2022-11-14 PPS School Board Work Session

From SunshinePPS Wiki
District Portland Public Schools
Date 2022-11-14
Time 16:00:00
Venue PESC Windows Room
Meeting Type work
Directors Present missing
Load video
YouTube


Documents / Media

Notices/Agendas

Materials

Minutes

None

Transcripts

Event 1: PPS Board of Education Work Session - 11/14/2022

00h 00m 00s
this work session of the board of education for November 14 2022 is called to order good evening everyone um thank you for being here tonight uh this is our first work session to discuss potential changes to districts Foundation fundraising policy um the current timeline just to give a little bit of background what we're doing here tonight and what's coming up the current timeline um is that we're holding this work session tonight we're going to have another work session on December 6th where hopefully we're going to be able to give board direction to staff regarding any potential changes that the board wants to see in the fundraising policy after that December 6th meeting the work is going to shift to the policy committee thank you director Lowry um for teaching that through a policy committee which is then going to based on that direction from the board it's going to craft a detailed policy that is expected to come back to the board for consideration final approval March I just want to acknowledge right up front and I sent an email about this earlier if you haven't seen it um there are quite a few documents that are being provided this evening um and that I know that some of you including myself have not had time to review either the presentation that we received on Friday or the historical information fundraising that staff has pulled together and is that what's in this book with Roseanne so thank you so much thank you Kara thank you so much for the binders this is really very very helpful to get the material you know um so just given that I know it was very it was very late and somewhat last minute so I just want to recognize for everyone that it's okay to be at this meeting without having uh fully reviewed the PowerPoint without having to do the historical documents the goal um is I think director Lowry working with staff was really to set this meeting up as a way to begin to ground us and introduce this um really talk about some of the history talk about where we are right now talk about some of the data um tonight as well but that's really the goal of tonight we're gonna have plenty of time to ask questions tonight we're going to have time to ask questions over the next few weeks and then after we get through all the materials tonight I will come back to sort of ask um the sense of the board of whether the current timeline that is made up work session tonight work session of December 6th moving to the policy committee from there um and uh whether that still works or whether the board um wants to potentially uh revise that time another work session when you need to push back um so so be thinking about that tonight as well as we're going through this material so I'm really excited to get going on this conversation I mean I shouldn't say the conversation's been going on for a long time I'm excited to bring the whole board together tonight um to have this conversation and begin moving forward on this this this body of work and it's one of the things that I really wanted at the beginning of this year uh as chair I want to make sure that we we take a good look at this and and I think there are some revisions that I'd like to see in the foundation policy but again it's gonna be after the will of the board um in terms of where folks want to go but I'm excited to have this work session tonight and I believe great thank you so much um so as as you shared uh there's a lot of information here the majority of this information you all did receive on October 25th uh over the year over the boat you know and so this is a a different uh composition of the material that you've received previously so uh in that Spirit uh let's move forward with the uh with the next slide here for the objectives of tonight as uh chair Scott pointed out we want to build uh I just want to spend the first 20 minutes building a shared understanding of the timeline for completing revisions to the fundraising policies you want to spend the next section around making sure we review the data of the parent fundrais of the portals of local school foundations for the last five years how that translates to the purchases of FTE uh we'll do a little bit of a dive there we'll review some para some data around the previous parent fund and then lastly we will review uh Community feedback that we've gathered uh from previous sessions as it's just a matter of practice here are our Norms stay engaged truth experience discomfort expect and accept non-closure listen for understanding empathy and assume good intentions so as director Scott chair Scott pointed out today we are having our first work session on the uh where we're reviewing uh this information uh on December 6th uh our hope is that we would get together again as a with the board to hear uh General correction uh from you all on shifts to the fundraising policy we would reconvene as a policy Committee in January with a policy committee to to make to propose and amend any changes to policy uh fundraising policy based on the general
00h 05m 00s
direction by the board and then with the hope that the board posts to ratify this in March I know that chair Scott is going to ask board members at the end of the board meeting uh there are any revisions that you'd like to make here uh so we can at that point so just want to set the context here um as you all know fundraising is a dynamic it's a multi-faceted uh but today we're here to talk about local school foundations uh specifically Affiliated and independent foundations that we'll get to what those titles and definitions all mean but I just want to give you a sense of some ways that you might hear PPS parents giving to our schools uh folks donate time resources money uh to school ptas uh to parent-led non-profit organizations to boost your clubs to Local School foundations and to direct directly to school so those are just some some ways they're exclusive they're not I'm sure that I'm missing some but it just gives you a sense that you know it's more than just local school foundations uh it's more dollars Con in a variety of ways to schools can I ask Phil about that because um so are the bubbles relative they're not they're not the scale for illustration purposes only and then are some of those restricted funds in terms of how they can be sure I think for the majority yeah I think most most I would say most donors have an intent uh where when they when they make the donation so you know they're giving to Local School foundations there's an intent that that build dollars are going to go to Staffing for example uh uh dollars that go to booster clubs the intent would probably be Athletics right um yes so what historically has been one way that parents made a leverage dollars to PBS was by giving to the local option uh which translates to about 100 million a year and then also to our bonds changed over time but historically um so uh there's a lot here on this timeline uh I just want to highlight a few things to again ground us uh so uh in May 12 1994 the PPS Foundation was established uh this was after the passage of measure five in 1990 we see the fundraising escalate um and so a new uh a new uh guidance was issued uh by the school board of May 12 1994. uh in 1998 uh under resolution 9577 uh the board updated guidelines um that is around local school foundations that did two specific things uh and approved it it made it clear that local school foundations were only to be used for Staffing and the exemption of five thousand dollars the first five thousand dollars would be Exempted in 2007 the board passed resolution 3820 that Exempted that it increased exemption to ten thousand dollars uh and I'll fast forward to 2019 when the fund for Portland Public Schools was established and the efforts of managing the local independent foundations emerged under the fund for PPS the uh the other kind of line or a date that I'll uh share here is in 2021 we did adjust our rules uh so that Foundation dollars paid for actual fde position and that Independent School foundations provide funding for FTE at the beginning of the year and you can see uh the April 2022 memo uh that highlights that from the CFO lombarded so again grounding us there are two policies in the school the school board policies the first one District Foundation 7.10.03 uh really the the purpose of that policy is to uh is to establish the foundation to say that there is a foundation for the purposes of accepting holding and administrating funds and gifts to the district for special and general purposes 7.10.02 p is pairing groups into schools and all it does uh today it recognizes that parent organizations are necessary and important to achieve student achievement goals established by schools again I want to highlight some rules here and and I want to be very clear these rules were passed by resolution but by the board not by policy and so the rules would be that lsfs are required to split every dollar used to fund Staffing positions 1 32 thirds that
00h 10m 00s
was established in 1994. uh the first ten thousand dollars Exempted that was the first established in 98 at 5 000 as I mentioned and updated in 2007 to 10 000. and lfs are the only authorized fundraising vehicle for finding staff positions at PPS and that was established in 1998. Jonathan can I just ask I'm sure that clarification what's the what was the reason why you I mean I understand there's a difference between policies and rules in terms of how we target them is there any practical difference there that you were pointing out I mean if we adopt something by resolution was the same weight as a policy who I would refer to our general counsel yeah sure I think I I'm making the differentiation because I think it's not in board policy now and so there's questions about whether or not we were Faith or there's Fidelity to this these rules but they have been there's been Fidelity rules for the less you know since they've been established I think that's maybe the the difference I'm trying to make a differentiation there it's good to be exactly yeah yeah so the next uh slide here uh just wants to I just want to know uh just uh for for you know during the last 20 years about half of our elementary schools have an active fundraising effort to fund School staff uh just a third of our middle schools uh four out of nine high schools and about 60 percent of our pkas this current school year this current fiscal year if you will of this current Academic Year we saw a decline of minus five at the elementary uh same at Middle School minus one at the high school and minus two at the PK so just want to point out what those what that is how do you define active sure uh thanks for the question so I think uh there are three things that you'll see and we're going to get those to those uh selected a bit there's active foundations inactive foundations and independent foundations active foundations active Affiliated foundations are those organizations or schools that have parent leadership a president and a Treasurer and in an activity fundraising activity that happens in the school towards ft so that's the affiliated the active foundations and so just a terrifying question so each of those schools that are active did they actually buy FTE or is there a difference between those that have I mean there's a difference between having a leadership and raising money and actually purchasing FTE I think they they all they all strive towards I put that that way they strive towards uh purchasing FPE um I think you know I I don't I don't want to speak out a turn that's a good question I could come back to you and I was just going to say an example I have is when I was the president at Sellwood one year we didn't raise enough to to we we didn't purchase FTE that year we saved it for the next year so we could purchase FTE from two years worth of fundraising yeah yeah I guess that would be to me being pretty easy to figure out yeah yeah absolutely so I just don't highlight that's a question you guys can get back before December 6th yeah like so uh okay so yeah and I think active versus inactive uh in that so I like to say every school every school welcomes private donations right dollars that come in uh so if you what's a school that doesn't have a doctor Arleta if you're saying I have ten thousand dollars that I want to give to our leader you can get it you can and you know you can donate it to the local school Foundation they don't have an active Foundation they're not actively recruiting but we will take that money you know and and so that's what you'll see if you see you know in some of your data under the unaffiliated uh data there's no there's dollars there if someone may donate fifty dollars monthly they've been doing it for 20 years and they just kind of stayed there right so you see these these dollars in unaffiliated independent foundations are that were independent they they have their own board of directors they have their own operations they have their own 501c3 uh they operate independently and uh and have their own independent board of directors operationally what that means is that we invoice right invoice to them as previously previously we invoice and now we're now they project what they're going to pay for in the in the next school year and and right one big check basically beginning of the theory at the beginning of the year yeah so those are the three the differences between so that leads to I'll stop there this is just stop there any questions comments say so once active isn't active also Affiliated or correct so active third
00h 15m 00s
uh inactive Affiliates there's a list in the front of the binder if that's helpful then for anyone of those schools yeah yes okay any other questions comments about this section just have a comment on the 28 years of commuting generosity um since this is just a small amount of moral funding and the rest consumer Community as well it seems to me it seems relevant because there's there's a lot happened externally from 1994 measure five measurement bypassed to today so we have a Student Success act 100 million dollars a year annually in the local option PPS is the only District in the state that gets 30 million dollars a year from The Gap Bond measure uh 98 funds and the art tax which collectively add about 150 million dollars a year um what was it was not the case which was not the case when originally the whole model started um the other thing I think would be interesting to add into is when the equity funding was I'm added in because that changed um I think also how how we looked at um how our school should be found in terms of stuff Equity yeah or the parent fund no no the people outside because that's our staff um piece because that's really what I mean I'm looking at like where are the big levers that changed that change things financially for a lot of our schools I I do think it's that's a really critical point that you're making about our staffing formula because I know I've talked to so many people in the community who have heard some information about our conversations about foundations and they have no idea that our we fund our schools rather disproportionately based on need and that in fact schools with foundations are our lowest funded schools in the whole district and most parents when you have that conversation they're like oh I had no idea but that's understandable because it didn't used to be that way so the other thing um I think it's just useful is data on parent support for our local option because one one of the themes I heard in the community engagement is hey we want to do this from I think all parties like we want to like we should all be in it together um raising funds and that is the highest leverage way in which parents can raise money for our schools which is options I'd like to see where the fund for PPS that they don't know how much fun for the PS and individual foundations or ptas have provided over the years for our local option yeah well I can tell you the fund for PPS was established in 2019 um so it would have only only gone through maybe one uh cycle uh election cycle and the fund was not in that position uh then um in terms of a historical look at from All Hands raise I'm happy to reach out to all hands race to see that was I was actually a chair and that was determined uh basically illegal in about two thousand uh about 2008 it was the first Foundation of donor intent to fund campaigns with money that had been intended for direct investments in school so that's when the Portland schools Foundation stopped making those um institutional commitments to the thought to the levies actually that's true because like for the friends of Lincoln and thank you Peyton um because they have always generously support through what collections in the bonds um so I guess that would be a good data point to have whether there's any sort of legal reason why we can provide that too they actually have an illegal is just a violation of donor Tech which is for uh those are different questions as to the effect on the donor of making the lottery making sure that we're Foundation expending I don't want Lincoln or any of our other friends that have helped us raise money to have done anything I think we've but friends of Lincoln is also unique because they're raising for everything and this will not just there's other examples and the funds given money so I think we should just be very clear all right so we're gonna move on to the next uh section which is uh local school foundations by the dollars so as you can see in this slide here um you know we provided you with five uh years of data
00h 20m 00s
the what you see at the top is the the purple that is total of active non-active and independent total arrays so as you can see we go from 2017-18 at 4.2 million dollars to last our 20 20 21 at 2.2 or 2.0 2.7 this last uh fiscal year uh it also right in between the purple and the green you can see both the independent and the non-active or sorry the independent and the active Affiliated multiple foundations I think it's important to draw to to draw attention to the blue and red line uh because so just to know and you have this this document in front of you with the number with the list of of schools we're talking about the blue being eight independent foundations being able to you know who are raising in 2017 18 2.3 versus 32 Affiliated that raised about 1 foreign to understand the data that we're talking about eight independent foundations who raised you know again two 2.3 versus the 1.0 to equal to 4.2 uh in 1718. but all of this you know represents again yeah and I just want to provide that context less than one percent of the average schools total resources um and we went through um the definitions of all of these earlier so move on to the next slide this is the total dollars raised by local school foundations as a reminder um the formula if you will is uh the first ten thousand dollars that are raised are Exempted and then everything else above that it gets uh distributed one-third two-thirds uh so as you can see here the two-thirds is the bottom dark blue and the one-third that is contributed to the parent fund is just above there so just um this is going to be a super rough estimate but there's not the number of schools here but he said there was 8 and 32 for 40 you say we have 18 schools so say in 21 22 40 schools raised 1.9 and 40s school and I kept it and then 40 schools 800 were distributed 810 I know not always about it because they did not get Equity returns but that's a fair yeah that's a fair generalization yeah I also I think we'll know just on this previous slide here you know and you can see the dev happen between 20 1920 2021 that's when the pendant hit so you can imagine a lot of the the flux that happened there the next slide um uh is dollars Race by school this last fiscal year and I just wanted to share with you a comparison here you can see down the way uh at the there you know with 272 000 at the top gray at 17 000 again anything that's in Orange and I apologize I did Miss Grant at the bottom uh those are that just means high schools just for comparison state okay so there's 31 here versus 40. we have just because last year everybody didn't vote probably here prosper ity so Hosford did not raise anyone last year too much experts on the non-active not the Affiliated actually so right here this year they will make a big situation I'll get back to you to see which ones are missing in here um you said you said how many were in here well I I just had a 31 and just the previous page that there was 40 that were either independent or active yeah well in this active if you look at this list she gave us Jonathan for this so that's the part of the problem this is the 22-23 Year this is 21 22 so on the 22 23 we have 26 Affiliated active and eighth independent it might be different
00h 25m 00s
here's what it is so and and this might just be on my part so I'm looking at the data that you have which is you have all of that data in here I'm looking at the presentation was that yeah no I know so but you also the one of the attachments was the one with five years of historical data um that information for example has repeat uh so uh as you can see reconed 2021 uh no that wasn't I'll have to get back here that's fine I guess where I'm Chris it's 21 22 versus 22 23 22 23 is currently happening so they're fundraising as we speak this is last year's fiscal year fundraising dollars for for that pays for this year that pays for this fiscal year so we'll get back to you to see which ones are missing I'm sure well I'll make sure thank you for catching there expect any discussion or questions behind um in the last year's policy committee meetings we've talked about the changes that were made to um because the practice used to be you could by the staff so here are the staff and then pay for it during the year and that got back whether but it was until June 30th and I'm curious but then we found out later we've moved to August 31st what was the reason it went from the 30th back two months later and then how many schools like raise money during that time periods I'm assuming they I'm assuming that that's it got extended and schools raising more money that how much money was raised in that time period beyond what we've been told was can be the deadline yeah um we don't I we don't know what they raised in that time period I don't know that they were actively fundraising it it was more of they were still trying to understand the amounts they were being invoiced and finalizing their payments for June and then making a plan for what they were going to pay by doing different projections of if we paid for this position what will it be yeah I think it wasn't like so and and the documents are in your your uh packet in April of 2021 we made the first announcement to the independent foundations that those changes were happening so that was April 2021. a year later April 2022 uh the CFO which you have a included in your packet a memo where he indicated that we provided two extra months um to to make sure that folks could make the transition again understanding that you know it was a new transition for foundations and we wanted uh we wanted to be adaptable uh not punitive in how we engage them I could tell you uh we received all but two before the 831 and we received the other two uh on nine eight and it's just one actually so they got they got interesting because the other reform which was people were actually paying for a staff person that they said so they got an invoice like you're purchasing an ADA this is what the cost is to the district they got invoiced for that one so so they designate like here here's the one and then they get they get invoices and then they were going to pay by the by June 30th but and study deadline thought and they said yeah in April of 2022 clarified that you're giving an additional two months to provide them that is the last time we are doing this moving forward as was indicated in that April 22 memo that moving forward June 30th edition so I just want to be clear we were we were trying to be um foreign voices are given in May and so there is I wanted to see the how the year ended and then make their plan with their principle I have copies of checks for checks all right we can move on to the next item which is the FTE funded by localhost confederations
00h 30m 00s
again I just wanted to set the context here uh less than one percent of teachers and licensed PPS staff are funded by looks School foundations and just over one percent of teaching assistants and classified PPS staff are funded by local school foundations here is uh this information for the last four years uh so of the app how many FTE were funded by local school foundations by category so as you can see I'll start with the light blue education assistance we see in 1920 uh 24.8 9.3 and 21 and we start to see a uphill 14.74 and 17 uh 0.49 so Jonathan this includes all the ft e purchases so those purchased by local school foundations and those purchased also by the PPS pair now this is just local school foundations in the next section we have the FTE funded by parents it would be good to see that all together because it's all actually going to the same thing okay and teachers we see in 1920 and go from 20 11 this is last year 5.29 in this current year 6.86 so there's 6.86 FTE teachers funded by the local school of admissions this current school year across 80 schools um and as if folks will know half of half of our schools that are active that have active foundation so and then you can see some of the other numbers here the three uh the three biggest speed education assistant teacher and administrative and office support cases as for Jonathan you're presenting to the um policy committee you use Bridal mile as an example of them using their Foundation dollars um to um address some of the um the needs of historical under service students of these FTE how many of them does the District staff direct what they what money spent on or is it accessible based decision these are all school-based decisions so this is um the total FP funded by local school foundations for the last four years uh so as you can see here um over the last 40 years you have done a way more rehearse aims worth Lincoln Richmond Forest Park Llewellyn Buckman at the top of our or something apocalypse so these are schools with a minimum of one FTE purchase in the last four years just in the same order as the next page but it's a four year so it's actually different correct okay so there's four years total and this one is just looking at this current calendar your current school year so what's actually happening in our schools today what was raised last year what was raised last year correct so here uh this is I like this graph maybe I don't know it's just the colors and maybe for me um but you can see the way in which uh these these dollars or these FPS kind of shift so you see uh educational assistance uh 24 9 14. so you see that going up as we go along but we see you know uh Folks at the computer positions not being paid for as much in these last few years um and then you could see four point three point three point three point five administrative and office support I definitely would like to see one graph that shows it all together with the parent fund what they bought on the same same place Jonathan there was this licensing this one another one that's the 2023. this one yeah I just went through it sorry yeah sorry that was the four-year one and then this is the this current this is what's happening in our school right now yeah so I think what would be helpful and actually for all the schools is to look at it from um because one thing that I'm interested in having a deeper conversation is these schools that don't apply don't um um Equity funding and yet they still have um students that are combined under served and directly certified um and how do they get any just any discretionary dollars um Staffing formula and yet they still
00h 35m 00s
serve a combined underserved so to get after that though I think um this it's okay but to look at like the demographics um so when I look at Dunaway like five percent direct certified combined under served as 28 black zero Native American zero and you can do that all the way across but I think that gives us then like and also then who gets 20 to get a fuller picture of um and I think a lot more about what we heard about the class sizes is people who might have a student who has been underserved or is struggling and they don't have any way that maybe they're not for that foundation so there's no EAS or whatever instead of like how do you um how do you um how's the district look at some providing support for those students just the satin formula because there's a there's a way to support those students if you have a foundation on but not if you are in that sort of middle yeah no I think that's a that's a great question so I mean it's the right question and just one we've we've contemplated for a couple of years actually so I know we're talking about foundations here you saw at our last work session you know the RS validate our designated State identified schools have been getting funded 52-54 more than the average school um and we're glad that a lot of our schools have been exited question for us as we've been meeting the school leadership teams is you know and of those interventions and supports which are the most important to hang on to because we want to do a gradual release those same supports or probably would have gotten the results but what we really want to fine-tune our next evolution of our budget is there's a whole group of schools in the middle and even those here that have uh student groups that are not yet a grade level expectation but also the benefits from some capacity to provide targeted interventions and supports and so how do we ensure that there's a mechanism and a reserve to be able to implement a more holistic uh view across our school portfolio so every school has an ability to make sure the second graders are in a grade level or the ninth graders getting support in mathematics or whatever it is because the street you just asked the question some of the foundations are are absolutely plug it may not necessarily be a targeted intervention or a set of students at a grade level and we feel an obligation and responsibility to make sure that that's in place so the only question is with all the competing priorities can we make sure that we have enough resources telling people money to support students who have been underserved at any one of our schools because we know they exist in that basement and maybe a little different way to frame that I've had this conversation with Chief David Deal many times and this is probably for me my my top priority in our budget process now like how can we direct more of our resources to follow the students because I've seen what it's like to have you know 200 historically underserved school kids in a building that receives 0 Equity dollars zero you know additional Staffing talk to James McGee about how he does everything he can to try to find ways to support his black students typically but he's got none of those other sources of funding so as instead of just like having these thresholds that are based on the percentage of your student body how could we be more creative about following student with the resources that they need and deserve yeah so as you know the board has seen we've triaged our media schools first and we've seen you know the combination of practices and shifts and strong leadership in those schools we've seen the progress we know that that would be of or to a whole lot of other schools that have students not achieving it so that's where we're hoping this spring uh superintense budget recognition starts to speak to how do we how do we get to the broader set of students across schools and the system again it depends on all the priorities just just a big thank you and this is really useful and I would actually love as ERS is doing continue to do its work you know what we got was sort of designated schools and non-designated schools and it would be really interesting to see is is there currently a cliff there or if we sort of showed Resources disaggregated by all the schools is there a general government here are you saying is we want a general job that's that's the goal from you know how we get there so the resources available to any school Community those are within our sphere of influence right for me it's whether they're officially on the state accountability list or not they haven't arrived at the level want them to exhibit in the way of vaccines
00h 40m 00s
um you know what level of resources will make available there you know correctly releasing a little bit that's why it's important that we're asking our principals right now five to seven extra fdps you've had over the last number of years while including has not refreshed those which two or three were the most important you know if you had to rankings which ones made the most difference there's also some promising practice there that you know we can learn from where other schools also have a native students for HR on our board goals um so yeah it's an issue of how we as a school system are going to make sure that there's a level of resource available that's that shouldn't to get it many more that's sort of the next level of schools and also we need a proxy because we have less schools that are CSI TSI we need another we're doing some internal conversation around well how do I identify as a demographics is it it's a free reduced launch is it what are other ways to making sure that we're continuing to prioritize that's across the school system I mean if I were to summarize Sandra is like there's steps and they're pretty big steps like 80 you get a half of getting a specialist and some other and some other things if you have 80 percent um combined underserved and then so you have some steps the foundation like I think makes the steps less big um The Rise are less big um but then you get to then you get to a cliff if you're at 15 um if you have fewer than 15 direct certified and fewer than 40 percent combined underserved like that's when you just get like what everybody else gets and so if you want to change that and help any of those students um who might need extra assistance you're doing it through your regular Staffing which is you know pretty much dictated to like right you're gonna do this much art this much PE and just you know so many classroom teachers you get seven it's not it's a yeah no I'm glad we're all recognizing the need and an approach that would help any more of our school communities and students and then we get back to the bigger issue in the room which is that you know Oregon's not at the Quality education model the state doesn't sufficiently fund our schools yes there's been lots of strides made but we know that we we don't actually receive the resources we need to do the things that our students need to get them to the level that we love to see as a board yeah but Rich conversation uh I'd like to go down yes go for it thank you uh Fe continued positions I thought it was important to share you know if you double click and when you say teachers you know like uh you know you hear a lot of conversations or prepare dialogue about you know oh these all paid for teachers as you can see here it pays for uh contributes to assistance and teachers and this double click here and you can see um you know uh the biggest areas are the K5 homeroom sure I want to know where some is not involved core classrooms should actually say 6 12 per classroom so that's just a accident on my part didn't want to make a change what was that Jonathan where it says 912 core classroom should say 612 and the the reference just if you want to look at the data the data is also included in these sheets and you can send a this was all pulled out of assistant from this this information so all of this data comes there's original sources right here so if you wanna look at that so that's where I noticed that some of the secondary core teachers were including middle school so it was that's why this is across the whole District correct I'm just curious It's a required subject why our schools having to buy a small amount of PE is that because they're being given like 0.8 what I've heard uh is that a lot of some of one of uh class sizes to go down to in in the instance for example about physics class uh there's a desire to bring classrooms no one doing PE this year right yeah nobody's funding PE this year last year and it was going to the year before was 49.9 so I can look at what school and get back to you to what's specific so let's end up being a load issue for those teachers that you got one teacher in a K5 building who has every single kid in the whole school for eight years yeah so it looks like let's see in 2020 axis uh 0.1 2021 Buckman .09 uh Dunaway point two in 2021.2 and done away 2022 Reiki 0.25 in 2020 Skyline
00h 45m 00s
0.638 2020 but as you can see so the foundations are buying up hours going from point eight to a full FTE could look like that probably yeah if you're staying at 0.2 then it's probably yeah [Music] all right this is the same type chart uh just with the assisted position since you can see the majority if not I mean all all but all all you know the majority overwhelming majority are in elementary education education assistants and it's a a different type of equity um but if if foundations are allowed to purchase FTE and they do that at the end of the year my assumption is there's no school that's for example purchasing in an EA an education assistant who isn't actually there or they haven't actually hired like you don't start the school year with a unfilled EA position [Music] right so that's a good assumption and this is this is like a kind of a parking lot issue to like how to dress solitude if all the foundation EAS um are filled and we have unfilled EA positions at the beginning of the school year how is that impacting Equity um same thing with teacher Staffing position so just think about how we make sure that every school who needs the EA whether it's paid for by a foundation for the district has that that positions filled um because we know all the foundation ones are filled yeah that's a good observation for the Times we're in when you're quite a moment in time when the talent pool is limited then those folks are already situated because even if we made a decision which we should Ponder is in PPS we're going to provide a kindergarten PA in every classroom be able to find them right so there's the question of what's what's feasible to be implemented but it does create this dilemma of what the body the Personnel that we do have uh it's a being situated in some schools and the reason I ask is you know sometimes I look at somebody like people are just Well Visit you look at their Staffing before you go there I'm like hey this is like pretty well staff school I'm like yeah but we have five vacancies and it's sort of like on paper it looks like they're fully fully staffed they either you know sometimes have long-term subs or a bunch of openings so just think about how we address that that piece of the equity everybody listening consider replying to PPS I'm wondering talking about the talent the telephone question around like teaching programs at Lewis and Clark State for instance to use their second year students or wait I'm offered creative brainstorming and we are in close contact with every College event in the region and Beyond uh we're present in all kinds of recruitment fairs we're putting the word out various mediums and sites and we're working with tesbc to see where's where can we eliminate some of these institutional barriers that's on top of Walmart room your own programming classified teaching positions if possible uh hopefully encourage some people to consider uh publica through a lot of emergency sub experience maybe they're giving it another thought I don't want to take the learn set of chief of a charge bigger topic we also differentiate our support to schools with new principals right so who haven't been able to carry a number of Staffing and csips high schools during the Staffing process so we have different changes support to schools struggle more with us you all are familiar with this slide here you saw it last week at the presentation for BRS but as a reminder together to just differentiating Staffing ratios an equity formula uh direct approximately 40 more staff to higher needs schools and students so as you can see here a school a with no designation this is what they would get in a medium K5 Elementary School here at hbps well about 350 students and so this
00h 50m 00s
is a comparison tool just to you know provide context uh General context here if you're a TSI School you will get 2.5 FTD above and beyond School a if you're a title a title one only school then you're looking at four FTE or 25 21 above and beyond School a and CSI schools are 7.2 or 38 so again this is this was in your packet last week so what we added here what we asked IRS to add is you know including Foundation funded at the East uh so this is based on as you can see base Foundation FTE you know for the medium K5 School of 350 and 58 students again this is just a comparison tool we know that the numbers are are not 0.4 they're they're much higher you know in some instances so the floor and others so uh you know you're looking at point four FTP addition to those non-designation non-designated schools and so then that brings down you know the differences just slightly by point four as you can see here I just want to make sure your your point here is one of magnitude we're right 40 increase funds through our sort of Equity Fund it is far dwarfs than any impact of the foundation for us okay fairly simple way to look at that which I don't think you included in here but it's in our volume two of our budget book it's just dollars per student in a given building because that includes Foundation funding and then it includes all the inputs from our staffing formula and it just lays it out really starkly that we we see almost double between those at the top of those at the bottom yeah which is essential which is intentional yes and it's intentional absolutely yeah I will again just highlight in your packet you have data um the credit provided in different different ways as possible so you have it by school at the funded by school by fiscal year you have it by um total sum by school you have it by type of type of position you have it by a double click subcategory as well you have it by bargaining unit uh and then you have the raw data so again we're trying to provide all the information for you all to make the decision um informed conversation about the direction of definitions some Curious um so you take like one of the schools on the raising more dollars the days do you think that makes a measurable difference from an academic standpoint I mean I guess well it depends which students were talking about but they're assisting and supporting also uh I recall we saw a slide last week that showed uh our schools that were not benefiting from our equity center and school budgeting and Staffing they're still 70 proficient and yet these School communities noticed needs would like to enrich the program they're expanding offerings um but it would really depend on sort of looking at a specific site and if they were making some deliberate choices about those fundraised positions and who's learning I mean the reason the reason I asked it is just because I'm involved in the whole conversation about funding and you know what PPS offers and then what the community has to come up with is originally the foundations were paying for things like for the art attacks they were paying for PE I mean the whole a whole host of things and it the compositions of what they're paying for and this is more the elementary level this individual assignment what happens to Middle School parents I guess like most of the students uh but the elementary students so it seems like it's more like now in the in the classroom um which does seem um struggle like that does seem like it would make a measurable difference um versus like hey my kids getting PPP because we raised our notification money but like actually in the classroom they're getting support so I'm just curious like whether the district has any sort of an analysis of you know all these schools that raise different money for different types of positions that doesn't make it doesn't make a difference and if so and we've already said like here's our Equity formula like if we're gonna be providing that parents are providing that extra assistance should we be like moving the whole
00h 55m 00s
difference living everything [Music] I think this is going to be close to one of the central issues for our whole policy conversation on this which is um you know we're very strategic with our own Investments um and so if we're going to continue to allow external support for our schools then how do we have a conversation about being more directive with our building leaders about who we want that support to serve or how we want that support to to be deployed in those schools because that's something we could do and right now it really is um just up to the principle and I think the fundamental I'd like to hear yeah fundamental pieces we know we don't we do not have enough resources for all of our students right that that we know that and so we as a board have chosen to to focus the resources we have on the students who need the most support and we know you know we've heard from many communities with kids in the middle or that those steps you were talking about Julia that we're not able to meet and so I mean I think the the fundamental question is before us as a board that we're not going to talk about tonight but we will in the future is are we going to continue to allow parents to um fund these extra positions that we know students need and that we don't have the resources to fund and how do we do so equitably with Integrity um and that that's the conversation before us and so we're getting grounded in all the data and the information as we begin to think about I think if all of us want the best for our students and all of us want to meet our board goals the question is what are the levers that we have access to to make that happen and and this is a very specific conversation we'll be having about the foundations and how we as a board will allow um that program to look in the future yeah to the actual discussion I'm interested right yes the question that and um it's maybe for the next conversation but I'd like to hear from Sacramento what what we think that impact of that additional staff makes for those students and maybe it's like hey you know kids have more personal attention because they're Cas or teachers but just like in terms of the data I would like to know kind of what we see we know about what impact that has for this for the schools that you are actually able to like put more resource sources it's been a shift to like newspaper saving PE or you know whatever art we're going to have art and music but now it's like we're actually pushing more resources into the class foundations of pushing more resources into the classroom and great I say I've had a student who struggled I like I'm all for pushing more resources in the classroom but what impact does that have that for those students is the positive things and do we look at so that's I guess the data question that I'm interested in because I'm I don't know yeah yeah I think people have observed that um each year we've continued to iterate you know it's public education I feel like the school system should provide for you know expectations Associated growing principal standbook or Staffing rules so that yeah Arts pathways are being built out so more of those positions are covered yes High School is sort of another thing there with our CTE Pathways and measure 98 but um so and and I also don't want to take away the discretion professional Judgment of our school leaders that conversation that happened their supervisors and their school Improvement plans around where their growth areas and needs are too and hopefully and I believe that they're making strategic decisions about where to best apply those uh maybe it's for a set of local students particular grade level of particular content or another school community and maybe they want their youngest children to have a lower staff you know student adult ratio uh you know the discretion level is is you know it's it's been a ball or more nominal so we know we haven't felt the need to sort of get you know too prescriptive right well if you don't have Foundation dollars you would have any choice well that's what that was my earlier conference it's like how do we make sure every school leader has some some of capacity or for resourceful to make some discretionary um so I want to pause this for a second um in our agenda we're actually going to do public comment at 4 50 today and I know we still have some slides to go through and so actually one of the questions I first have is for the board to go out of pause for public comment but also kind of want to ask the people who are here for public comment if they prefer we go through the rest of the slides or if they prefer we do public comment now okay either way um I know we had about five people signed up there's probably information that we can bring that would be beneficial as you
01h 00m 00s
continue doing that I'd be happy is the board okay if we pause then yeah that would be that would be great so um so thanks everybody for being here how do we do we want to bring these folks up to maybe sit next to Roseanne to do the public comments so we can make sure we're picked up by the mic that would be great um do we have one that's online actually one person who submitted a video I was about to read off the name but Carrie you're here Kerry who do we have here for public company we help will lesser thank you for being here um and we won't do our normal stream about public comment just state your name I think we have two minutes tonight right um for folks and so we'll give you a gentle reminder okay thank you Wilma sir m-u-s-s-e-r thank you for your time uh my name is Will Musser and I've reviewed the reform PPS funding site watched the relevant board meetings on YouTube and review the materials and dissertation and sorry to be blunt but I have two minutes any move towards eliminating local school foundations otherwise known as lsfs and solely having district-wide fundraising for distribution is irresponsible because of the imminent budget cuts that will eliminate teaching positions setting the perfect be the enemy of the good and is an example of a receding tide that lowers all votes this summer I became the chair for the Beaumont Foundation despite not serving on any lsf before because no one else wanted to I chose to because I had ideas about activities for Community Building fundraising and tying in my advocacy for climate action with Alameda and regular communities at an earlier meeting a board member asked what is the problem that we're trying to solve and the consensus is that eliminating lsfs and replacing them with district-wide fundraising will reduce the perception of inequity in fundraising for Staffing but at what consequences to PPS why not address ptas and boosters today is the first time that people affiliated with specific lsfs are speaking publicly as to how PPS would be impacted by prohibiting lsfs to pay for staff to date the committee has not operationalized definitions of equity or parity as they relate to inputs or outcomes with respect to staff funding putting the cart before the horse it has not distinguished between disparities or inequities PBS stakeholders need to have an honest discussion about what the heat map would look like if spending and fundraising for staff were Equitable as well as practical If you eliminate lsfs you squelch or even negate the Practical power of self-interest to raise money gross revenue from district-wide fundraising would be significantly reduced because donors of all backgrounds be reluctant to donate as much because the incentives are uncertain and alongside decreased enrollment and budget cuts that would be irresponsible undeserved students will fall through the cracks disparities will become exacerbated and more visible leading to Greater dissatisfaction with PPS so you'll probably lose families and teachers to private schools families are willing to compromise but when the decisional balance crosses over and attending PPS is seen as a sacrifice they will leave get two minutes so I'd like to end with this plea please reform the system by identifying buying mandatory staff levels for every school type increasing the equity percentage upwards and creating a support system where schools without active lsfs can get them functioning so donations can flow to them directly as stewards of PPS the board should be looking at how to increase fundraising levels in a more Equitable manner to optimize Staffing parity instead of implementing Noble but misguided policies that reduce them in today's challenging environment thank you and I would encourage you also you feel free to submit your testimony to the board I already have yep thank you sure it's in my email it is the principal at Beaumont uh thank you for this opportunity to speak before the board um The Beaumont Foundation has been very helpful as a building leader um often when we get our budget for the next year it's like well you have to cut this many positions it's really tough to figure out who to cut where do you cut and how you fill those gaps back in so with Foundation money as well as the um
01h 05m 00s
the parent Equity Fund I'm able to use some of that funding to if we have a halftime position sometimes I make it a full-time position using uh Foundation funds because we may be more electives for example choir or band sometimes we have a halftime um recently we had a halftime bilingual educational assistant and that was very proficient in mathematics so the district gave me a 0.5 I hired in the other 0.5 chat with our math and science classes because he was really able to reach out to the students and help them thrive in those content areas additionally when office staff is cut I made for example right now we have a 1.5 secretary I had an additional 0.5 secretary we now have a bilingual secretary that's able to help us communicate with parents so that we have 0.5 for her but I hired her 1.0 she helps with phone calls communication anything that parents need from the school so we try to use our funding to support our students sometimes it goes in the classroom sometimes it goes to support staff and um frankly if we didn't have that additional support I'm not sure how we would fully function I did hear that the schools with foundations are the lowest funded schools so I'm very grateful for foundation funding um the last thing I would say is that yes please if you have any more questions for me about foundation and how those funds are used or why the decisions are made that are made it's so in the spring we get our FTE we start making decisions and then sometimes in the fall our school staff has gone somewhere else somewhere else for a higher paying job so then we have to look for someone to fill those positions so it's it's uh every year it's like it's the hardest thing I have to do is figure out how to fill the gaps based on the funding that I receive it's very hard to say okay sorry you don't have a job next year that's tough it's it's like I don't sleep those nights but I do use our funding um to support staff and students so thank you again for this opportunity if you have more questions um available by email or phone call to you thank you again I just wanted to clarify one thing one thing parent Equity Funds exactly so there's both pieces of the sort of fundraising and equation benefit Beaumont yeah and the parent Equity Funds are used for student groups we have um gender and racial um Affinity groups and so we um are trying to increase the student's sense of belonging to our school by providing activities and physical fiction of group meetings so that they feel like they're connected to our school our highest population of students of a different culture is Hispanic so we're continuing to hire staff that speak Spanish another way to communicate with parents and also providing opportunities of students need supplies um school supplies or other things we also provide those as well so we use all our resources to try to fit the needs of the students and uh yeah if we can work on that on that same formula so we have actually we're uh we're not a title on school but we do have Title One students and so when they come to our school they lose their Title One the funding that comes with them it does not follow them to the school so we're always trying to figure out how to fill the gap for students that needs extra support thank you appreciate it thank you foreign last year or 21 22 22 000 yeah last year was challenging because uh post coven people weren't connected people weren't meeting um people aren't coming together people were afraid to be in public together in uh large spaces with a lot of people most of our fund our foundation activities are in person with parents and um so yeah people who aren't getting together so that's why great thank you yeah I appreciate it um gentleman is a data point it would be interesting to know how many schools are in Beaumont situation just for the future all right hello board members and thank you for allowing me this time to speak my name is Serena Hollingsworth and as a person of color I'm proud to have my children in a district that's submitted to equity but I'm also concerned about the proposal to disband or Capital local
01h 10m 00s
school foundations in the name of creating Equity eliminating teaching positions and increasing class sizes is not Equitable and will harm children of color across the district I'm the chair of the Alameda School Foundation it's no secret that Alameda has a lot of affluent families because of the district's equity-based funding model Alameda receives fewer Educators and dollars per student allowing those resources to go to the schools with greater needs which is the right approach however Alameda still has over 100 students that are historically underserved the proposal to cap or eliminate the fundraising from our foundation sends the message to those 100 underserved students that you are not a priority your Equity doesn't matter as much because you attend a more affluent School eliminating These funds will also negatively impact the entire District using Allen music excuse me Alameda as an example in the 21-22 school year we raised about 121 thousand dollars of that thirty seven thousand dollars went to the fund for PPS we'll come back to that figure it's left about eighty four thousand dollars for Alameda to use we did not get any educational assistance from the district so we hired two part-time games one rotates between three kindergarten classes the other rotates between three second grade classes with class size averages of 31 students I would ask if uh when was the last time any of us sat in a classroom with 31 7 year old and do we think that's a reasonable student to teach her ratio should we all say no the educational assistants bring much needed support by spending one-on-one time with those students in phonics ingredient sessions and many of the students needing the help the most are from our underserved population the board itself has set goals around third grade reading and required School interventions and we simply just cannot do that without these EAS at present I'm almost done so now let's go back to the 37k that went to the district I'm really struggling to understand why the board would reject this income in the midst of increasing funding cuts by capping or eliminating the foundations it's sending the wrong message and it implies that the board is willing to place the ideology of a few over the benefit of the student I'm not an expert in equity but I know that taking any resources away from any student will not create better outcomes I hear the critics the local school Foundation model isn't perfect but until there's a Statewide solution that doesn't have 31 second graders in a classroom with one teacher this is what we need and removing this funding without an alternative harms the entire PPS Community I'm respectfully asking that the board please do not limit or take this funding away from our students thank you for your time you know where to send it yes thank you virtual welcome hello thank you we can hear you start whenever you're ready all right um good afternoon my name is Karen Liao yeah with one syllable and spelled l-i-a-o my pronouns are they she and I racially identify as brown Asian I am a member of the reformed PPS funding at vixi advocacy group I am a PPS parent with a seventh grader at Hosford middle school and a 10th grader at Cleveland High School both of them went to Abernathy elementary school a school that has a foundation I am also a PPS teacher I teach second grade at grout Elementary which feeds into Hosford and Cleveland grout is a title one school which does not have a foundation like many other school communities which do not have foundations almost all grout parents and caregivers knew little to nothing about foundations a few years ago and I'm sorry I'm having problems with my two screens because of this Zoom setup there we go oh thank you we know that Foundation fundraising disproportionately benefits schools that serve wider wealthier communities during the 20 20 21 school year the 11 schools that raised more than fifty thousand dollars had student populations that were on average less than 18 percent historically and currently ignored I'm using historically and currently ignored instead of historically underserved because I think this better describes our current racial reality compare fifty thousand dollars against the ten to fifteen thousand dollar grants distributed to 48 qualifying schools in 2022-2023. we know that Equity means that those who need more get more the current PPS Administration is doing the right thing by putting more of its resources towards schools with the greatest need Foundation fundraising under mind sees efforts to re to reduce
01h 15m 00s
disparities along among schools along racial lines did you know there has never been oversight on how Foundation money is spent at individual schools pps's mission statement is we provide rigorous high quality academic learning experiences that are inclusive and Joyful We disrupt racial inequal inequities to create vibrant environments for every student to demonstrate excellence why is foundation fundraising outside of any racial Equity lens in the 50 plus pages of material shared for tonight's meeting there was no mention of racial demographics or outcomes how is pps's racial Equity lens applied when putting this information together a racial Equity lens for foundations on a school-by-school basis will be very uneven as each School comes up with its own practices and policies another concern I have is whether or not schools who serve student populations that are less than 18 historically and currently ignored are able to effectively create and apply a racial Equity lens why in the past was 33 an equitable solution why would 50 percent now be an equitable solution and how would it close any opportunity gaps I support a district district-wide Foundation this is an opportunity for real Equitable change in the foundation fundraising system not small adjustments that may possibly reduce inequity but do not eliminate it not only is a district-wide foundation a system where racial inequities can be effectively disrupted but it is also a huge opportunity for Community Building imagine fundraising events that are planned and attended by multiple schools imagine events that bring together the multitude of experiences and expertise represented in multiple School communities so they can support each other and increase understanding of each other's values and priorities imagine being in a community where caregivers and parents across the district side by side advocate for stable funding for Staffing in all PPS schools with this current review of PPS Foundation policy there is an opportunity for transformational change shifting percentages to 50 is not transformational and it is not Equitable a district-wide fundraising model not only removes racial disparities in funding extra stuff it is also the first step towards where we really need to be doing what we really need to be doing identifying the true depth of needs in each school and advocating as one district for fully funded schools thank you I'm sorry I went over time it's okay we really appreciate your comments thank you thank you just queuing up the video our vessel Journey over the nine years taught me so much not only as a parent but as an active member of the city the disparity between the schools in this district is blindingly clear and can leave a parent feeling paralyzed in their ability to make any type of change for their children and the children in their Community this is a significant opportunity for PPS School Board District leaders and community members to do an equity inventory of the current policy and deeply consider other options that we can collectively Envision for years at Vista Elementary 50 of the population went to other schools whether through the lottery system or private this fact alone is enough to see that statistics and school funding matter more to people than people we have to start asking ourselves the question are we leaning on a Model that only benefits those fortunate enough to live in a certain zip code who gets left behind in this process the fundraising policy is our little experiment in triple down economics and just as it does not work for our nation it does not work for our city education system it is wonderful that people have the means energy and time to raise so much money that they can kick down to the students that have families who are barely surviving families who do not have the bandwidth to question the policies of their local public school system they just know they want their children to have an education but I know there must be options that bring our schools and student opportunities closer together I have my own voice energy and time to brainstorm other options and I believe there are countless others out there just like me in the city that are ready willing and able to do better by all of our children we have an opportunity to make Portland a model example of what it looks like when members of the city work together for True equity and change I hope you will continue to reach out to others in the McDaniel Jefferson and Roosevelt clusters and include our voices in the process of developing a new policy that aligns with the port Portland of today and the Portland of tomorrow thank you I know we had three people on the wait list as well are any of those three here tonight they were on the way this
01h 20m 00s
so they probably not I think it was Marianne walker uh Maya um Matt goldrin and Alicia riddle um after those five um okay and I think that that I just I know we have another work session coming up so the folks on the waiting list get bumped so the top is that right who have signed up so we're in a weird situation because we don't normally do public comment at work sessions sometimes yes sometimes now so that this was a conversation we can decide to add that if we start choose I would say that we should make sure that it's done in a way which everybody feels is transparent because they'll be they'll be yes everybody will feel like who knew first and yeah that's a great point maybe I'll put it out uh not necessarily for decision tonight for the board to think about this this feels to like a topic that we want to take more public testimony on rather than less and I know that other governments you know um often will have you know listening sessions that go on you know for an hour or even two or even well I was not suggesting that it was suggesting something more than our normal so maybe just something to think about whether we want to build that into a future time and that would be in favor to your points of making sure we really publicize that so people can sign up you know and have lots of slots and publicize it and also maybe do some additional Outreach if you're going to publicize it make some phone calls and I think that's important to point out um is that there is no proposal on the table if we're starting this process as a full board I'll go back to the policy committee to you know really look in a in a way that's based on the facts and our data as a district to um think about what kind of reforms we might be interested in so I heard someone in their testimony reference that and it's that's an important distinction there is no proposal great so let's uh our policy allows community members to bring fourth proposals and their resent people that was brought for us by the community it's just economic that our policy committee did not Embrace and instead we're doing a full board uh conversation where that's inclusive is talking about semantics there is a proposal that came forward from the community and the policy committee last year did make some changes and edits to it and had conversation yeah I mean so it's just like I want to take this I don't want people to feel like hey we have a policy and policies that you can introduce a policy that you know where they follow it I don't think I don't think you guys are saying different things there's a policy that was brought forward that was under consideration last year and absolutely could be under consideration this year I think what Amy's saying is you know as a board we have not put a proposal on the table so we're not discussing a proposal tonight right on the table we're discussing the the idea in general and then again we'll ask some questions come back on the sixth to give some some direction which will then policy and it may very well mirror this process came forward from the community so yeah and then I think the policy can be last year did some more important work so I want to move on back to Jonathan um and I think we've got some more slides to go through yes so we have two more receptions to go through uh so thank you can we make the sentence when you're here uh so we're gonna go focus on the PPS parent fund uh so uh chair Scott you asked which schools are in the same predicament uh that Beaumont is in uh there are two additional Buckman that little phrase dollars and have access foundation and receive uh received the PBS yeah we don't need to thank you have been active in the past but not this last year all right so again um want to contextualize these are the dollars contributed to the PPS clearance fund not 2122 but as you can see in the slides 2017-2022 um I we differentiated between active the contribution to the parent fund from active uh active affiliate and local school foundations again that's 32 uh foundations and the independent foundations so I just want to make sure that we're I'm not trying to hide anything I'm just create information that is important for you to know 32 active foundations for example this last year raised 447 thousand dollars to the parent fund and eight independent
01h 25m 00s
foundations rates 350 000. so how are PPS account funds being budgeted by our school leaders um here's a slide deck or a slide that has the top 10 non-personnel items uh this was essentially every principle has to budget importantly how they're going to use these dollars and as you can see here the number one uh area over the loss of years has been consumable supplies uh and I want to be clear this is not necessarily school supplies as much as it's family engagement uh you know this is where peer principals would put family Nitric you know uh events and dinners and opportunities or other activities that happen in the school so as you heard from one of our principals today you know those are those are the types that uh that's how the dollars get used as you can see the second one here being contracts uh uh instructional professional and Technical Services at 153. so we also know that's the non-personnel we also know that some to uh director constant's earlier Point uh some more school leaders do but at least 35 uh to purchase or to support uh to fund uh Staffing and as you can see here for the last three years fiscal year 20 to 23. um you can see you know these are the schools with a minimum of 0.5 FPE uh that was uh per that was supported by the fund or the parent fund uh up to a little bit under three at Jefferson so you can see the list there so curious about that um so last year the high school's got 15 000. would they get the two previous years because how did they how did they buy four no that's a great question it's included in one of your it's one of the many documents that we shared with you uh and unfortunately I did not well actually it's kind of labeled it looks like this it has uh five columns including the PPS parent fund award for 2023 to 2023 and carryover funds for 2021 to 22. so to answer your question I think how are how are they paying for them some you know over the last few years as you can see here there are some schools that have budgeted you know one four thousand for example playing at 29 000 or 12 minutes 74 000. so I think a lot of it is attributed to we're we're making a concerted effort this last year to work with our principals to make sure that they know that the resources are there and they can utilize it accordingly I guess um but it's not like Jefferson had it's because I carry over funds if they could buy FTE because I mean one of the things I hear from which is 0.44 just based on what they got so if you're their annual amount they get is say 25 000 and they could buy one yay yeah versus buying four or five sure so I'm looking at what Jeff so you pointed out Jefferson here um looking at the list we're looking at well just to do it by a year so Jefferson um for example total assistance over the last four fiscal years uh purchase funded 0.91 in its educational assistance but as you can see uh it's 0.17 in 2020.17 in 2021 0.17 2022 and 0.4 this current fiscal year uh we also see um let's see what are the other is like about one-fifth of an FTE say that one more time 0.17 is like less than one-fifth of an ft 7. 17 0.17 yeah so yeah and so uh in terms of you don't see any features here so at Jefferson you're looking at this educational system so it's probably topping off an assistant you know ffpe full-time or administrative support okay uh this was so that the first one was uh the four ears um and this is this current fiscal year so what's happening in our schools right now uh as you can see um Arleta Jefferson Green Woodlawn
01h 30m 00s
Beaumont Harriet Tubman we are using parent fund dollars to pay for ft these are type of positions that we're looking at of how our school leaders budget is that information no pause there for any questions or comments okay the next item I want to turn over to uh I guess I just wanted to add this like I heard from you it's like in my ear that uh you know they do have to um describe how their Equity Funds or their choices for their people yes prepared to five dollars are aligned with their school Improvement plans and uh you know they do have scrutiny on um the decisions that they're making about how to allocate those five dollars almost both this foundation and carefully choices including your packet is all the parent fund Awards such incredible loss um sorry since July 18 19. so you can see that at some point starting in 2020 2021 the fund for PPS uh takes over the distribution of the parent fund so that's why you see all has raised logos on some and that's fine for GPS so this last section uh I wanna I'm gonna turn it over to Robin Baron our director of strategic Partnerships um included in your package are two memos uh one memo is uh was shared with the Board of Education back in um June oh we just updated the date sorry uh back in June and that was a targeted engagement and principal survey so uh we're gonna have uh Robin give us a pre uh a quick synopsis of what's in there obviously you could read it at your old pleasure and then the second one is a recent activity that we did uh a meeting that we did with uh a black LED uh School PTA um obviously Dr Martin Luther King PTA uh it's a he'll show us to describe that as well so I'll turn it over to you I think I'll I'll start there with the most recent um from last week um my colleague Nia laroque and I had a virtual meeting with um five representatives from the Dr Martin Luther King Jr School PTA um we provided the same slide deck and the Google site that we used last spring um within our targeted Community engagements um giving them the background on the the conversations that had previously been held and we're asking them the how fundraising Works in their schools what do they think about fundraising for FTE and the district-wide and so some of the major themes that are on the page one bulletin list that they they really have a um a perspective that the school Community um serves as a way of as a family supporting students education and a sense of community that they put that over fundraising and that um they actually cap fundraising um for their PTA they say we were not trying to raise more than fifty thousand dollars a year at our school um and um sometimes they as new families come in and and they kind of socialize them to the Norms of why that is and and they try to encourage people to get involved in the community to volunteer to be present in the school and that that will be a greater benefit to their students education than than funding alone uh and they you know in in asking there's um here's one quote from Tiffany Robinson the PTA president the biggest thing we stand for as a group is family people feel it when they walk into our school and new families feel it they say it's a different feeling when they come into this school when you walk into the office and walk the Halls you feel the love and that means more than any dollar account there's a few um quotes throughout the the memo just trying to represent what what was shared with us um the when when prompted what their recommendation was around District policies around fundraising they said that they think that we should cap fundraising for
01h 35m 00s
individual schools and that school should be willing to share with other schools who aren't able to raise money um that is a synopsis of that memo and the other two targeted engagements we did at Roosevelt High School and McDaniel high school with feeder schools We There is um some misunderstanding uh in in the community that we kind of hand-picked people to come to those meetings that was not the case we did an announcement in the admin portal which is our interoffice um like electronic newsletter with principals asking them to nominate parents who are active in their school Community with fundraising or volunteering and the people that were invited were the ones that the principles identified as active in their school communities and just to be in the Roosevelt and and communities yes in their clusters um so it was an EXT right it was close to specific cohorts but you were the ones to your office was the one who extended the invitations and managed them yes yes and there were some other people invited that weren't able to attend um but we did give people the opportunity to provide their feedback and that's summarized in the other memo that is shared um uh so I won't go over that again if people probably unless you wanted to you all good enough this is information yeah these are two data points they're not extensive engagement sessions they were you know just uh one a a perspective of viewpoint from administrators from uh parent leaders into to school uh School neighborhood School communities uh and then obviously you hear what you learned from the kpta so we just wanted to share that information um I have a question about you know I just briefly looked at the didn't read through the whole packet son knows what prepared but I did read that message I really appreciate that but it got to your email she would have read that yesterday or Debbie this morning um and I appreciate that you're doing that extra engagement you know for schools that you know it's harder for people to have along the way to travel um but I was a little bit dismayed um well I was curious as to whether the context of this conversation was presented for instance like a pie chart showing what the funding landscape looks like and what king School my neighborhood school but the sliver right that's that goes to them and then also um it's really hard for me to understand why somebody would say you know money is not an issue unless they saw they saw the disparity in the data and that and then the achievement outcomes I can't imagine that a parent would you know say it's not important you know it's okay if we you know we're just all about a community if they saw the world outside of King and what was flowing to those other communities and the outcomes that those that they've been in facing investor Institute I mean I I can see like as a parent I didn't have time to go to the PTA wasn't involved with King but um I'm just wondering I just saw other things I kind of broke my heart a little bit and look at it Gary because I'm it's just it's a little traumatizing to read that people were like oh we're all about the family and when there's this other world out there that is also about the family also about investing in in the kids in trips to Germany and traveling to footlong basketball games and the things that our kids aren't getting and to say that they were okay with it it's just hard for me to believe okay I mean they knew that we were a realm of like the possibilities of what you can do and even with extra money why would you say oh that's okay we're just all about the community if the context was presented I mean Tiffany Robinson has been the PTA president for several years I think she has a pretty sophisticated understanding of the landscape I did provide the the context of it and they did have familiarity with that some schools fundraise for FTE I think their feeling is that their that the basic education and Staffing is provided to their school and they don't want to create a an environment where the only way they're engaging with families in their Community is by asking them for money they wouldn't accept a grant or a shared money or other
01h 40m 00s
um of money flowing into the the school but that that that's not the way they want to run their PTA I guess I think I understand that part but if the magnitude of the dollars is so it's like so much greater um in other school communities that it would be it's just hard for me to believe that we're so happy with our 38 000 you know there's like 380 000 out there floating around to do great things with for our kids with the Arts and you know there's a lot of I mean it's enrichment happening I I love that school Community my mother and grandmother both retired so um so we have one more slot so anyways just curious about how much contacts so that's all thank you so that's all of the information that we have to share with you as I as we invest it that's it uh so December 6 work session um the purpose of that will for you the board to provide general direction to us on shifts to the PPS parent fundraising policies and here are some kind of questions they're not meant to be exhaustive they're not meant to be you know at the end of the day you can you know choose to ignore all of them I think they're really trying to provide you with uh with us I think as a community conversation the conversation that we want to have if we want to get to a solution or another solution we want to get to a revised policy so what parent fundraising rules and policies might need to change um should there be caps on amount of dollars raised by parent groups if so what should always raised by parent groups be subjected to an equity distribution or allocation of some sort if so how what updates are needed on how parent fundraising dollars are used right so this is the FTE conversation if you will and how might we establish rules and policies that encourage fundraising efforts to be more inclusive kind of I think to what I think the doctor PT and Dr King PTA was trying to you know I think that's kind of the the energy that I get from them and contribute to a stronger sense of community district-wide so I think again these are guiding questions for you to consider um but I think uh and at the December 6 work session I think you know we'll turn out moreover for you we will facility you know if it's helpful I'll work um policy chair to develop you know uh the agenda for the work session but really we're turning it over to you to help uh our community I think bring closure to to this topic that's been loved that's true so I have a question about this process because language here is all about um parent groups so it sounds like we're talk we're talking about all external sources of funding that are coming into our schools through different channels so I want to understand in this process through the policy committee are we just going to focus on foundations first which to me is kind of ironic because it's our only source of funding where we do have a equitable distribution mechanism even though it may not be perfect and it may not be what we need but none of our other sources do so I I would like to understand better uh what the parameters are on this conversation I don't think there are parameters until the board gives direction to the policy field so that's really it December 6th I think you just teed up another question that I think should be on the list is how broad are we are we do we want to how broad do we motivate this question is a very practical one like do we know that Universe like do we know that in worry of all those other external fights that are coming so from the policy committee kind of how we got here is we did have a group bringing forward a policy request and an idea for a policy to um the policy committee that we've worked on quite hard for a couple of years and um the goal of this was to really have a next week on the six to kind of have a values conversation about how do we think about fundraising how do we want to look at I mean I love what king says about the Caps right why they cap so that they can be more inclusive and some of the the choices they're making there um for us to have some of that conversation the reality is that the place where we have the most Leverage is with foundations because that is something we can directly control whether or not people can buy FTE as we look at the whole universe of these parent or school-based fundraising the question is how do we help our Portland Community I think one of the speakers said you know moving into the Portland of today in the Portland of the future how do we help our entire Community have opportunities when we think about money in schools Parent engagement support of another how do we think about in new ways and it becomes trickier when we
01h 45m 00s
look at things like ptas because of our legal standing and relationship to them they're their own independent 501c3s and so how does that relationship work out but I think if we as a board begin to have that value conversation and say what do we want our community to be like I loved what will was saying about how you're working with was it regular and I'm trying to yeah and on like climate change as part of community building fundraising like how can we take innovative ideas like that and continue to build a constellation of school-based fundraising that is equity focused it is community building that creates opportunities for all students but it's going to be a process so I think that's the conversation we have next time is what do we as a board want to set as some goal like interaction Direction and then the policy committee can start with the foundation policy and then we can look at other avenues of school-based fundraising because it does get true can I ask you a clarifying question you said and I get it we have less control over like an independent school PTA but we have control over whether that PTA can buy FTE no ptas can't buy FDA only foundations right so PTA like a PTA can buy um paper they can give money to the principal's bonds I know everyone in the room already knows the answer to where's the restriction on the PTA funding is that is no no on on by at home that's a PTA well that's a PTA stock I was just going to say PPS is also I think that's what I said at the beginning that PPS made a decision in 98 to say exclusively FTE it will to be paid for by the local schools yes thank you so like State PTA also has some restrictions or they give advice to schools like fun things to do and not to do because of liability so we have about 10 minutes and and I just I actually want to make sure we take this time this is an important topic um are there additional questions so I think that's really important I mean presentation additional data questions and I want to be clear it's not your only opportunity as you dig through this information and questions are going to come up I think given the protocols conversation we've had um do this on the fly but board members let me know if I think those questions should go into the superintendent and then and then they will will do a master tracker so that whatever answers you provide and they're provided to the entire board you know what about the information that we requested today because you have additional well you mean the things that we've asked for as well today because for example like just around the direct certification the combined historically unjust served because I think it's important if we're going to have this discussion about the middle of the steps in the cliff that we have that we'd be able to kind of see how that looks because I think we have information in like a bunch of different places that shows where the steps and the cliffs are then it's not all just in the foundation yeah so I guess what I would say is Jonathan and hopefully you've captured those if there's clarification coming out I would clarify with the board member that asked the question just so we make sure we're we're answering the question that you wanted to answer so uh Roseanne took uh missile took notes here and so we'll uh as a as a staff review those those notes um and and potentially and work with the board leadership to to make sure that that it's captured by um just because I I want to make sure like I I still have I need Clarity on the question that you asked because I'll say the same data and impact so if there's some data readily available or we can filter in a way that you have an actual picture and visibility grade there were some other questions that were more like well what if or require analysis depending on your job so maybe you can help me clarify um the other question I had um at the very beginning of this in addition to um a community group bringing forward a policy draft for the boards in the community's consideration um Jonathan your office had brought forward um some also some changes and this wasn't related to the ptas but um there were things like when you have a school Community event ticket availability for families that maybe can't afford it um and things like that and I'm wondering sort of how that fits because that that seemed like part of the also that we're all in it together together um so I'm I'm happy to I think the I don't remember at what pulling into the history of this conversation that was presented uh but I think uh we'll we'll find those share those out with you all uh not for you to say this is the direction this is another data point if you will another way to reflect on this uh but ultimately this is this is uh this is on the board you know I'm putting this is on the board and so I would say those those edits to the to
01h 50m 00s
the ball let's see at the time are are just examples at this point and I would have been deferring you all to to articulate the policy decision one thing I'd be interested in seeing is um are distributed both what the criteria are because I'm not trying to know that exactly and then just um seeing them uh if we can just list that by recipients I mean it's included in the budget book but it's just included as a subset of each individual school budget so it's kind of hard to just we'll get into it yeah yeah that would be helpful um news for another side by side comparison I can't remember well that was just to see the FTE purchased um all together both directly by school foundations and by the um if I have quite a few questions so I'll probably send them in as well um but I just want to make sure that I have them out just in case I forget um so one of the questions I have is we can get the data I'm just I can create it based on our four goals uh for grade schools speak up a little bit I'm sorry get the we can get the we can get to segregate it and for data based on our board goals for the schools uh run by population and the performance um active and Independent Schools active Affiliated and independent separated schools it's quite specifically demographic data when you say population you mean the demographic data and when you say Performance Based on our board yeah based on our programs it would be like evaluating against those goals um another question I have obviously we'll answer it now but when I look at the numbers which says less than one percent of licensed PPS staff and just over one percent of our budget of teaching assistants could we have a district absorb this amount with more party budgeting um and also with with the foundation pieces if they foreign for 2021 2022 school year and it already flies the next year what happens to that those staff that is purchased um and then would like to know what is the average amount that is going to non-active um schools the non-active affiliates what's the average amount of their receiving um and then committee Outreach piece um I think it's going to be very very important to really have a robust community outreach piece for all the schools because I think this is something that a lot of the parents I know it don't have to be out anyone but some way to make sure that we are reaching all parents um to get a under I'm understanding of what's going on and also the acts you know um their thoughts you know so when I hear parents um talk about you know well if we if we as an example discussion of it and our kids are going to go to private schools well I'm one of those parents that actually sent their kids to private school so I paid that tuition bill and but I do know that that the private schools can't taking up all the schools that everybody leaves so you know when I when I hear that it just kind of makes me cringe a little bit um but also too you know I I wanted to push back on the notion that if as an example if we did away with Foundation school I mean Foundation pieces as far as uh parents paying for that the conductive Community would not donate for the good of the whole I don't think we are as shallow as a community that if we can't raise money just for our school we're going to just hold our money to ourselves I just don't think that of us as a community and so you know when those things come out it brings me pause because I don't think that's how we are as a community um I think with our community of giving we are a community of looking at those other kids that are our other schools or kids that are not doing well and want to help out and then the helping hand um and we have evidence of that by the bond buy the levy stuff uh so I I just want to make sure that for me you know I do give you know I am one of the fortunate uh folks of financially I'm okay but I do give and it doesn't base it's not based on where just because my kid is at this score just because my kid is not that's cool
01h 55m 00s
um and so I think we have more of us out there like that versus those that well I'm not going to give if it's not going just to thank my kids school um and that's one of the reasons why I really think that community outreach is important because I think as we hear more of that from our community um then we can really have a a path forward to say you know what maybe they are willing to do this or maybe are not willing to do this but at least want to hear from the community um you know their thoughts um about about these things um well that's that's all I gotta say that gets to some of those questions around uh achievement uh now this data is you know pre-pandemic and obviously things have shifted but yeah this gives you an example I mean because again I think the the real we know yes that Forest are you know done Away director certification poverty levels and the chances are really high yes and so you know and we're not just talking about Foundation dollars you know when we have affluent neighborhoods like I live right down the street from Alameda I live across Downstream from Beaumont the foundation dollars that I don't need that's not necessarily we talk about in equities those folks that have money was going to do extra things anyway for their kids whether they're going to hire extra tutors for their kids or whether they're going to have uh get the necessary things or put finances into their kids I don't necessarily thinking we're talking about just the foundation dollars when we talk about wealthier schools we've been talking about all the external stuff that we know that wealthier uh system or wealthy or uh communities have so I don't want to make sure we're not talking about well if we take it from you know after things I'm just using an example Lincoln that they're not going to have resources for their kids we know they're going to have resources over their kids Alameda we know they're going to have resources for the kids Beaumont we know they're going to have research for their kids so I don't want I want to make sure we're not talking about oh we take this from or limit them or if they don't get it that their kids they're not going to make sure that their kids are taken care of because they have resources to do that so I just want to make sure I just kind of that's from my own personal experience you know I make sure my kids have the best they have what the finances I had I realize not a lot of kids have that option a lot of families don't have that option you know so that's where that's the that's kind of where I'm coming from and doing that I know that yes we can put more money into kids or schools that don't have that yes we can do this um but to say that you know we if we get rid of this in whatever way shape or form you know that that won't happen I don't want to put that misnomer out there because before before this before they had foundations um PBS have foundations affluent families was doing and still doing well with their kids their academic performance was still doing well before this so I don't want to make it seem like if this this is going to make you break any kids from uh type of cheeky um thanks Gary thank you Scott I'm sorry oh absolutely just wanted to note because you can't see up here the irony is in the meeting and she has her hand oh Byron you know what and you even oh I feel really bad Byron you emailed earlier and let me know you're going to be virtual and you know what I didn't see your name up there and so I absolutely want to turn over the floor to you yeah no problem i i a lot of my questions so go ahead um yeah and a lot of my questions have been asked by the meeting by other board members so I really did not feel the need or I would have gotten my voice in there but Justin's were like at the very end I think a couple of questions I have is I want to understand the significance of like Foundation dollars versus the significance of like ptas and the other um fundraising Avenues we talked about I'd love to know if foundations are actually raising significantly more than those other bodies um just to kind of understand how each of those are affecting overall um I also just want to Echo what um director Lowry said about how I think ultimately this is definitely going to come to down to a values conversation and what's doable and what's going to be the best for students um and so I also think I heard a lot of plans like I heard from public comment we had there's this idea of maybe a universal Foundation also I know that we had the policy marks last year which I don't really know much about so I'd love to be someone could shoot me an email or like if I could be directed to whatever that policy work says just so that I'm prepared for our next conversation or just be directed to where I can find that um in terms of like what was in the works last year in the policy committee and I'd love to understand a bit more like the viability of like these other Solutions I think as we move forward into the next conversation about trying to direct um staff into what we might want to do I'd love to have some understanding kind of the pros and cons of some of these other um methods that we're looking at in terms of how we can balance um this
02h 00m 00s
funding but that's it and thank you for the information I found it very informative and I will email any other questions as I dig more into the presentation and the data that you shared so thank you foreign that marries to policy changes policy changes um but for me that would be an important like um again it seems like we have an equity formula that we currently use and this um helps more of um higher FCS schools so is like is there something we can it just seems like it tilts a little you know a little bit not the massive amount but it tells it and so are there things in the budget that again we're raising everybody um so this question if it if it's good to have an EA or a reading specialist um in every school um I'd really like this superintendent weigh in on that topic um and what we can do and to look at the smoothing out the cliffs and to me that seems like unless you marry it with the budget conversation then it's like you're only you might just get half of the fix and half the fix isn't the fix yeah the shortage of ideas as you know we don't have Clarity on our Revenue so because it'll keep it already from February to May um and so we have to prepare sort of a bunch of recommendation ABC um but if but if if we're hearing sort of desire to prioritize example if we were to do a heat map against the board goals and created an intervention and support fund I prioritize schools find students furthest away from those goals I gave them a short menu of what those intervention supports could look like you know that's one scheme if we believe you know Early Education supports in kindergartens could be another scheme you know so we come up with sort of some some strategies but it's a matter of costs and to see how how we can have schools across the portfolio experience some of our partners Community Partners so let's let's go back and and think tonight I think the the observation is a great one in terms of if we are going to be married up changes with policy and budget changes then how do we do that in terms of this immediate time frame sorry I just want to make sure for the for the context I want to make sure it's clear that Paul the policy change the Ft the per the funding of FTE by private donations is net has never and will not support supplant the work of the district and I just want to make sure that that's clear so as well I appreciate the conversation like it's important to have those those discussions I just want to make sure that it's not one or the other because that that's what creates that I'm actually trying to get away from that you're going to take something away because if the superintendent tells me that like okay those four FTE or EAS in Dunaway or the extra ones in Buckman or Chapman or Beaumont make a difference to student outcomes like I want to be able to look at it holistically than the budget like in so in the ad versus uh so I'm going to ask the superintendent I mean because that that's it you're asking for a data point there I don't know I'm just I don't know Adams is not here are we going to be able to point that one EA is making a plus or minus in a student outcome impact that's the question that I'm here well I guess you know um the argument here here's I guess what I'm trying to hear is like all the different parents that I listen to in the community and that is like I have heard from parents at or in staff from at various Public Schools like hey we still have kids that need personalized supports and that and that's what we use our funding for like and if you look at the numbers actually
02h 05m 00s
every single school on the top earners has more than you know X number of more than 20 percent of students who are um combined underserved or you know not achieving like I don't think we have any schools at 100 so is if you're saying like that's where that money is going to and like don't pay because our kids don't need it but I'm saying there's going to be other schools but that's totally true but they don't have the foundation or they don't maybe have the Equity Funds or they don't have the flexibility of the next weekend I guess so I don't know if that is formulated in terms of the next tier of schools we know is the schools that are showing Improvement are implementing a coherent set of strategies so we believe or I leverage others at the school level with their leader or making decisions about so you know there isn't a a clean causal sort of an investment to a result we know it's a contributing factor and you know I want to entertain we'll entertain the question but I want to say with Dr Adams and his team and sort of see what we can do because I think I know what what we're trying to get shape and direction towards these things all work in concert yeah so back to the question about timing right now we're scheduled to come back on December 6th and provide some direction to the policy Community to move forward does the board feel comfortable with that timeline thank you forgot to this point I just I maybe want to I want Clarity leaving this meeting so uh I heard director or vice chair Holland's talk about Community engagement so I just want to make sure I have Clarity on is there an expert because of is there an expectation on engagement then we're looking at it further than March decision uh one and two that will mean that staff will have to go back to the drawing board we've identified all our engagement activities for the year and so you know they're based on on our work plan and so we would have to work with the superintendent I just want to make sure I I so I mentioned the idea of of at least of listening sessions I think the timing of those is is up in the air right I don't think those listening sessions necessarily are going to be very beneficial early um but I think they will be more beneficial as the policy process moves along and so I I but I but I totally hear what you're saying about capacity and do it we need to do it right because if we're going to do it we need to be inclusive and do Outreach and make sure we're bringing all voices to the same um which is by the way I meant to say earlier thank you to everyone who came to testified tonight I actually really valued that and I'm really glad different perspectives and I'm hoping that when we talk about listening sessions for all of us to hear that I'm sure Scott I just want to you know we want to be transparent and sometimes we have a listing session after some work is out there there's a perception that that input is coming in too late so I want us to balance you know if we're doing this as a community and we're co-creating then we have the listing sessions earlier rather than later we also have the mechanism the 21 Day conflict once there is a thing that there's also the 21 Day comment period where you could build in um so that's down the road how do we feel about December 6th and giving sap direction or what are we going to do in between now and our job in between now and that is to read through this material to send additional questions to the superintendent if you have any to read the questions the answers we get from staff what options have come in and then really come to that December 6th ready to ready again we're not making a decision that's ever six but ready to give your personal sense of from a from a policy perspective do you want to see changes and the answer doesn't have to be asked right it's either yes or you want to see changes if the answer is yes what are those and kind of coming back to the questions that Jonathan let's go and I think the most fundamental helpful questions the policy committee is should we continue to allow foundations to fund FTE I mean I mean that's sort of like basic we start there and then if we say yes to that then we can have some more of the philosophical questions but that sort of sense of what does that blow down to and we'll bring addition we'll share additional data based on this conversation and it will convene uh and based on you know things that occur like you have interest in PTA we have some available data from my 90s that our team has done with some research on but again because they're independent we don't have all those details but we can provide like the fact that 71 of our schools have a PTA if you're part of a PTA you you to be a member of UK you have to pay dues right so that creates challenges for so there are things that are happening in other Foundation or in other fundraising worlds that you know again based on the discussion uh we'll provide details for you to further explore okay so I'm not hearing anyone object to that so we're going to stay on that on that timeline moving forward last thing I'm just going to say as we wrap up I I wonder if there's not a
02h 10m 00s
guiding principle here of of of our targeted universalism that we can sort of apply and I keep reflecting back with Sean I both saw Dr Powell a few months ago now um talk about talk about this I mean just as the superintendent was was talking and I'm thinking back to our session last week I mean we have been doing this very explicitly as a district around schools and looking at you know the idea of starting universalism is is how are we similarly situated people should be treated similarly right and and and so looking at our schools has been the proxy for that and we've sort of gone after our designated schools and that's the right place to start we've got this complication as as schools are transitioning out of that and we've got those schools in the middle but I also heard from a lot of people and including people who testified like but what are we doing about the individual students right and and so you know you can have a really high performing school and you can have a child who can't read in that school and that is still like just morally wrong right and so as I don't know as I as I was going through tonight's conversation I just kept coming back to that conversation and I kept hearing Dr Powell in my head sort of like like that should be the guiding principle as we look at these policy changes of like how are we continuing to drive the district towards making sure the resources going to the kids who most need it the kids who are similarly situated you know at all at all ranges right from from high performing to underperforming like how are we how are we situating all of our decisions is that context I think it's really important that all the data we have always be accompanied by you know be disaggregated um and that also be attached to student outcomes because that's I mean that's what we're trying to impact on because you know let's to have the presentation is there so there's so much data it's like what do we leave off um but I think it's really important to keep that peace peace there and I really appreciate it Andrew you're saying that like in every school we have kids who aren't achieving and you know that our mission is about the school district is to make sure that every student leaves our district thank you everyone for the conversation


Sources

Retrieved from "https://wiki.sunshinepps.org/index.php?title=2022-11-14_PPS_School_Board_Work_Session&oldid=10358"
Creative Commons Attribution-ShareAlike License (CC BY-SA 4.0)
Center for Transparent Analysis and Policy
Powered by MediaWiki
Powered by Semantic MediaWiki