we have one last item to take care of tonight and that is to uh resolution 6473 was pulled and pardon me i'll let's see scroll up to the top here resolution 6473 the settlement agreement um as proposed for consideration did you have a comment or so you want to vote on it separately okay do i have a motion um do i have a motion so moved and a second second i thought okay we have a motion from director lowry in a second from director scott to adopt resolution 6473 settlement agreement as proposed for consideration um all those in favor please say yes yes yes yes
02h 50m 00s
all those opposed please say no are there any abstentions resolution six four seven three is adopted by a vote of six to one with student representative voting i'm abstaining abstaining okay is there any other board business at this time for the good of the order if not we are adjourned thank you michelle thank you

Sources

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

2022-04-05 PPS School Board Regular Meeting

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Event 1: 4/05/22 Board of Education Regular Meeting

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