2026-06-11 Board of Education's Teaching, Learning and Enrollment Committee

001Good afternoon. Uh, this public meeting of the board of education's teaching, learning, and enrollment committee for June 11th, 2026 is called to order. Um, good afternoon and we have a full agenda tonight. So after public comment, um we will be covering an overview of the district continuous improvement plan quarter 4 report with a focus on attendance, an overview of our alternative and focus option schools, a review of the proposed K through2 health curriculum adoption, and then also um in the supplemental materials um there also is an update, I don't see it here now, Rosanna, am I not seeing it? um for the Jefferson. Um am I not seeing it now? Um sorry. Psych. [laughter] There it is. Um under supplemental materials um you will see an update on um Jefferson is rising um the um

002planning for um the academic plan essentially. So that's what I'll call it. Um so with that um I'm Virginia Leaf Fort um PPS board of directors and committee member just um standing in for um committee chair Michelle Chase Miller. >> Um hi my name is Eve. I am the or I'm one of the student reps on this committee and I am an incoming senior at Franklin >> and Mary Kane, senior legal counsel. >> Good afternoon. Christina Howard, senior chief of academics. And it looks like we've got Director Sullivan and Director Split um virtual with Director Split uh in route. So, with that, um, let's go ahead and move on to public comment. Rosanne, do we have anyone signed up to speak? >> Yes, we do. We have Emily Barrett and Miranda Rake. >> Okay. So,

003please make sure when you begin your comments that you clearly state your name. You want to spell your last name. You'll have two minutes to speak. And we ask that once you hear the sound of the alarm go off to please wrap up your comments. Okay. Hi, thanks for sharing time with me today. Um, I'm Emily Barrett. It's B A R T and a parent of a kindergartener and a fourth grader at Lamond French Immersion Public Charter School. It's a K through8 school. And I'm here today with and on behalf of a parent working group requesting a policy that would keep our students in PPS for high school with access to advanced French language study. And some members of the working group are here with me. Um we are acutely aware of the enrollment challenges

004in facing um PPS and we also know that when Lemon students don't remain in PPS for high school a top reason cited is a lack of access to progressive advanced language study. [clears throat] So we're asking for a formal policy because our families want to stay in PPS and want the predictability and stability of knowing language studies will be supported through the 12th grade. Administration staff and board directors change. So without a formal policy um we're subject to the preferences and interpretations of a given year's decision makers and that's why policy is so important to us. We are really grateful for your listening ear on this request so far this year and we're here to ask for support in the coming year. We will be there during the right sizing conversations and hope to do

005our school community's part in supporting high school enrollment while ensuring that access to continued language study um which contributes to the district goal of post-secary readiness. one indicator of which is a seal of biiteracy. And lastly, Le Man students come from every corner of PPS to be part of this wonderful community of learning and they are finishing their uh final week of the school year tomorrow. So, please pardon a number of us who have to depart early today to get them. Um, thank you again and we know you have a demanding and difficult work ahead uh in the coming school year. So, we wish you a restful summer and we'll see you next school year. Thank you so much. >> Thank you. Do I go? Okay, go right ahead. >> Okay. Um, thank you for

006your time and your hard work on behalf of our kids. My name is Miranda Rake and I'm a RA K and I'm a PPS graduate and now parent of two kids at Sabin. When my son began kindergarten, I jumped at the chance to be a classroom volunteer. I love being in our school, but I was surprised to see his teacher roll out a cart of Chromebooks and burn classroom time helping 5-year-olds learn to scan QR codes and play games on I Ready. In first grade, I witnessed his otherwise fantastic teacher project Danny Go videos from YouTube as a brain break. Kids were supposed to move their bodies, but the frenetic visual and audio experience hijacked six-year-old brains, dazzling and immobilizing the class every time. Knowing what I know about screens in our classrooms is, it

007turns out, a luxury. The initial results of the survey that our newly founded chapter of Schools Beyond Screens Portland is circulating shows that most PPS families don't realize how much or what types of screen time their kids experience at school. Um, but they are generally disturbed by what they do know and they want more transparency. My own kid hadn't encountered YouTube until he started at PPS. Now he regularly says, "Don't forget to like and subscribe." And sings the Liberty Mutual jingle as we walk home from school. With the recent news about a Lumi AI event where a celebrity handed out Nike backpacks to promote a tech product to children and increasing awareness that I Ready, which is owned by private equity, may be violating our kids data privacy, it's clear that it's time to get

008private financial interests of tech companies out of our kids public education. Our kids deserve a richer educational experience than screens offer. Um, schools beyond screens is asking you to build a robust screen and edtech policy for PPS that includes age appropriate screen time limits, better edte vetting, and a pause on AI and PPS until more is known about the social, emotional, and cognitive costs of AI tools on developing minds. Um, our schools brim with incredible educators and staff. Um, our kids need the joys and challenges that come from interaction with other humans. Um, less screen time, more human time. Thank you. >> Thank you. And just so you know, I I did join your group as I as a parent and as a board member. So, um I'm in there and I did fill out

009the survey. So, I hope I still count as a mom. So, >> definitely [laughter] a thousand%. Thank you. >> Thanks. >> Do we have anyone else, Rosanne? Okay. So, thank you for your comments and we're going to start the meeting with the quarter. um quarter district continuous improvement plan and attendance report. Uh Dr. Howard, would you like to introduce this item? Thank you. Not a doctor yet. Hoping one day. >> It says doctor. We're manifesting. [laughter] >> We are. >> Uh good afternoon, good evening. Uh today we will share out the district continuous improvement plan quarter 4 updates. As a reminder, we have goal areas in attendance, math, literacy, and nth grade success. And today we're going to focus on attendance while also giving updates in the other areas. So I'd love to ask the

010team to join us and I believe we're going to start with Joanna Tobin and she will introduce the rest of the team. Thank you. I'll just little side. I just looked up and it's like a panel appeared. Thank you, Senior Chief Howard, for the introduction. I'm Joanna Tobin, and I'm really excited to um have the opportunity for us to share with you this update um from our work this year. And so um as our team speaks tonight, we'll introduce um we'll have introductions happen at uh as we pass the mic around tonight. And so I just wanted to start off um with reframing. And many of you have seen this throughout the year. Uh a little over a year ago, we embarked upon a journey to really align our continuous improvement efforts throughout the district.

011And so we bring back this visual tonight to show that it really is a cyclical way of continuing to improve really strategically aligned with district initiatives as Senior Chief Howard mentioned in four goal areas. And so we started off um in the spring setting the direction and engaging. Our leaders are very familiar with a needs assessment, a comprehensive needs assessment, really looking at what their students are needing most and getting um up-to-date uh data to guide their decisions. And then our leaders um create their strategic plan at the site level. This is called the uh school continuous improvement plan. and that then we also crafted a district continuous improvement plan, a three-year plan. And so we are pleased tonight to share that all of our plans are in alignment with those goals. Um, and then

012we really work to implement and you'll hear a lot of the implementation from our team tonight. Um, and the monitoring of the work and feedback loops. That's an area we really plan on strengthening as we head into the future into year two. And so with that, I wanted to regground in our ideal student learning actions. So early spring we started to engage um with multiple um groups [clears throat] in our organization um and really asked the question of what can we say that we're really aligned on in the district and that led to ultimately what we would like to be very aligned on in the district. And so we named these our ideal student learning actions and I just want to briefly read the these for everyone in the audience. I think the light the

013white on the um colors there is a little tricky um potentially to see. So um students know and understand the learning target success criteria and why the learning matters. This is a really huge emphasis in our schools right now. Talk to teachers and talk to leaders and this is a big thing that we lifted. Um and then the ideal student learning action too. students successfully engage in grade level and standards aligned tasks um with persistence and ask questions to clarify their understanding. And this third one is one that we're really growing into and there are a lot of great conversations underway about how we really lift this up even more so in year two and that third action is students selfassess their learning and explain and justify their thinking connected to the learning target and

014success criteria. So we wanted to ground in that because this has been a big part of our work this year, big part of our teachers work this year. Want to celebrate that and our leaders of course as well. Um and so with that we'll move on and just right here we have those four goals. Um they really anchor us in attendance which we want to name as also key key work there around the sense of belonging um and our our work um with culturally affirming practices as well um literacy, math and nth grade success. And so with that, we're going to dive into updates from our goal area leads. And I am pleased to pass it over to Dr. Jill Bryant. >> Hi, thank you. Um I use pronoun she, her. So, um, with our

015attendance goal, we, uh, there was a, it was a lofty goal of increasing this year five percentage points for our overall attendance and then to reduce the disproportionate gap with our focal students. Uh, that goal was to increase five uh, eight percentage points in one year. And [clears throat] this is year one of our work with attendance which I think is important to to just frame with that. Then if we go to our next slide. >> Oh thank you Joanna. Um if you look here at the percentage growth on the right hand column, you can see that um there is growth from overall and all of our focal student groups except for Pacific Islanders which I'll discuss in a moment. But you can see overall when looking at 40 almost 44,000 students moving an improvement

016of 1.4% 4% is not the five percentage points that we wanted but there is there is growth in that area and next year um OD is changing those uh growth targets and uh we'll actually over three years we'll need to improve six percentage points which will be about two percentage points a year. So actually we it's it's a pretty good start um putting us in a good position for that. Um you'll also see here that um all of our focal students grew with our Native American our Alaska Indian and sorry American Indian and Alaskan Native students growing the most. and just want to put give kudos to Marquita Guzman, the director, and her um intentional work with families to engage them in a two-way uh culturally responsive partnership. Um I also want to say as

017a key highlight is calling out Jefferson High School, the um with leadership of Jake Shelton and attendance coach Lamar Winston. they um have improved their attendance by over seven percentage points which is the highest of any school in the district. So that's very exciting. And then in terms of our Pacific Islander students um uh you can see with a few students the percentage is is a is you can see it's a substantial percentage and we'll be uh working closely with face um to really determine what is our targeted response to better support those students. And um last but not least um our strategies again is really working on tier one climate, helping our um schools to create conditions for our students to be engaged, have a sense of belonging and um positive relationships. So we're

018going to continue that work. also our work with our attendance team to strengthen their data um literacy and their ability to um create um effective uh interventions. And lastly, is we'll really be lean leaning in this year on our family and community partnerships, developing that two-way communication, culturally responsive communication, and really help everybody in the system of PPS realize that we all have we all play a po part in our students attendance. Thank you. Hello. Uh, I'm Emily Glasco. I'm the senior director for PreK5 academics and I'm going to speak to our literacy goal. Um, our one year first year of three literacy goal um is really linked to those ideal student learning behaviors that Joanna spoke about at the beginning. Our goal for this year um was that in 60% of our pre-K through

01912th grade language arts classrooms with a particular focus on our district's most impacted focal students based upon our data um we wanted to see that the students would know and understand the learning target and success criteria and that students would be successfully engaged in grade level and standards aligned tasks from district approved high-quality instructional materials and structures. So I I want to speak um to what that's looking like in terms of implementation. Um this is data that we gather through our instructional walks that our principles go on in their principal professional learning communities with their senior directors of schools. Um what we've seen and this is a dipstick right because you can see this was from quarter 3 123 classrooms across the system observed. Um, we saw 76% of classrooms at fully evident or mostly

020evident around um, a classroom environment that fostered belonging. We saw that 55% of our ELA classrooms had students engaged in a grade level standards aligned task. 52% um, we saw instruction that was accessible to all learners. And then 43% um, we saw that teacher clarity prior to students knowing and understanding learning targets. Um, so we didn't quite meet that 60% goal by this data. We're continuing to think about how to calibrate around this collection of data, how to make sure we've got systemwide data, and then continuing to work on implementation. And then to share what implementation looks like, these are a lot of the inputs that we um offered to educators and principles and the system this year to move the literacy work. Many of these will continue into next year with additions as we

021continue to progress monitor and look at the data. So, we did quite a a bit of professional learning around literacy this year. You can see that we're now engaged in preK through 12th grade science of reading professional development and coaching. Um, we are engaging educators in integrated EL English language development um professional learning. How does that integrate into our English language arts classrooms? We've worked with our coaches, our librarians, our academic interventionists, our central office leaders. We've offered time um structured time for teachers to sit together for half a day and unpack their curriculum with guidance and really dig in on what they need to do to help meet their students needs using our curricular resources. Um, and we're continuing to work with instructional leadership teams and professional learning communities to make sure again that

022teachers just have the time and the structures and the support they need to really unpack and dig into intentional planning for instruction with their students. Um, our teams have worked on a number of guidance resources to support educators with that work. You can see that list here. Um that includes everything from what are the most high leverage activities for me to engage kids in during my what I need intervention block during the day. How am I going to manage multi-grade classrooms and literacy instruction? So um 6th through 12th grade ELA playbooks that help teachers understand where all the resources that they need. Um and then lastly, there's a whole category of direct student supports that our teams have overseen for the district. That includes high impact tutoring, tier three intervention, and our summer acceleration academy.

023All of those have a strong literacy focus and um will continue to move us toward our literacy goals. And I'm gonna pass to Patrice Woods to talk about our math goals. >> Good evening. Is this on? >> Yes. >> Good evening. My name is Patrice Woods and as Emily stated, I'm going to talk to you about our math goals. And so very similar to the literacy goals um in terms of the knowing and understanding the learning targets and success criteria and also engaging in a grade level and standards align instruction. Um our goal actually is a little higher um for year one. So we are looking at a goal of 75% AC across PK-12 classrooms. uh again with the focus on the two um uh ideal uh student learning outcomes. Whoops. Okay. So um similar

024to what we saw with literacy, we have a high percentage 79% of our um walks and again looking Oh, let me actually back up. the 62 classrooms typically has more to do with the time of day for um the walks versus uh any other um parameters in terms of not having the same amount but it's usually about the time of day. So I just wanted to give you that background. Um but again 75% of the classrooms uh fostering belonging 69% uh implementing uh grade level standard align tasks for students. Um access accessibility for all learners we're looking at 63% and and then at the students knowing and understanding the learning targets we are at 40%. So we definitely have some work to do around that. Um, and I'm going to talk a little bit about

025some of the work in progress to address some of the challenges that we were seeing in the previous slide. So again, similar to literacy, we are engaged in literacy across content areas. And so Emily talked about science of reading PDPK12 and that does include the literacy across content areas. So we have it happening in both science and mathematics as well. um in addition to literacy or excuse me language arts and social studies um and so these are train the trainer workshops and actually there are some um professional learning sessions happening next week uh for these uh trainings as well we've also had again the SCAP training so again this is providing educators with opportunities to learn how to implement these strategies that are going to support some of our focal students our students in our

026focal groups also um Emily talked a little bit about um understanding what's happening across the districts in terms of student performance data. So student performance um so one of our resources is um some digital assessments and again that is happening K12 uh there's some work happening at um 612 uh socializing the digital assessments as that was something that was started this year. Um there's also the professional learning around building thinking classrooms. And so that's something that really emphasizes the um mathematical discourse that should be happening so that it's not um as much a rope memorization task in um doing worksheets but really students do being doers of mathematics and not um just listening. And then also the central office learning. So we have definitely had sessions and I've been able to provide uh professional learning

027around calibrating of what should look like what mathematics instruction should look like in a classroom um especially based on the guidance that we've provided um with the uh math language routines and then our high quality um instructional resources as well. Um and so for our resources is this okay it feels like it's going quiet. Sorry. Uh the resources um one of a few of the resources are the progressions documents um and the the scope and sequence documents. So those help educators to sort of stay in alignment with um the vertical alignment of instruction and that's each grade level and then each grade band as well. Um tier three supports for um middle and high school. middle middle school is using I Ready as a tier three support um which allows for a progress monitoring option

028um providing taking the assessment three times a year and then also leveraging the uh scaffolds that will help fill in those uh learning gaps that students may be experiencing. And then in high school, excuse me, in high school, they're actually using. I'm sorry, it look that slid and it look different momentarily, but they're using for that same purpose. They there I already doesn't um go high enough in terms of the content for high school students to leverage that. So, they use again, but it's it's a similar purpose, but it's really just for progress monitoring. So students take the assessment, we identify what the gaps are and then educators have that information to provide them um supports around those and then also again Emily mentioned also uh windblock. So we have windblock um in K5 uh

029where they can get that specialized instruction whether it's tier 2 or tier three mostly tier three um she I did not put on the slide and I apologize we also are um having math instruction for summer acceleration as well. Again, the focus is literacy, but students will be engaging in math instruction as well. I think that's it. Great. Thank you. Um I'm going to um share a few things about our uh fourth DCIP goal, which is nth grade on track or nth grade success. This is the first year that we've prioritized nth grade uh on track as a as a as one of the major district uh goals. So, our goal this year was to increase our 9th grade on track from 75 to 80% and to increase the ontrack rate for our focal students

030from 53 to 70%. Just for a little bit of context, um this is something the state is interested in as well. We know in uh Oregon as well as nationally 9th grade is a predictor of graduation and post-secary success. The state uses a slightly different definition than the one we use. Uh the state says as long as the students earn six credits or more, they're considered on track. And you can see in the dark um on the dark bar what our ontrack rate would be per the OD definition. Um however we use a slightly more rigorous um metric which is to say that students have to earn the six credits and they have to pass their core classes. And so you see that using our definition our ontrack rate is slightly lower. And that's because

031we've done some analysis and have found that students who are on track using our definition graduate at a 95% rate. Uh which is quite significant. And students who earn the six credits but not all the right credits, they graduate at at about 75 to 80% rate. So that's still important for us to track and we're paying attention to that. I just didn't want you to get confused when you see the state um on track rate and our internal uh metrics. So we are seeing some uh successes and some places of uh concern. What you're seeing here is what the ontrack rate is for our ninth graders in our comprehensive high schools. Uh overall and by uh certain demographic groups. Um overall for all of our nth graders, we are meeting the 80% uh goal, but

032are not meeting the focal student uh goals, particularly as they pertain to our multilingual learners and our students with uh disabilities. Um, as far as the strategies we've employed, >> I'm sorry. Will you go back a second? >> I don't I'm so sorry. Every time I do this, I feel dumb. >> But historically underserved by race, >> is that what that HD is for? >> Sorry about that. >> Uh, so combined focal student. >> The other the others I know >> students with disabilities. >> Oh, thank you. >> Yes. Yes. No. And I appreciate uh you asking because >> multilingual >> uh we should have we should have included a clear label. Thank you for asking. >> It's okay. Acronyms are hard. So, some of the work that we've done this year is to um

033create systems and structures that allow students to catch up to recover credit during the school year as opposed to waiting until the end of the school year. So at the you know even before the end of the first semester or right after the first semester we've also done some outreach uh through professional learning uh to make sure that our vice principles have the support the guidance they need in order to lead this work uh in their buildings. We continue to work with our student success teams. These are teacher teams at each building that um primarily have a case load of ninth graders. And so we continue to work with th those teams to make sure that they have the right data, they have the right protocols, they have the right tools to identify students who

034may need additional supports and to provide the interventions that are uh that are needed. And then all of us are continuing to lean into researchbased practices to support uh our focal students in particular. And I think uh I'm not sure >> was going to add a few remarks on this one. >> Sorry. [laughter] It's got a little rowing machine. Okay. Um I think the the part we wanted to add is we've really tried to incorporate family and community engagement under um the leadership of Nicole Watson across all the elements of our DIP because it really touches all goals. Um, in particular in literacy and math, we have specific strategies called out in our district continuous improvement plan around how we're going to continue to engage families in understanding what their kids are learning in literacy

035and math, what they should be learning, where they are in relationship to grade level standards, all that kind of work. Um, so that's ongoing. Um, and then you can see on this slide, um, there's sort of formal ways in addition to that district planning that we're doing that we're actually engaging families in an ongoing basis and getting their feedback on their work through the village table, through our school-based site councils, um, through student advisory councils, district student council, um, all kinds of family engagement events that are happening. Some of them culturally specific, some of them regionally specific. Um, and then what we're really leaning into, at least in the literacy and math goals, is building out toolkits um that our school leaders and school communities can use to host school-based like literacy and math nights

036that really engage families in um deeper understanding about what their students are learning in school and bring them in as as the partners um that they are in this work. >> Great. Thank you. And thank you for the question about acronyms. We've used the term focal students a lot tonight and I just wanted to read our definition um briefly before we move to questions. PPS defines focal student groups for the purposes of the district continuous improvement plan as the district's most impacted focal students based upon our data. This includes native students, black students, multilingual learners, students receiving special education services, and students experiencing experiencing poverty. And with that, if someone has the clicker, we can do Thank you. That concludes our presentation and I'll pass it back to Senior Chief Howard and uh we welcome

037questions. Yeah, thanks team. And yeah, uh just interested in any questions that you have. >> All right, so committee members, do you have any questions? >> All right, Miss Thompson, get first. >> Oh, that's fancy. Okay. Um okay, so my first question is about the attendance um part of the presentation. Is are is face also involved in the attendance part of the thing? Because I know that um I know that things were kind of organized by group or like by the ethnicity. Um how is face working with each group individually? Do you know? That's a great that's a great question because family and community engagement is essential for attendance. Um I'd argue almost the most essential. I would say that that is that collaboration is evolving. So um especially like when I spoke of the

038Pacific Islander students um really important that we engage community and um do root cause analysis to find out what is needed. So um the hope is that next year there will be uh better collaboration and integration of that >> and then that actually leads into my next question. Um, so how does like how does working with these groups go into professional development? Like is there um I know in the past year there have been issues at Franklin especially with that. And so I'm wondering if like professional development being integrated into prioritizing these ethnic groups and lessons and curriculums would help attendance at all. >> Yeah. Um, another great question. Um, we definitely with um with my team around climate and culture and multi-tiered systems of support, we do a lot of collaboration with teacher professional

039learning which is the like with the um professional learning that is provided to all teachers. We collaborate collaborate with resjative racial equity social justice team. Um and we um so there is a lot of collaboration and much with the reorganization that's happening. We'll be strengthening that and really being able to figure out where the key areas for bringing our work together to strengthen it. Um yeah. Does that answer your question? >> It does. Okay. And then I have one final question. Um relating to the math curriculum, how are there are there inerson tools for these children who are struggling with math other than like the acceleration academy um that's literacy focused? Like is there a math focused thing that's in person for these kids? because I know I really struggle learning math online and I

040know that a lot of other kids in my age range do as well. >> I appreciate that question. I'm a huge fan of in-person learning as well. [snorts] Um, and the short answer is yes. So, um, and again, there's a reorg that had just happened. So, my world has been K5, but I've had K12 experience with, uh, mathematics. So I can speak a little bit to the middle and high school pieces, but at K5 again one of the opportunities. So one of the things we do in terms of professional learning is um encourage the tier 2 instruction with in classrooms. And what I mean by that is you you mentioned that we've got kids that are just fine. They're on grade level. They'll do great with whatever instruction happens. And then there might be some

041that are like wait I don't quite get that. So um we encourage the tier two. So the like for example small groups in a lesson. So if we do the whole group activity and then we do small groups. So um in the small groups typically we encourage for like the the teacher to do like a mini lesson to support the kiddos that might need a little extra help with that. That can be done before um so that there's like a bridge for this lesson or it could be done after if there's you know some other help that's needed. As far there's also wind block. So Emily mentioned windb block for um and that's what I need. Um she mentioned windblock for literacy. Some school and schools have choice as to what their windblock focus is.

042Many of them do a high literacy focus, but a lot of them also do a math focus. And so that's another area where it's inerson instruction that's happening for students that need extra support. And at the high school level, uh excuse me, middle and yes, middle and high school level. Again, coming in brand new. I'm just going to be very transparent. I'm not really sure what the the layout is, but I do know that again the uh in terms of using the I Ready for example and the excl that's only to get data. It's not for them to sit on the computer and then do a bunch of lessons because really they can't um for a lot of reasons, but that's not the goal with that. is to get the information so that I as

043a teacher know what the students need and then can provide tiered levels of support there. So, does that answer your question? >> It does. Thank you. >> That's it for me, >> director. >> Oh, do you want to go online? We can go. [clears throat] We can go do you want to go last? Okay. Uh, director Sullivan, see your hand up. >> Um, yes. I you mentioned um researchbased practices to help vocal students and obviously your focal students are a wide range of different needs. Can you just share a couple of the um things that you use to help them catch up? Say I know English lang learners would be different uh maybe than Pacific Islanders or special education. How do you um how do you decide what to use? >> I can frame just

044really generally and then pass to content specialists for this going back to the design of the district continuous improvement plan. We've really looked at our um our existing strategies in the district aligned to federal programming and so we really pulled that in. I also want to introduce Dr. Commander Jefferson who's here with us and is a tremendous part of the work and will be moving forward. Um and so we really looked at the strategies that were existing um that our folks who are required to report out on the use of federal funds were already aligning to and we built upon that looking at the Herring Cent's work which is really focused on inclusive practices. And from there, we crosswalked those two and added in from our expertise in the district, what might we be missing?

045Um, looking at a culturally responsive lens as well with work that was underway at the time with um, culturally um, affirming practices um, and culture in the classroom. I feel like my mic isn't working. Can you hear me? >> Okay, little closer. >> Oh, I'm too close. [laughter] And so from there, we then built out um the aligned strategies to the school plans and um the district plan really is intended to be responsive to the school plans, which will be even um stronger heading into next year. And so for specific content questions, we can pass to u math and ELA. I think director Sullivan, you may have mentioned our English language learners as well. And so I can say um from that team that a big part of the work this year while um there

046are components aligned to the district continuous improvement work um the aligned work has really been as as Dr. Glascow mentioned um really focusing on that integrated English language development um which we've shared with you um in previous presentations and so that was part of this um teamwork that we we've mentioned the team has mentioned and that will continue to be strengthened over time. team, anything to add? What would you like? >> Yeah, sorry. >> Yeah, I think a couple of things to to build on top of that. In addition to the integrated EL work that Joanna talked about, um we have been doing what's called SCOP training with um all of our K12 educators, which is sheltered instruction. And so really thinking about how does a general education classroom teacher when the English language development

047teacher is not in the room, what are the strategies they need to build in their lesson to make sure that even students with um emerging English skills can access the learning. So those might be vocabulary strategies, they might be discourse strategies, they might be using images and realia to like illustrate concepts for kids, right? So um those are kind of universal strategies that we're teaching. And then in terms of our interventions, um I mean we've talked before about high impact tutoring and our intervention model. Those are highly differentiated and individualized models. So the instruction is really researchbased and sequential, but we're able to really tailor it to the students who are in front of the tutor or who are in front of um the interventionist um by relationship building with those students and making sure

048that they're accessing and then really carefully progress monitoring how they're growing and adjusting in real time when they're not. um which is again highly researchbased as a way to individualize instruction for students in need of of acceleration. >> Just want to quickly clarify SIO P is SCAP sheltered excuse me sheltered instruction observation protocol. We do live in acronym worlds. I wanted to make sure that was another thing I wanted to ask. So that's pretty much helping the supporting the teacher >> is what that is with other with different tools. >> Yes. >> And do you feel like you really have are able to give that to the teachers? I mean >> that professional learning plan is stretched over three years and so we've already made um significant impact in shifting practices. This year we're starting

049to see some early gains in that work um and celebrations and know that we have much more work to do. It's a big shift um in the classroom. And what we also know when teachers are using the sheltered um instruction observation protocol, this benefits our multilingual learners certainly as well as all learners in the classroom. These are great best practices. Um and so that's uh well underway and we'll continue with the the next two years. Um and by then we'll have all K K12 um folks trained that we need to be trained. >> And just one more question. So when you do the observations, how often do you do those or do you schedule them? I would think you'd be scheduling them so they're teaching math when you want to observe math. Um do teachers

050know ahead that you're coming in? for instructional walks. Yes, for instructional walks, yes. And principles work with their teams to create the best schedule um that allows for the specific observations to happen. >> Okay, thank you. >> Um I can go ahead. Um I had a couple questions. Um, one is that um, you mentioned that the state is changing the attendance targets and asking districts to raise by 2% per year and I think I know the answer, but I want to know what sort of resources they are giving schools to work to make that change. >> Well, just to clarify, um, the state has set uh, attendance targets for uh, each different cluster and group of schools is different. [clears throat] >> Okay. So it's not >> straight across the board. >> Okay. >> And

051they have a goal that's set for three years from now. >> And so it's around it would be about around a 6%age point gain which divided by 3 years is 2%. >> Um but in terms of resources that they're providing, that's a good question. There's technical support. Um I've been working with the the attendance team to provide us with support. Um, they provide us with data. Um, I don't know. There could be other supports that I'm not aware of, but that's what I know of. >> So, can you say for the record that they're not giving us any money or staff support to enhance this work? >> I would say their technical assistance support. They're not giving us more staff. That'd be nice. We're not receiving any additional state funding to support this work. >>

052Thank you. Thank you very much. Um I also wanted to ask and I know we're short on time um because we had some really thoughtful questions and a bonus board member which is great. So I'll try to be really quick. Um but um I correct me if I'm wrong, but the data that you're using for evaluation in this case for literacy and math, it's our first time collecting that data. Is that correct? So, we can't baseline from where we were last year. Is that right? So, um it's it's a little tough because I imagine it must feel hard to not hit the goals but then not be able to see the improvement at the same time. Um, and so I just want to like recognize, maybe it's more of a comment, but just like recognize

053that challenge and maybe it might be good to think about um, for this year if you're doing any reporting other than this or subsequent reporting after this to use maybe text scores as a pro proxy to just be able to show progress on those literacy and math goals to be like, well, here's where we were before we were doing these things. Here we are are now on those test scores. maybe for this first year just kind of like consider some sort of stop gap way of giving yourself a comparison cuz I think that combination you know that that would be helpful to see um to be able to measure progress even if the goal wasn't hit. I don't know. >> Yeah, I appreciate that. And I think um one of the things and the shift

054that we focused on this year was really if you look at our goal language, it's really around um what we want students to experience and adult actions associated with that. And that's different. And we're saying in return, we will meet our board goals or become closer to our board goals, right? And so board goals are a lagging data piece. So we'll get those later. And this really gave us a point in time of our adult and student experiences. Um, and I think we need to look back at this was quarter 4. We need to look back at across the year to see where we're at and do some more analysis too and then using that for next year where are we at, right? And this was a new >> um we built a lot of

055new systems and things like that that were really trying to bring schools and district rowing in the same direction. there's a lot of learning, a lot of adjustments we need to make. I see some a principle in our in the in the [laughter] uh the stand. And so, um just want to Yeah, thanks for being here. And also, um just like a lot of learning and how we're going to adjust and keep adapting that, but really how are we focused on understanding our everyday actions, the adjustments we need to make, and then how does that translate to student outcomes in the end? >> Yeah. Yeah. Yeah. That makes so much sense. I just feel like when the way that we're just this first year there's just this weird challenge of not being able to see

056progress in a way. Um but that that's cool. Um on 9th grade success on the other hand I think we could see that progress trend. So just in the future I think it'd be helpful to know like where we're coming from and then where we are and then the goal if that makes sense. Um I if we had more time I was planning on nerding out with you on that particular table for a minute but um and asking some questions there but in the interest of time I'll skip that. I did want to flag when the question came up about learning math online. We do have another student in the room who viferously shook her head in affirmation is now horribly embarrassed by me. But I just want to share that the reaction was very

057strong from another student in the room. So, we have a two 100% on online math being really hard for people in the room. Um, so I just wanted to put that on the record because not everybody could see that reaction. And then, um, I also just, um, want to say I I am like so excited that we're doing the DIP. I think it's great. And, um, while it might be there might be a temptation to be like, oh, we're not hitting the goals or whatever, like we're doing a thing and it's the first year and that's really great. And I just wanted to thank everybody for diving in. It's been a huge deal. It's changed sort of how we've heard from people that are on this team about your work as um board members seeing

058learning targets for ourselves um along the way. um and really embedding it in like the culture of the district and the board and it's new and so um I just want to make sure that you guys know that I'm like seeing all the hard work and seeing the culture shift um and having that and just wanted to say um you know I continue to be really excited that um we're doing the thing. So thank you everybody. >> Thank you. Appreciate that. >> There you go. >> All right. Thank you very much. And uh you touched on one of my first questions was oh >> not so fast. No kidding. [laughter] Um uh you touched on one of my uh questions in terms of like the the look back like when we look at a presentation

059like this I was sitting there asking myself like have we seen this before? Like what's the progress look like? And it sounds like this is the first time we've had it in this format. So this is great. So I think this is a great baseline moving forward for us as a board to be able to see how we're making progress. Um, couple questions on slide six. Um, attendance. We do not show our white students. And I was wondering if you either knew that off the top of your head or if we could this might some of this will probably be for followup. Um, what that looks like so we could see the gap between our white students and our focal students. Um, because it looks like based on these numbers, it's probably significantly higher. And

060um so I would love to see over time how we're closing that gap. >> Yeah, I don't have that on top of my head. I can get it for you in approximately a minute and a half, >> but um >> that's real fast. >> Yeah, >> you don't have to do it in a minute and a half. You send me a note or whatever. That'd be great. >> Um and let's see for literacy and math slides. I have a note to myself. This data appears to be for all students. Can staff provide a breakdown by focal group similar to the one provided on the attendance focus so we can see the gaps? >> That's an ongoing question we wrestle with. Um we certainly could for any student outcome data. It's a much harder task through

061observation of this nature. When groups are going in and observing in a classroom, the group isn't going to be able to necessarily make assumptions about which students based on what they're looking at. If they don't because there's the principal plus, you know, other principles and other central office folks on these walks, they won't know the demographics of all the students in the classroom they're looking at. >> That makes sense because I wrote this question down before hearing your presentation. So, that makes perfect sense. >> So, we're wrestling with that. We think about that um because it's an important question. um on the instructional walks um I was looking at the learning targets um data is the question that you're asking is when you when you're so when I say 43% of classrooms fully evident or

062mostly evident what are you using to determine that percentage is this that it's on the wall or are you asking students if they understand it >> yeah there there's been a so yes on the wall but also uh we recognized early on that we needed to dig a little deeper er than and go beyond just seeing it on the wall because if students are really going to know and understand the learning target and success criteria, it has to be socialized with them. It can't just be on the wall. I mean, especially if thinking about like a kindergartener, for example, many of them can read, but they may not read that learning target. So, um again, early on, we re realized that we really needed to dig in a little bit deeper. So um in some

063cases it's have we asked the students do they understand or what are you learning and how do you know how are you going to know if you learned it? The challenge there is that has to be consistent. >> Yeah I can um just jump in. I have the rubric up. So the rubric language is learning targets and success criteria are posted in mostly standards aligned. More than 80% of students can explain what they're learning and why it matters. So we ask students those questions. um that's mostly evidence that gives you an example of what we're looking at and we have a rubric um that fits under like a one page and that's what we're we're also calibrating, right? Because if we're going in um I'm thinking of multiple principles in a space with potentially some

064central office members, we have to align on how we're looking at that and what that means in the rubric. And um that's some of the learning this year too is calibrating around the same thing. We would want to this is a system we built. We got feedback on this. we would want to continue using that and getting better at how we're doing that so we can stay aligned. >> I have a note about instruction accessible to all learners. Can you give an example of what it looks like when it's not accessible? What does that mean? So there might be um no scaffolds for example um or if the students are all doing the same exact task and there they have different entry points and if if I have a different entry point which is not

065exactly where your entry point may be for example then I probably don't have access really to that task. So that's one example of it is really are we providing scaffolds so that our students can uh meet the learning targets and success criteria. Some of that also might be um something like we were talking about SCOP for example. Those are strategies that support educators excuse me support well educators and students to have access to the tasks beyond just the sort of one-way delivery which I'm not saying that our teachers So >> maybe in a math lesson. >> Okay. [laughter] >> Um yeah. So Emily mentioned uh manipul I'm talking about math. So that got loud. Sorry. Manipulatives for example. We really would like to see manipulatives across the board. That's uh again I'm I'm as a

066learner I'm going to be able to access both what the teacher is saying, what I'm seeing and also I can touch something and things like that. Also the small group work for example um if they are doing uh math center rotations for example they have um different activities they can do some of them are student to student some of them are with the teacher and some of them are individual um and again that I did I mentioned SCI but I'll say it again so embedded in the SCOP strategies are uh scaffolds that educators use to support students to be able to access the learning so it might be something beyond just reading what I what's on a paper but being able to make a connection. So multiple representations of uh learning for example. >> Okay.

067Then my last question is um for our 9th grade success it looks like slide 16. Um there's a significant gap between Benson Frank I've got buckets Benson Franklin Grant Wells Jeff and Lincoln versus Cleveland McDaniel and Roosevelt. In your opinion, I was wondering what was driving that. When I look at the data, it seems to be is is it the multilingual learner population in those schools because it looks like that's where we're struggling the most. What's what's the reason for that? I mean, it's a it's a significant difference. >> I I I don't think there's a single uh single answer. I mean looking at um schools like Roosevelt and McDaniel, we know that uh these schools are serving students who are highly impacted by poverty, mobility, uh our English language learners, uh etc. Um whatever

068the factors are when we look at this data, we think that our kids deserve better and we need to do better. Um, so it's important for us to disentangle what are the different fractures, but also remain firmly committed to making sure that more of our kiddos are finishing nth grade on track. Um, I can tell you for sure that the staff in those buildings are working exceedingly hard, are building relationships, are reaching out to families, are thinking creatively about how to make learning accessible, how to create multiple opportunities. The good news is that and I'm sorry that we're not including the historical data is that there's definitely a movement in the right direction. Um and um uh there's an opportunity for uh for further growth. >> Okay. Thank you very much. Appreciate it. Okay. So

069let's see where am I at on here. Um I think we're going to move to our next subject. So thank you very much. Um, we have next we have um alternative and focus school overview. Uh, Chief Howard, would you like to introduce this item? Would help if I turned it on. Sorry. Uh, we can have our team come up. We are going to share a focus option school overview. Um, and I believe it's starting off with Margaret who can introduce the team. Margaret Calbertt. me to project. >> Oh, got it. >> I'm gonna just introduce people. >> Good afternoon. Um, my name is Margaret Calvin. I'm an an assistant superintendent here at Portland Public Schools. Uh, it's nice to have student representative Thompson with us today. And uh good afternoon director split fort and I

070think online we have director Sullivan and director Englesman. Um this afternoon we will share um an overview of um the uh alternative and focus option schools in PPS. This is a followup kind of how what are the um what is our portfolio of schools across the system. Uh earlier in the school year, you received an update on charter schools. Um and this is a follow-up with um a look at our alternative and focus schools. With me today, we have Dr. Emily Glasco, who from academics, uh Richard Smith, senior director um of I don't actually know exactly what his title is, but he does he's the data guy um in the formal way. Um and then and director Judy Brennan from our enrollment and transfer center. So, I'll turn it over to Dr. Glasco. >> Great.

071Um, so I have the privilege of co-leading the academics, activities, and athletic athletics right sizing work group with my colleague Dr. Har who was just up here next to me. Um, I'm going to quickly go over our agenda and give you some foundational information and then pass down the road. Um, today we're going to discuss the board policy that outlines how we define educational options. We're going to provide an overview of the current state of focus and alternative schools and programs in PPS. And then we'll try to be brief enough that we can hold time for some discussion and questions and answers at the end. As we talked about in our last session, we always start with learning targets and success criteria. I'm going to let you read those and just sort of summarize for

072you um that if we've been successful at the end of our time together today, you should be able to describe the educational options that are available across the district, where they're located, and who accesses them. And in addition, you should be able to describe the basic mechanics of our somewhat complicated lottery process. We wanted to take a minute to pull up and just review part of the board policy on educational options. This policy provides guidance regarding the process for developing the range of educational options we offer across our system. We want to note it was last amended in 2003, so it hasn't been necessarily brought in front of the board in some time. It is however still the board policy and it will inform our work in right sizing as we look to balance the

073variety of programs and schools that we offer across the system while also acknowledging that neighborhood schools are the cornerstone of our system as was laid out in the guiding principles. Um I think I should say to be clear at the beginning of the presentation too when we talk about neighborhood schools in this presentation we're talking about the definition given in this board policy meaning the the boundary around schools. Um, sometimes recently we've also used that term to talk about inclusive schools in PPS. Today we're talking about physical neighborhood boundaries around schools. In the ED options policy, there's some really helpful definitions that we wanted to start with. Um, so we could make sure we're all kind of speaking the same language as we talk about the different um, options across the system. Um, you can

074see them here. I'm not going to read them to you. Um but uh our policy does differentiate between a school and a program. It also differentiates between focus option schools um or programs that offer kind of alternative curricula or focus areas versus alternative educational options um which actually are designed to meet the needs of specific student populations. Give you a minute to digest those. Okay. Um, so as Margaret said at the beginning, um, we there are some types of programs we're not focusing on today. What we are focusing on today are our focus option, dual language immersion, and alternative programs. Um, on this slide, you can see what those are by name. The key at the bottom helps you understand that P means program and S means school. Um, as Margaret kind of stated at

075the beginning, we're not tonight talking about alternative programs where students are co-enrolled with primary schools such as Portland Evening Scholars, um, or schools that have specific enrollment criteria such as our day in residential treatment or pioneer. So, we're going to talk specifically about those that are on on this slide for today. On the following slides, um, there's three of them. We're going to walk through the kindergarten to high school pathways for the dual language immersion programs in PPS. The vast majority of these programs are coll-located in neighborhood schools, meaning that the students enrolled in the dual language program are grouped together to receive instruction in the target language. The exceptions to that rule are Richmond, Wriggler, and Lent. These sites um have whole school dual immersion programs. In elementary schools at colllocated sites, the number

076of classrooms at a grade level may range from 1 to four. We often describe the balance of sections as the number of DLI or dual language immersion along with the number of neighborhood or English scholar sections. Students primarily enter through the lottery choice program at kindergarten and then follow a specific pathway to middle school and ultimately to high school. Um, as you can see on this slide, our Mandarin program has three pathways, meaning um that there are three sites where students can enter in kindergarten. Dr. Martin Luther King Jr., K5 in Northeast Portland, or Woodstock and Clark in Southeast Portland. And then you can see how they metriculate vertically to high school. This next slide highlights the single pathway dual language immersion programs we have in the district. The only whole school program on this

077slide is Richmond and Vietnamese. On this slide is the newest program that was started in 2014. And a note to those who are not up on recent news, Brentwood here is the school formerly known as Lane, recently renamed. Our most sort of complicated and biggest dual language program is our Spanish dual language program. There are nine kindergarten entry points for Spanish immersion and they're grouped together into four regions based on attendance area. So the Jefferson I want to make sure I'm referencing what's up in front of you. Jefferson Roosevelt moved to Roosevelt, Lincoln Wells moved to Lincoln, and Grant McDaniel moved through to McDaniel. Franklin Cleveland moved through to Franklin. Um, as I mentioned before, Wrigler and Lent are full DLI schools, meaning all classrooms are dual language immersion schools at those two programs. Um,

078if students who live in those neighborhoods, um, don't want to be in a dual language immersion program, they can opt out into a nearby neighborhood school, so that would be Scott for regular students or Mary'sville for Lent students. Um, and then in the next slides, we're going to share more about where these programs are located and who is accessing the programs. I'm going to pass back to Margaret. >> Uh in your materials, we shared uh where the option schools are located um and geographically and um there are a number of options that are in Southeast Portland and this was part of the focus and for changes recommended through the Southeast Guidian Coalition was that the the as you can see they're clustered in proximity relative to each other. Um some of the work that was

079done during that enrollment balancing process was to address um some of those uh uh intricacies and sort of comp um comp you know the uh how they interplay with with schools. Um and that was where Lent became a uh full school DLI or wall-to-wall DLI school. Um as we move into the right sizing process, we need to be aware not only of the types of options but where they are physically located. um as we work to have both vibrant neighborhood schools um as a bedrock of our system or the foundation but then also um where are the schools located and this was some of the conversation that we've heard uh both about um access and some uh like where it is physically located as well as the interplay um with some of the other schools

080like at Buckman. Um I want to just take a brief moment uh before I turn it over to Judy Brennan um to recognize director Judy Brennan. Um this is who has led our enrollment transfer center uh for close to 20 years. Um tonight is her last board presentation before she retires at the end of the month. And I just want to thank her for her time. She's walked through many of these enrollment balancing processes over the last 20 years and um her body of knowledge that she carries. we are um thankful for her service and also for the wisdom and thought partnership that she has given uh to so many leaders and also to the processes over time. So, I just want to take a moment to just thank Judy for [applause] her contributions and

081also [laughter] to recognize that um that uh anyway, she's going to we'll we'll talk through the next pieces and she also is uh very excited to make it to the fire game tonight. So, we're trying to keep that in mind as well. >> Thank you, Margaret. That was very touching. I appreciate that. And um it has been a pleasure. uh privilege to be in front of many board committees over the years often discussing this same content. So um the lottery is a tool for balancing supply and demand in a fair way. Um supply is the amount of seats that we have for transfers. You've heard where the programs are located. Um you're going to hear more in a minute about the students who participate in those programs. The lottery is the way that they got

082there. Um the lottery is based on priorities set by the board um through policy um policy 4.10.051 to be specific. I will not need that information for much longer. Um so a a few things to know is that um that board policy um gives priv u priority to students who are siblings of other students who are already enrolled. There's also a factor for family income that um we apply to at schools that have a lower percentage of students who qualify for direct certification than the district average. Um at our dual language immersion programs, uh home language is an important factor as well as for Spanish immersion where it's most complicated. we have the regional programs. We need to know where kids live to um decide which grouping they go in. So, that's all some of

083the background that happens. Um uh I'm not going to go into a lot of details for you now, but we'll I'm here um to make sure that we answer any questions that you have along the way. Um I I think I would just also like to mention that the available seats is always in flux in motion. Um there's generally agreements on how many sections um some of these whole school programs would have. Um but even within that class sizes um could shift based on staffing um decisions that are made. And so we have historical patterns but that doesn't necessarily assure what the future's going to be. Um, again, we take those available seats. The applicants who are interested in them use the lottery tool to generate an outcome that is um follows the board's instructions.

084>> Oh, all right. I'll push that button. Thank you, Richard. Um, and this slide is intended to um give you a sense over time about how seats in lottery programs have changed. It focuses on kindergarten. We also have data for middle and high schools, but we thought that it would be um helpful and supportive of you as you're starting to contemplate right sizing to have a sense of how many seats um families can can access through transfer through a lottery each year and how that has changed. So starting at the bottom with our kindergarten openings for immersion, you see that increase um in the mid um 201s as more immersion programs have come online and a slight decrease since 2020 as we as we've compacted um some of the programs, but it's still the largest

085share of seats. And you'll hear more about that in a moment. our focus options. Most of them are about 30 years old and have been in generally the same locations. That's not um Odyssey has moved more recently than that. Um and that's a pretty stable range of seats. That gold line is the 25 seats for kindergarten at MLC, a program that's been in place since 1969. Um, we added charter schools to this chart just for um, visibility and context. Each charter school operates its own admissions system, its own lottery. It's not subject to the lottery that's in our office, but as you can see, um, it's it's an important part of choice in the system. the um percentages on either end compare that total number of openings, not the applicants, but the total number of

086openings against the total number of kindergarten students enrolled in PBS that year. One of the reasons that the percentage has climbed from 14% to 32% in the years that I've been here in front of you um is in part because of the lower enrollment. So, the seats have stayed the same or gotten higher. the number of overall students has gotten lower. So, it's about a third of um all of our capacity, if you will, within our um enrollment that are um dedicated toward or that have that option to transfer through a lottery to a different school. Wow. Okay. So just as a um as an example uh to go from what the um the number of uh space or seats that are available for the current school year, this shows by language and the DLI

087programs, the number of seats are available at uh kindergarten and then the number of students actually enrolled in the programs. So the previous slide as as uh director Brennan said was about um openings or seats um the availability. This also combines enrollments in the current year to the number of seats that uh were available. >> Take a second on this because I'm really confused by this one. >> I was looking at it when I was preparing for the meeting. I [laughter] didn't understand it. So, are we just opening up way more seats um in two of these programs and then reducing the number in one of them? This between I'm sorry, this is all the same year. I don't get it. So if I would take the if we look at uh Chinese em uh

088im immersion on the top line. >> So there are 127 across the three elementaryaries there are 127 available lottery seats and 104 were taken. So >> I read it I misread it as being a different year and got confused. So okay thank you. >> So the it's this it's the number of seats that were available and the number of seats that were filled at that. So, what happened with Spanish? How did we how did we get end up so overenrolled? >> So, I think I'll I'll ask a clarifying question, but there's there one and I'll turn to um Director Brennan and um uh senior director Smith on this one, but I think part of it is that um there are two spaces in Spanish that it that are um for example, Lent has a it's

089primarily a neighborhood school, but has a small number of seats that are lottery. So I think that it may be capturing both of those pieces. >> Yeah, I can confirm that. So the lottery is students who have to apply, but if you live in the neighborhood, you have guaranteed enrollment. This adds all of it together. Regular and lent are included along with the other programs on the Spanish line on the enrollment column, but they're not the lottery slots column. Except there are some lottery slots at Lent, but that's not for neighborhood students. Gotcha. Is >> that was there any other question about that? >> That was it. I think I just misread the chart assuming it was like this last year to this year and got confused about why we were growing those programs so

090much, but I was just misreading it. >> Okay. Yeah. Sorry about that. >> No worries. >> All right. Good evening. Uh my name is Richard Smith, senior director for data and accountability. There, there we go. Got to fill it in finally. >> Um happy to talk to you tonight about some data about who's accessing these programs. And I do want to clarify in the immersion piece, it's important to note that many of those kids are neighborhood kids in certain programs and in other programs there may be less of that in those ways. So when we think about our focus students as senior director Tobin talked about, we want to talk about um percentage of students who qualify for direct certification uh which is an can be an indicator for poverty by program. We also want

091to note that we don't include Jefferson in this analysis because moving forward in future years, Jefferson is not going to be a focus option program. So, we wanted to bring in current state for the other schools here, but leave them out for that part of it. And so, here we can see our overall direct certification rate and then each program where they sit in the yellow for percentage with direct certification and in gray the percentage without. And so you can see that there's quite a bit of disparity within our system. I'll also note when we look at neighborhood in general that there's also disparity if you look school by school there versus just as a district as a whole. If we move on and we look at our students who receive special education by program,

092we can see the PPS overall rate is about 17%. neighborhood school accounts for about 18% and then you can see all the other programs where those fall in uh percentage of students who qualify for special education services. >> I ask a quick question just very quick clarification for Buckman and Sunnyside which I think are the maybe the only two that are a combination of neighborhood and lottery. Is that just the lottery kids or is that the whole school? This is the whole school also including uh Bridger is also another school that has both options. >> Sorry Bridger. >> Um we do want to note that this is not the neighborhood model when we talk about special education as Margaret talked about at the beginning. This is specifically thinking about boundaries and neighborhood schools. Next we

093want to look at students uh percentages of students who are receiving multilingual services. I know there's been quite a bit of conversation tonight around this group with the district continuous improvement plan. We can see the overall percent is about 10% of PPS students. Um, and then we can see where that breaks down within these schools. We do have a higher percentage in many of our immersion programs, not necessarily all of our immersion programs. Um, these students in specifically in Spanish, Mandarin, Vietnamese, and Russian DI um are higher than the district average. And we don't see that quite with the Japanese immersion. Students also do exit these programs over time. We want to note they don't necessarily stay in them throughout. And finally, we wanted to look by racial groups. And so we can see the

094overall breakdown for each of these programs uh by the racial groups that we track in PPS. And we just we wanted to show our focal groups. When we think here, we're specifically thinking of our our black students in particular who would be called out as well as what we looked at for special education, direct certification, multilingual learners on the previous slides. And finally, there's always the question of where do students come from in these schools? And so we did an analysis of course every year and we look to see which schools have students going to them from where. And we can see that proximity does end up being a an indicator for some of the programs for where students do attend. And that um we also have to wrestle with how many students are coming

095out of certain schools. Is there a program or multiple programs that draw primarily from one school? When we look at the p the number of students who could be attending a neighborhood school versus who actually do attend the neighborhood school that becomes another question that we wrestle with when we look across programming as well as district policy. So with that that concludes our presentation and we look forward to any questions you have for us. [snorts] >> This is my favorite topic ever and we're so over time. Um, we have too, frankly, too much to have discussion. Um, we probably, you know, for this agenda probably. Um, but I just want to thank you. I might figure out how to follow up since we don't really have time for many questions so that so that we

096can make sure Eve can ask questions and anyone else. I'm happy to seed my time. But, um, I just thought this was really great and I wish I could ask you 20 questions. Thanks. >> So, I actually don't really have a lot of questions. Um, I think that this was really well put together and it was easy for me to to like digest. I also kind of know a lot about this already, but it was very easy for me to digest and look at the data and go, "Whoa, whoa, whoa." So, um, I think that's really cool. And I will also be following up with my stuff. So, >> um, my notes are pretty simple. It says, "Then presentation." So, I thought you guys did an incredible job pulling together all of this data to

097the point where I actually every time I had a question, I clicked to the next slide and the answer was there. So, I just want to thank you for putting together such a complete, detailed, visually easy to understand presentation about um about this. So, I actually don't have any questions. You answered everything I would have asked except what are you going to do with this information? [laughter] Maybe I will ask my one question then. I was trying to be polite. Um but I this hopefully will be quick. Um one piece of information that I would have liked to have seen and didn't was just like class size compared to um it's kind of hard to use like an average in PPS I realized, but like some sort of maybe like class size versus the like

098limits or something. um for those schools because I have a sinking suspicion they might have lower class sizes, but I'm not I just don't really know for sure. So, just um in the future if you ever do this presentation again or if somebody does want to pull that almost same kind of thing you were doing across the board with just like a some sort of proxy for like average class size is tough because we have some really abnormally small class sizes. So, I don't want to compare to the average, but like something that's something else and then across. And then, um I also wondered about what neighborhood balancing meant on your slide. You had neighborhood balancing as one of the like um >> for the lottery. >> For for the lottery, it was like one

099of the four things that you consider before somebody goes into the lottery. And I'm just curious what that means. the neighborhood. Um, it's a it's a factor for dual language immersion. Um, if it's a co-located program and you live in the neighborhood, there's a separate group for you. If you're if it's Spanish immersion, you don't live in the neighborhood, but you live in the region, there's a separate group for you. It's also the primary driver for Benson High School because we have what we call the Benson balancer that um has us take as close to equal numbers of students from all the neighborhood high schools in order to fill Benson. >> Thank you so much. You're welcome. Those are my factual questions that didn't get asked and I will save discussion for another time. I

100actually think I the superintendent has said I'm allowed to talk with you at Nauseium about this. So stay tuned. Looking at you, doc. Looking at you, MC aka doctor. Sorry. [laughter] Okay, I think I think we're good. Thank you very much. And and Judy, uh, nice to meet you. You're one of those names that has been in my PPS ether since I've been a PPS parent. Everybody here, I'm like, she's still here. So, congratulations. >> I hope you'll still take our calls over the next six months after you go. a lot of institutional knowledge. [laughter] >> Not necessarily us, but like the collective we >> just waiting because I wasn't sure if Director Sullivan >> Oh, >> I'm sorry. Director Sullivan, I did not see your hand up. I apologize. >> Just so you know,

101we're way over time. So, just just keep that in mind as you go in. >> I have to say uh I appreciate this presentation just like everyone else has said. It's so clear and I have to look at it more to really get it. And also uh Judy spent almost an hour with me one time explaining the complication [laughter] that complicated things that she has to go through to make this work and I just appreciate it so much and I'm not quite sure how we're going to do it without you. But >> have a wonderful retirement. >> Thank you very very much. >> Thank you. >> Get to that fire game. >> Exactly. Have fun at the game. >> Um okay. Our next topic is to hear the staff recommendation for the K through2 health

102curriculum adoption. Uh Chief Howard, would you like to introduce this item? >> Yes. Great. Uh the team is heading up tonight. We are sharing the recommendation for our K12 health curriculum adoption. The culmination of four years of review, field testing, and engagement with students, families, educators, and the community. These materials ensure we meet state requirements while providing students with age appropriate standards aligned learning that support their health, safety, and overall well-being. Um, I'd like to welcome Dr. Jenny Wikcomicome. And she'll introduce the team. Uh, yeah, thank you for having us. I'm Dr. Jenny Wikcom, uh, assistant director for health and physical education here in PPS. And this is Susanna Lightborn Maynard. She is our grant-f funded health and physical education teacher on special assignment. So, Yeah. Do it by memory. Oh yeah. Let's bring up

103pull it up. I just have to bring up the PowerPoint. >> Okay. All right. Okay. Uh yeah. So um just to reiterate, this has been a long process for us uh to uh get to the place to be ready to present our K12 health education adoption. Um all of our materials align with our Oregon uh health education standards. Um the many many laws and mandates that govern health education in our state. Um they are supportive of our drive towards moving uh towards high quality instructional materials and they focus on comprehensive skills-based health education which is best practice for uh engaging students uh across their educational experience. The subcontent areas within health. So a health adoption um you know we think of health as a one big comprehensive package but it really includes many subcontent areas.

104So things such as mental and emotional health, food, nutrition uh and physical activity, substance use uh prevention, comprehensive sexuality education, and things like violence prevention. Um so basically there's no single health education textbook that really meets the needs of our students and aligns with all of our standards and laws and mandates in the state of Oregon. Um beyond that uh standard health curriculum in textbook form is very um static and as we know the things that our students are facing the health decisions that they're making on the daily basis are changing very rapidly and often curriculum and instructional materials can't keep up. So, we really wanted to focus on that need [snorts] to be flexible and responsive in our curriculum selections um that was going to be aligned to student data because we we know

105again as we're looking at the data each year um that you know what is salient for our young people and their um the decisions that they're making around their health um shifts rapidly. Um and so we really did heavily rely on a number of um specialized public health organizations both local and national um to support our work. Um so with our participants we had our health and physical education team. So we do have a number of grants which uh support different components of health education and uh staff within those grants. So they were a part of the work. Our air committees uh teachers who served as field testers as well as students who served as field testers. We worked with community stakeholders, our village table group and as I said many public health organizations and

106curriculum partners. Um on the slides you'll see the participants. Uh we can just show that there's a we did a um we have a really robust um participant pool covering everyone from kindergarten through high school. We had pretty even numbers across the board in every grade level. So we had lots of representation. Um so we were able to test out our materials that our students are are are working with each year. Um then our we also had uh wanted to represent our cluster breakdown. So we were able to recruit participants uh students and teachers from each of our clusters. Uh, a couple of the clusters were slightly smaller than others, but for the most part, we got a really well-rounded picture of um of folks uh utilizing the curriculum and field testing it from across

107the district. Um, so overall, we had hundreds of educators and students and community members engra engage with us and crossrade and crosscluster participation. The the process was very transparent. We held open houses, listening sessions, and did a community engagement night uh here at the PEC in the fall of 2025. Um, and our commitment was to making an inclusive and community informed decision. Um, and just if you you've been through I'm sure many adoptions, but just the selection process and how it works. So, we review a number of vendors, what's the existing curricula that's out there, um, and including comprehensive health education textbooks. So, we still bring all of those materials in for everyone to review from the start. Yeah, sorry. Okay, one second. One second. >> It turns out we don't have the slide deck

108either. So, >> yeah, that might [clears throat] be the issue we're having. [laughter] I don't know. We have the memo which is great but um yeah okay all right um so um yes so we we provide all of the different materials that are available out there um and then the air committee uh selects the materials that they want to field test and and see how they how they work in the classroom. setting. Um, we gather feedback from the educators, from the community. Um, and you know, we're looking for things that is it aligned to our laws, standards, and mandates? Is it aligned to our student data and what our student uh what our student needs are? Oh, excellent. >> Okay. So, I'm pretty far along, but I'll catch us up. Um, there we go. Well,

109I'll just show you the the this is the overview of our participants by grade level. So, just to highlight that we had great participation across grade levels as well as by cluster. So, we had we had a really robust uh engagement that way. Okay, there we go. All right. So, um we engaged in a multi-year adoption. So, rather than doing health as one comprehensive unit all at once, we broke it down by subcontent area. and it allowed us to be more thoughtful and focused on the the materials that we were selecting for our students. So, we had concurrent evaluations and piloting going on. Um it was a phased roll out across K12 and um it we were integrating it with existing instructional practices. Um and we were kind of in this constant um process of

110ongoing evaluation, refinement and professional development. We did have an extended timeline for both mental health and nutrition curriculum and that is because what the materials that were out there um whether they were part of a larger comprehensive health education textbook series or um smaller programs none of them were meeting the needs and so um we basically had failed adoptions in those areas and so we were approved to have materials created specifically for Portland public schools. So, we put out requests for proposal and um and Karen guided with care and guidance who designed our lessons for us. Um and they did an amazing job um much more aligned to um our laws, standards, mandates, what our students need. And we had tons of community engagement specifically in the design of the lessons. And then over the

111last couple of years, we've been working on substance use prevention, comprehensive sexuality education, and violence prevention. Um, and this is um, it's it's pretty wild, but it just it's just a [laughter] this is what our last few years have looked like. Um, but this is just kind of an overview of kind of when we started our air committees. Um, and then as we said, for some of these, we put out RFPs to have materials designed. Um, which grade bands we were working with. Um, we we are a small team. Um, and it requires adoptions require a lot of engagement. Um and so when we're doing adoptions for multiple subcontent areas across the K12 spectrum, um it does take take us a bit of time, but um you can see kind of how we've progressed and

112we are we're done. We're ready. [laughter] [gasps] Um so with our field tested materials, what was selected um this is just some of the organizations that are providing materials. So Advocates for Youth uh provides our comprehensive sexuality education uh materials. Stanford Reach Lab does uh substance use prevention, B Real USA which does some mental health, some nutrition, um ETR Health Smart, um Care and Guidances who designed our mental health and nutrition materials. Um Oregon Department of Human Services uh also does a comprehensive sexuality education curriculum specifically targeting middle schoolers and then the Nest Foundation which does a violence prevention uh curriculum. So, we're really proud that we were able to curate from a number of different organizations and different materials that are really um really thoughtfully aligned to meet our students needs specifically. Uh and

113this is just an overview of what we're recommending for uh for adoption. Um just noting that we had already adopted materials um from second step which is uh for violence prevention and bullying prevention in K5 that was done in 2023. Um and then um the rest are kind of mapped out for for you all over the subcontent area in the grade band. The one that is um that we still are are working on is fifth grade. So Stanford Reach only goes down to fifth grade. Currently finding substance use prevention materials in the K4 realm has been really really difficult. And so we've we've pulled together materials that are they do the job, but we'd like to recommend that we issue an RFP to see if um if any vendors would be interested in creating some

114materials for us. Um Stanford Reach had also expressed some interest and the teachers raved about uh the fifth grade materials from Stanford. So, um that is one of our proposals to to get materials that are going to better meet our needs. And once we once we have the materials designed, um we are able to adapt them. And so, as we really think of our our curriculum as iterative design because as new data comes in, as we as new things are coming up, we're able to make adjustments. So, for example, vaping. Vaping wasn't a thing before and now it is definitely something that we need to be talking about. So, this allows us to have a little bit more control over our materials and keep them updated um for our students. Um so, this is uh

115all of our materials are are recommended by our participants. They meet all of our legal uh requirements and mandates. Um they align with our district priorities as well as our state standards. They're ready to use with minimal adaptation or supplementation. And that was another benefit of doing it this way. If we used a large uh health education text, there would need to be tons of supplementation and a lot of adaptation because they just they just do not meet um the needs of our students and of our state. Um this supports whole child development and it our focus on improving school climate attendance and student outcomes across the board in support of the DIP. Um in terms of the fiscal impact, so um some of the materials have costs associated with them and others don't. So,

116of the materials that have costs associated with them, it'll come to just over $1 million, and that will that will hold us till the next health adoption, which I believe is in 2032. Um, so that's a a violence prevention, substance use, comprehensive sexuality education are part of it for middle school. Um, some growth and development uh access um and then some professional development for our teachers. So, as adoptions go, we're actually a fairly low lowcost adoption. [laughter] >> Um, uh, so, uh, these these adoptions were funded by grants that we received through, um, the Centers for Disease Control and Kaiser Permanente. So, that was at no cost to PPS. So, our K5 mental health and our K12 nutrition were both funded through through grant funds, uh, at about 143,000. And then um our fourth through

11712th grade mental health materials, our sixth and 9th through 12th grade substance use materials and our K5 and 912 comprehensive sexuality education materials are no cost. So those are open source materials. So um and then our implementation plan so our plan is to do a phased implementation uh roll out across the grade bands. So um for example, if we take sexed as an example, uh health is taught on the quarter system for middle schools. So you know, we we need to make sure our middle school teachers get their training first because they're on that nineweek quarter system. It's usually implemented in our high schools right around the semester shift. So we've got a little bit more uh runway with that. And then with like with our elementarymentaries, that's usually more towards end of winter, early

118spring. So, we've we've got a plan for rolling out the professional development that will accompany each of these subcontent areas. Um, it's already integrated into our existing health instruction and course maps. So, we're ready to um we'll be ready as soon as the fall starts um to to hit the ground running. Um we're already in the process of uh working on outlining kind of what would curriculum align training modules look like um and what is the kind of educator support ongoing educator support that we can provide. Um many of the materials were already are already piloted and are are in use in classrooms because we didn't have a previous health education adoption. So we've we've been able to use the materials that we own um the ones that were created for PPS. So a lot

119of the teachers are familiar with our instructional approaches and practices. is that's where a lot of our professional development has been focused which has been more curriculum agnostic so to speak. So more focused on teacher pedigogy around health education. And then um just to to highlight we've had just very positive feedback for the roll out of all of our materials and um teachers have been very excited about the the new the new elements that we're adding to their curriculum. Um and then uh just again this is it's not just a curriculum adoption. Um health education is is a cornerstone of ensuring that all of our students are healthy and safe and um and able to plan for their futures. Um we're ready to go. Um we're ready to support our educators um and and build

120on meaningful results for our students uh in a way that's going to last a very long time. And any questions we can answer? >> No questions. >> Um, I don't think I have any questions, but I just want to say thank you. It was actually really informative. I feel like I don't really know a ton about our health education. Um, I'm proud that we are so thoughtful about how we as a state and a city community want our kids to be educated in health that we don't fit everywhere else. I think that shows that we're doing it differently and doing it better. Um, so I just wanted to say thank you for um, finding such a custom approach to fit um, the culture that we have here in our community. A very inclusive culture I

121would say. Looks like we do have a question online. Director Englesman. >> Yes. Hi. Sorry, I'll stay off video, but I do have one very quick question. And I um heard you say about a a bullying violence prevention that was adopted in 2023. And I'm just curious about whether there's um review after a year or two or three or five to see is this working? Is it do we like it? um are we seeing trending down in a good way of um sort of school issues that are popping up? >> Yeah, I just curious about that. Thank you. >> Yeah. Oh, that's a great question. So um we it's not necessarily required but the health education the health and physical education team we actually we are frequently meeting with our teachers and gathering student feedback

122on our curriculum because we do think it it should be really more iterative so that it is meeting student needs on a regular basis. So we do frequently check in with um with the bullying prevention and the violence prevention curriculum that was already adopted. That's at the K5 level. So we really rely on teachers that we work with on a regular basis. Susanna is primarily our K5 specialist in that way. Um because obviously K5 teachers is a huge group and so getting feedback from them can be a little bit more challenging. So we do rely a lot on the relationships that we have built um so that we can continue to get feedback on whether the materials are still meeting student needs especially when um we were at this point where we were um able

123to we could have you know stopped and said all right do we need to is it time for us to adopt or change the K5 violence prevention bullying prevention materials but they are still meeting uh teacher and student needs. So um so we were able to to hold with those Thank you so much. And I um I say the same. This was a wonderful presentation. I'm glad I could listen in. Thank you. >> You're welcome. >> Okay. I guess with that, Roseanne, we just have to basically decide to refer it to the full board. I think we've got >> some thumbs up. Let's do it. [laughter] >> Thank you very much. Appreciate it. >> All right. Um, so, um, before we close out, I just want to call everyone's attention to the supplemental materials, uh,

124for this meeting. There is a document, uh, called Jefferson is rising, an update for sunsetting dual assignment. I just wanted to let everybody know it's there. Sometimes it's easy to look past those. And with regards to adding topics to future meetings, I would love to see that added for discussion. And I would also be interested in discussing how we're meeting our division 22 minimum instructional requirements. We are currently exempting twothirds of our high school seniors from full schedules and I'd like to see a breakdown of the exemptions that the district is applying um if and how parents are notified and if it's clear that they understand that by allowing these exemptions their students will not meet uh minimum instructional time required by the state. Right now we don't have visibility to that information. So, I'm

125just going to continue to bring that up. And um do you have anything that you would like to add? >> I don't think so. Thanks. All right. Um this is our last teaching, learning, and enrollment committee for the 26 2526 school year. We will be taking a break from committee meetings for the month of July and we'll decide on a new meeting schedule once committee membership is decided. And with that, this meeting is adjourned. Thank you.