001It'll be posted there as well as all the materials. Uh, welcome. Thank you for being here today. We're welcome. We're so excited to be having this public hearing as well as all the materials. >> Uh, welcome. Thank you for being here today. We're welcome. We're so excited to be having this public hearing as well as all the materials. >> Uh, welcome. Thank you for being here today. We're welcome. We're so excited to be having this public hearing. I want to thank Benson High School for allowing us for being here today. Beautiful welcome auditorium. We're so excited to be having this public. I want to thank Benson High School for allowing us for being here today. Beautiful. We're so excited. Just a couple reminders. Uh in order ensure safety, we ask that everyone please find a
002seat and keep the walkways clear. Uh be considerate to those around you. We we would like to remind everyone, let's be respectful to each other. We also ask that if you brought a sign that those stay on you and try to keep it below chin level in case there's someone behind you who would like to see as well. Um, also please do not post any banners or things on the walls or anywhere they must stay on you. Uh, we also have child care available this evening. Uh, it's in the library. If you don't know where that is, there's a bunch of wonderful people outside who could probably point you in the right direction. All right, let's get started. Today, the board is now convened as the budget committee. The purpose of the hearing tonight is
003to receive public comment on the proposed budget and to hear thoughts and feedback from the community. We want to hear from everyone who has signed up tonight. So, we have quite a few. Uh so, we are going to be keeping our comments, we're going to be having your comments uh 2 minutes. Uh when you're giving your comment, there will be a tone. When you hear that tone, that means your two minutes is up. Please finish your sentence. Uh while we uh where where was I? Um at the conclusion of our public comment, this is to board members, we will have time to follow up with questions uh with the superintendent or comments and um staff will be also be taking notes to help answer those questions as well. If we do not have time to
004answer the questions tonight, staff will be taking those notes and will answer post those answers those questions on our website or replying to us directly. All right, before we move to public comment, I asked to have a brief overview of the proposed budget from our superintendent. So, I'll hand this over to Superintendent Armstrong. >> Thank you, Chair Wang. and I will turn it over to our chief financial officer, Michelle Morrison, that will intro the relevant information. Thank you. >> Thank you, Chair Wong and Superintendent Armstrong. I'm very excited to be here with you again talking about budget. It's been quite a big season. We have started uh early. We didn't really stop looking at this year's budget from the time that or next year's budget um from the time we adopted this year's budget. So
005a whole lot of engagement has occurred and you've been a huge part of that. So I've been asked to give a super brief overview. So I would encourage anybody who needs more information to please visit our website on every time. All right, so let's get started. This slide is a very familiar one. It talks about the rising costs that we're experiencing uh over time as we have invested in employee compensation, benefits, teacher planning time, and pension. We do have limited revenue in our forecast. Um we have less special revenue and no reserve funds to draw from beyond the 5% minimum fund balance uh in the current budget. So we um have exhausted those funds. We are experiencing declining enrollment. School districts in Oregon are um funded in their general fund on a per student basis
006uh with the state school fund and due to our decline uh it's definitely impacting our outlook. Okay, we skipped over the enrollment chart which is probably okay. It was a comparison of PPS to um the state average in terms of decline. Thank you. The percentage points are an indicator from the 201920 year. So that's not a year-over-year reduction. That's a cumulative reduction since 1920. You can see that the district is outpacing the state in terms of enrollment decline. This is a quick graph bar graph that um describes the adopted budget for 2526 our current year compared to our proposed budget for 2627. The aqua box there is our general fund and special revenue fund. That's the majority of the resources that support our schools and programs. You can see our general fund is experiencing a
007decline for the first time uh for our debt service fund. Um that's specifically for paying back u principal and interest on debt that we've issued to fund capital projects. Our capital projects fund is um increasing uh in a big way as we look into beginning our um modernization seismic and other improvements. This is a highle chart to that we have shared multiple times over the course of the winter and spring as we described in our community engagements the the categories of building supports central office schools specialized programs and the reductions in each of those areas. It's important to note that the adopted budget column represents the plan that we adopted at this time last year for the current year. Uh the prelim preliminary current service level column represents the cost of doing what we're doing
008today in the next year if there were no changes. You can see there's a significant increase there. And the gap closing reductions totaling just over $56 million. This is another comparison table to describe central office reductions against um other areas, schools, specialized programs, building supports. One note here on specialized programs um uh large portion of those reductions were from the general fund and those services will continue although they will be funded by the student investment account. This is our long-term forecast. We shared a similar slide last year that kind of foretold what we would be experiencing as we plan for 2627. You can see that we are expecting another uh impact in the 2728 school year. Um and that is due mainly to our uh PERS rates, our employer rates increasing dramatically as our side
009accounts for our pension obligation bonds are expiring. This is the timeline for um you can see where we've made progress. There's actually a whole bunch of dates leading up to um proposal of the budget and then uh yesterday's CBRC report to the board which was really great I thought. Um and then now we are at the comment public comment session. The next things are they will happen as they are listed and that is my abbreviated presentation. I think you guys are familiar with that information but I'm happy to answer any questions. >> Great. Thank you. Thank you. Um right now we'll we'll move to public comment. All right. Before we begin public comment, I just want to review some guidelines. This mic is not my friend today. Uh first, the board thanks you for taking
010your time to attend this meeting time of your day uh to provide your comments and about the budget. If you would like to submit your comments to us in writing, you may do so and you can send them to public comment at pps.net. When you begin your public comment, please uh clearly state your name, spell your last name, and also if you can please indicate the school community that you uh come from. You'll have two minutes to speak. You'll hear a sound indicating uh when your two minutes are done, and we ask that you please wrap up your sentence at that time. All right, let's get started. Uh let's have uh Miss Powell, could you call up the people signed up for public comment? And I would actually like to start with we have quite
011a few students uh signed up for public comment today. I would like to today start with students first um in case they want to get home and and get ready for the school day tomorrow. So let's start with our students first. >> Great. I'm going to call up a few at a time, three people at a time and public comment is up at the microphone. Uh we'll start with Ellie Buckner, Nadia Knight, and Lily Larose. Lolita Jack Nay Galinda Lopez Seday Mesa Aras Hello. Hello. Okay. Hi guys. My name is Sadai. Um, how to spell my name is S A D A Y M E S A A R I A S. Salai Mesa Adas. I'm a student that goes to Franklin High School. Um, I just want to give um thanks to the race
012equality social justice involvement program. A little bit about my story is is I am Afro Latina. I am Cuban. My families are from Cuba. And I feel like you guys are cutting these really important programs. And as a student of color and a first generation student, I feel like it's really important that we need these programs to make our um community feel more welcome, especially brown students and black students. Um, for example, Franklin High School is very porally white and having these programs like for example Step Up, REAp, IM Academy, Latino Network, um, Young Escalera and stuff. We we need these programs to feel welcome and to feel like we have a safe space for all for all of our students of every background. and thank you for your time um for the Res partnership.
013Um hopefully y'all will keep funding us. Thank you and I hope you guys have an amazing night. >> Thank you. >> Uh hello. Um my name is Naelli Galindo Lopez. I'm a student at Franklin in a program funded by racial equity and social justice uh social justice initiative. In my program early escara, I have been given along with other Latino students a space to come and talk and form relationships with other students to relate to as well as given a space where we can collaborate and learn together. Early Escaret has given us opportunities to see our Latino community and Western Oregon University's leadership conference, but also at this year's Portland Cinco de Mayo Festival. Losing this program would not only mean less resources for Latino students, but also take away one of few spaces where
014we can learn and connect with our culture. We thank you for your support of the RESJ partnerships and strongly urge you to continue fully funding RESJ in the years to come. Thank you for your time. >> Thank you. >> Next, we have Xander Bedell, Sebastian Faria, and Wolfie Sparbell. Hello, my name is Xander Beetle B E D and I go to Access Academy. Access provides a place for kids to learn because they don't fit in at any other schools. It is a school for highly gifted kids which means that the kids who go there have different ways of learning than other kids. At Access provides them that learning in an appropriate school environment. At Access, kids learn several grades above where they are. I'm in seventh grade and I am taking Spanish and algebra for
015high school credit and English language arts, social studies, and science at an eighth grade level. I can't go to my neighborhood school because I they don't offer high school courses. Access was created for that purpose, to teach kids who learn like me. In order to attend, we need to be able to get there. Access is not a small community. Students come from all over neighborhoods of Portland. I live in the far northwest, but I have met lots of kids from all over the city. I take the bus 45 minutes to school and of two working parents who can't get me to school or pick me up. If parents can't take time to get their kid to school without a bus, they can't get the learning they need. This would impact lower inome families the most.
016I know you are trying to cut budgets, but if you take our buses, you are creating a school where only privileged kids can attend despite it being a needs-based school. Based on a recent PTA survey, over 75% of kids take the bus to school and 100% need this type of accelerated learning. With so few kids able to go without buses, then so many kids couldn't have their needs, not their wants, their needs met. In conclusion, cutting all transportation to access prevents most kids from attending such a vital school for their academic needs. Thank you for listening. >> Thank you. They never told me that I was going to have a speech. So, I don't have anything written down. Uh, >> this isn't like a like a what's it called? The Oh, right. This isn't like
017a private school. It's not like we get like high class lunches or anything. Most other advanced schools don't get buses except this school. Well, kids are like constantly blurting. They basically would get in trouble 95% of the days that they go to regular school for bad behavior. I wish it had the quotes and subtitles. So, for the kids who do get to go to the school, well, one thing, you should have brought a whiteboard or like some kind of sign. Thank you. >> Good afternoon. I'm Sebastian Fera. I'm a sophomore from McDaniel High School. And a little things about me is that I like to cook. I love to bake. I'm in a lot of programs at our school that really makes me a better person. And the main issue I'm here for is I'm
018a part of Earliest Escalera, a program that branches from Latino Network that helps educate young people and allow us to connect with our ancestral past. This program has helped many people including myself find ourselves. It has helped me overcome some of my uh worst fears like social anxiety which is the main reason why I'm here. I'm trying to overcome that and it's really thanks to our awesome advocate Amy Alvarado. She's such an amazing person. She's made me um she's helped me become a better person over a long period of time. I met her in eighth grade from some friends and ever since then I've just been trying to do my best in life and my main reason to be here is to ask that you guys can continue to fund our to fund our programs
019and to sorry about this to help continue fully funding and expanding our amazing program and many other Latino network providers through R Re SJ I hope to see many new faces wanting to join Early Escalera and realize that if they're going through anything that they will always have someone to talk to. Thank you. Thank you. >> Sarah Escobar, Peter Ruff, Sebastian. Oh, I just you're two places. Sorry. Sarah Bernal. >> I'm too short. Sorry. Uh, my name is Sarah Sara Bernal. And um, wait, sorry, I'm a little confused about my words. Uh, my name is Sara Bernal. I'm a student at Mcdin High School. Um, I'm a currently a sophomore this year and I love ceramics. I love all kinds of art. Um, I'm Latina, originally from Colombia and Venezuela. and arrived to Oregon three
020years ago with my family and yeah and I and in hope of a better life. Uh this transition was so difficult in my life cuz you know being an immigrant and being in the United States uh with language barriers and all the different cultures is so difficult. But one thing that helped me was Latino Network the programs and also I'm speaking with you guys because it's a program that helped me a lot with English and with my skills and I know my English is not perfect but I guess it's nice to talk about the program and yeah uh when I started with Latino Network it was an NGC night counts and and they helped me to understand about high school and all the things like I needed to know about graduation because I want to
021go to college and also Latino Network uh was one of the main programs that helped me to survive obviously because yeah I'm just a little bit like confused about my um my life and all the things because you know being in me in immigrant is so crazy. And then the first um when I I started freshman year, I also started with Early Escalera, another program from Latino Network at Parker High School, but uh I moved to Mcdino High School and it was another hard transition uh because you know it was so hard and also I was able to join early Scala again. This program helped me to improve my English skills uh learn more about my culture, appreciation of other cultures and more. And also this program is so helpful for many students and families
022like me. And also I wanted to ask to please continue funding uh and plan to spend restJ programs like the ones Latino network provides in the years to come. Thank you. Gracias. >> Thank you. Hi, I'm Peter Ruff. I'm a student at Benson High School. I didn't come here with a script or anything because this is something I wanted to just speak openly about. Me and a lot of the lowerassmen at Benson are concerned about the future of the CTE programs at our school. Basically, there there have been rumors flying around this entire year about stuff like computer science or manufacturing being possibly cut within the next few years. And a lot of people are concerned that these very unique opportunities that most high schoolers, not just in this district, but throughout most of the
023country, will never be able to experience this early in life. I guess um I highly urge you to keep funding CTE as much as you can with funding already p or sorry with spending already paused. Uh the consumables are getting strained currently in health. We don't have a lot of the materials that would usually be there for stuff like skill checks. I uh there is also apparent I have I'm not in any like I'm in the freshman rotation right now but according to some of the sophomores and juniors I talked to there are uh restraints in stuff like medical supplies as well. And I would again I would just highly urge you to keep funding these uh opportunities as much as you can for the future not just for Benson but through the other CTE
024programs just throughout the district. Thank you. >> Thank you. >> Should I call the students? I called it the first. Should I call them again? >> Yeah. If there's any students that didn't come up in the first >> Ellie Buckner, Nadia Knight, Lily La Rose, Lolita Jack, >> guess we can just keep calling until we have three students. >> Great. >> We'll move on to non- studentents. Ellie Larson, Beyond You. Oh, there's Ellie. Maya Paige. >> Hi, my name's uh Ellie Larson. I'm a parent from Access Academy. That was my student who was saying it was not a private school with fancy lunches. Uh I my child's a special ed and highly gifted. Um Access Academy serves a lot of needs of a lot of students and I do see it as a need. We
025were not working at the neighborhood school. We're from Glen Co and we had excellent special ed, excellent help, all the supports, all the accommodations, but my kid could just not function there. panic attacks, couldn't get through the day, report cards blank, not at grade level. Access Academy has been essential, lifechanging. This is a kid who's thriving and happy and likes themselves. And when we came in, we were a single parent, lowincome household. I couldn't have done it without the bus. Please consider reducing the routes or anything you can do to keep the buses so this is equitable for people like us. Thank you. Thank you. >> Jal Shams Den, come on up. >> I'm waiting for you to finish my name. >> Shams den. >> I want to see you sweat. Uh, Shamsadine, you were
026close. Thank you. Uh, good evening. My name is Jalil Shamsidine. I'm the compliance manager at Self-Enhancement Incorporated. I'm here to speak about how the board's current budget proposal impacts not only SEI, but its community partners. Specifically, the budget proposal reduces funding by 2.2 million for the racial equity and social justice funding allocation. The restoration of this funding gap is necessary for SEI and its community partners to continue delivering essential services in support of our students and PPS. RESJ partnerships serve students before academic struggles become disciplinary issues resulting in absenteeism or disengagement. R EJ partnerships extend PPS's capacity into communities home homes and cultural spaces where schools alone cannot reach and these partnerships further effectuate uh the need for equity within will further meet the need the equity need within PPS. Additionally, our ESJ partners provide
027culturally responsive, trusted support to students who are black, native, immigrant, multilingual, and system impacted, those among the most vulnerable, and therefore the most impacted by the budget cuts. Although PPS purports to recognize the great need to eliminate the disparities in our schools, a reduction in funding undermines that goal, making the budget shortfall for our services just as peritious as the disparities PPS has committed itself to eliminate. For example, PPS is growing the student population at Jefferson in conjunction with the modernization of the school building. However, a budget reduction shrinks studentf facing services at Jefferson while the student body and its needs only increase. This contradiction is an impediment to the success of our students, specifically students of color. Additionally, the funding reduction increases pressure on schools that are already losing counselors, interventionists, interventionists, and equity
028staff. I urge you to restore RESJ funding in full, which is only one quarter of 1% of the general fund. And doing so is a modest rebalancing. RESJ community-based partners are essential to PPS's equity strategy, not supplemental or optional. When equity supports are removed, the harms show up in a poor attendance, attendance gaps, and behavioral crisis. These are all stated concerns of the board and are all more expensive to address than simply restoring the funding for our ESJ. We must proactively fund programming that both prevents and addresses these concerns. Now, thank you for your time. Thank you. >> Rachel Weisar, Seth Miller, Lisa Jackson. Good evening. My name is Rachel Weisar. That's we s a r. Um I'm here because I have three amazing kids, including a third grader who takes the bus to Access
029Academy every day. and um she's become a new kid since she started there. Uh she fits in. She has a a peer group and she is learning at a pace that that fits her. Um and as a full-time working parent of three, the access bus is an absolute lifesaver. Um for access families, buses aren't just a convenience, they're the only way we can get our kids to school and and from school every day. Um, and I worry that if buses to access are completely eliminated, which is what's been proposed, that the kids whose families can't um have a parent drive them to and from school every day or the kids whose parents can't afford child care so that they can get their other kids to school. Those are the families who won't be able to
030get to access anymore. Um the elimination of the access buses is going to require a lot of students to return to their neighborhood schools because they won't be able to get to access. And um there's a lot of I think probably fair to say most students at Access are working at least one sometimes two or three grade levels ahead. And a lot of parents have been calling their um neighborhood schools to ask what it's going to be like if their kid can't go to access anymore because there is no bus. what those um neighborhood schools are going to be able to offer. And the responses folks have been getting is mostly that um it's not going to, you know, they're not sure yet what kids who are like two or three grade levels ahead are
031going to do when they're outpacing the middle school math. Like what are they going to do? Send them to a high school, you know, several times a day to accelerate those classes. Anyways, it doesn't seem like um there's necessarily been a lot of uh planning as to what might happen. So, in some I would urge you not to cut the buses to access and to do anything else you can do to preserve the ability of all families to get to that school. Thank you. >> Thank you, >> Zarah Farooqi. Lisa Jackson. >> Good evening. My name is Zara Farooqi. That's F A R UI. I am a junior at Benson Polytenic High School as well as the vice chair of the district student council. I stand here not only as vice chair but as one
032of the co-editors and chief of the Benson Orbit. I know the Benson Orbit isn't exactly a household name yet as this is our first year back as a class after our 16-year lapse. But as our school studentr run newspaper, we stand as an important outlet for student voice. And especially in political climates like these, the preservation of that outlet is incredibly important. But just as importantly, it's a spot that shows the best pieces and sparks of our community. I leave every class empowered and inspired by the passions of so many of our students, by their desire to both seek the truth and speak to it. As these budget cuts have hit our district, we are afraid to lose the environment we have spent so much time and love fostering. We are afraid to lose this
033pillar of of our community. Our class as it stands is quite small. However, our effect has rang large throughout our school. I've seen so many students united by the release of our first print issue and passionate about passionate about what we have worked so hard to bring back. I hope that through all these difficult decisions, this home we've made is preserved. Thank you very much. Thank you. >> Hash day. My name is Lisa Jackson spotted out and before I speak for you, I just want to thank all you all for being here. Um I watched last night's meeting and it was um a bit much. Um, but I just want to start with like the climate lady who is no longer has a job. I'm here for you. I want to mainly speak on because
034hearing all the students speak on culture. We need to go back to our lands. Being a native of this land, we need to start somewhere and we all have something in common and that's our cultures and we're not focused on that. But being we're here to talk about the budget, we really need to come together and understand like I've told the city council advocating for climate funding and housing funding for our schools. We are all in this together. When I came out here from the bigger world, as in when I call this the bigger world, I came from a reservation in North Dakota where we're completely excluded. I brought my daughter out here who is Lolita Jack who unfortunately didn't want to come speak because of just more stuff that's going on. However, I am
035her parent and I will speak for her. I brought her out here to give her a better opportunity at culture and education because we could learn other people's cultures and other pe you know there's more offer for education. Well, I'm here to offer you guys support. I went and checked on some schools um that are severely in survival mode because of the Southeast Guiding Coalition. I want to be real real transparent when I speak on that because I sat on that board and we push communities everywhere. Yes, change is good. Change is needed. But when we're doing that change, we have to check on one another. We have to check on what we're doing and we just don't need to have another cat. I seen how you all really really love this lady that she's
036supporting climate. She's supporting what we need to focus on because without focusing on our climate and our world and our culture, none of this means anything. >> Pamia, >> thank you. LQ Yang, Maria Zavala, Brenda Chavez, Alwin Hello, my name is Maria Zavala. Z A V A L A. I will be representing Da Vinci Arts Middle School reading a U message testimony from Margarita Wilson, the assistant principal. Um, dear board members, thank you for listening to our call for the importance of monetarily supporting our community partnerships. The partnership between our school community and our restray funded program has proven to be essential in supporting student success, engagement, and safety. In particular, our RestJ programming has been an invaluable resource for the students and Latinx families of Da Vinci Arts Middle School. Our Latinx students population
037represents approximately 15% of our total enrollment. Nearly 50% of these students participate weekly in a restra program facilitated by Latino Network. Demand for these program has exceeded available capacity, requiring us to place students on a wait list, an indicator of both the program's effectiveness and the significant need for expanded access. Student perception data from the success success school survey demonstrates a substantial increase in students reporting that they feel safe at Da Vinci Arts Middle School, rising from 53 to 72 favorably. Notably, Latinx students reported one of the highest favorable safety ratings among Latinx, sorry, among students of racial groups. In addition, Latinx academic outcomes have shown measurable improvements over the past three years, including gains in MAPS reading performances within the average, high average, and highest average ranges of 3%. Attendance and engagement indicators further
038reflect the success of this partnership. Over the past four years, the rate of good and acceptable attendance among amongst Latinx students increased from 89 to 92. Schoolwide measures of diversity inclusion have also improved significantly with a favorable ratings on the success school survey increasing from 73 to 82 over the last three years. Um sorry uh these outcomes underscore the role of the rest programs. Um so we really hope that you take this information and continue to support these partnerships with RestJ. Thank you. >> Thank you. Hello, my name is Brenda Travis Olin. I work at Franklin High School in a program funded by racial equity and social justice initiative called early escalera. In my program, I'm given the opportunity to support students every day with their academic and career goals as well as providing them
039with new experiences. We aim to dismantle the systemic barriers that are placed in our communities that serve as disadvantage for them to succeed in school and work. Students have found a safe space in my office and often come hang out to distress when things become hectic around them. They have found trust in me to tell me about things going on in their lives and in searching for advice on how to handle them. There's a possibility that I may be just maybe one or one of few trusted adults that they have that is accessible to them to really listen and make time for them. Just recently we had an end of the year field trip to Portland de Mayo Fiesta and a student had expressed to me that it was their first time going to a
040fair getting on carnival rides and experience that with their culture at the center of it. Not only do they get to experience this, they get to be with their friends and their community and engage in a way where they don't feel limited of what they could do and couldn't do. These experience of being with their community and not having to hide a part of themselves are very crucial to student self-identity. We would like to express our gratitude and strongly encourage you to continue funding the the partnerships. The program supported by this initiative so concla escala koh padres and hunto sapos play a crucial role in supporting Latina students and families throughout PPS. Now is the moment to reform your education and racial equity and social justice in the face of challenging national climate. And let
041us stand strong together in this partnership. And we ask you to continue fully funding the RSJ partnerships. Thank you. >> Thank you. >> I'm going to pull in some virtual commenters. Jillian mayor. Sorry, we um can't hear you at the moment. If you don't mind pausing, we will um we need to check on that really quick. Is it working? >> Can you hear me? >> Yes, now we can hear you. >> Thank you for waiting. You may start. We'll reset your time. >> Sure. >> Um, good evening. My name is Jillian M. Mr. R. I'm a native >> work directly with native students and families in Portland public schools. I'm coming to you tonight as a parent. Uh my daughter's in the Indian education program is a fourth grader at Atkinson. >> Um I want
042to speakly about accountability to native students and families in this proposed budget. Throughout these budget materials, the district has repeatedly referenced equity, inclusion, investments, uh, community engagement, and protecting vulnerable students. And the district also highlights millions of dollars allocated towards curriculum, technology, facilities, and long-term capital investments. But native students are nearly invisible in these documents. Last year, Superintendent Armstrong publicly committed approximately $1.1 million toward Native curriculum and native student development connected to future district planning and bond supported investments. Native families and community members showed up, participated in meetings and trusted those commitments. One commitment, the hiring of a tribal liaison, did move forward, but the native community members were also told they would help shape that role and what it would become. But no, many no longer feel that um shared decision-making process was honored.
043Now, as the district discusses equity centered planning and future focused investments, there is no clearly visible commitment to native curriculum, native educational programming, or native student success in this budget narrative. If equity truly guides decision-making, then Native students cannot disappear when priorities become financial. Native students deserve to see themselves reflected not only in acknowledgements and engagement sessions, but in actual investments, curriculum, programming, and long-term district priorities. So tonight, I'm asking the board directly, where are the commitments made to native students reflected in this budget? Thank you, Katya. Thank you, >> Joshua Shaylech. >> Hello. Can you hear me? >> Yes. >> Okay, thanks. My My name is Josh Shayik. S H A L E K. I'm talking on behalf of my daughter, Laya. >> Hello. Uh, I received the news of a potential end to
044access transportation with great alarm. My daughter Laya, who's in third grade, is currently in her first year at Access. My wife and I are grateful that PPS provides this opportunity for her and for kids like her within the public education system. The cancelling of all bus service to the school would be an unsustainable burden on our family. When my family made the decision to send Laya to access this year, it was based on the current levels of support from the district. Specifically, in this case, the fact that transportation was provided. Now, potentially taking that away a short year later strikes me as more than simply unfair. It is a total change in who the district is allowing access to access. It is a form of gatekeeping. Cutting transportation effectively creates a system in which the
045privileged few are allowed to the opportunity of access while the rest of us are shut out. Our daughter has just become acclimated to her new school and the district is telling us she will have another massive upheaval in her educational life. School transportation is not a luxury. It is a necessity. I do understand the magnitude of this awful deficit. It's going to affect us all. We already know there will be staffing cuts at access. I've written emails to my state senator and representative, not for the first time on this issue. I hope you can understand that this particular cut is not a matter of making do with less. It is a wholesale disruption of our daughter's education. Thank you. >> Thank you. Tracy Connor, Seth Kaufman, Lming Wong. >> Hello, my name is Tracy Connor,
046CO N O R, and I am here to speak about Access Academy and the access to access being maintained through buses. Um, I'm gonna go ahead and have a Christy Split moment and be a little bit radically candid. Um, I see the optics of a bunch of blondhaired, red-haired, look middle class, relatively privileged, pale people coming up and speaking on behalf of Access. So, I just want to let you know a little bit something and be kid- centered about my kit. My kid is a second generation Mexican-American child. He is um I am a single parent to him and we are income qualified. I left a relatively uh well-paying professional job uh when I realized that my second grader was refusing to go to school. He was deeply unhappy and he's a genius. And I
047always thought geniuses love to go to school. I loved to go to school. That's where I got my external validation. That's where I got my A+es. I loved to go to school. Here's my genius kid. He don't want to go to school. He's getting bad grades. What's going on? I quit my job. I started showing up as a full-time stay-at-home parent, self-funded by my educa, by my retirement fund and now full-time lift driving. And I will say what I learned by being in the school all the time during my second his second grade was that despite being brilliant, he had no executive skills. In fact, it's very common for highly gifted children to be twice exceptional. And this is something I very much learned about my child. Well, I'm out of time, so I'm going
048to tell you. I fought and I fought and I figured and I researched and I got him to Access Academy. First thing I asked because my kid is 504 qualified. He was on his way to an IEP is I said, "Do I need to do this?" And the teacher said, "No, because here at Access, we're teaching all the kids that way." Common denominator. and he's been thriving. >> Sorry. Thank you. If if you have more you want to if you got don't have time, we can always say comments. >> Please give grace to the people who are not prepared and also to the people who didn't show up because we did not get response notice to our application to speak. So I did not know I was going to speak. >> All right. Thank you.
049My name is Seth Kaufman. That's K A UF M- an uh This is a Shashibbo block. They're really cool. They're they're actually really cool. They're great fidgets. Two years ago, Chief Joseph, my daughter, was in second grade for math class. She'd be given a shashibbo block, and she and one of her classmates would be told to sit in the hallway while the teacher taught the rest of the class math. Now, shashibbo blocks are really cool. Shashiba blocks are not math instruction. We got lucky. our kid got into access. When I asked her, "What do you think if you couldn't go to Access anymore?" She said, and I quote, "I don't want to change schools again. I'd probably have to sit in the hallway for half my classes again." Which was really boring. That's the reality
050for most of the kids at Access. They were not getting an education in the classes that in the schools they were in. Chief Joseph was a wonderful school. She's still friends with kids there. This is not about the school. This is about the education. Denying transportation services to kids at access means that most of the kids there will go back to neighborhood schools. They are not going to get an education. They're going to sit out in the hallways to shibo blocks for math class. They're going to have the same kind of thing in in English. Transportation is critical, critical, critical for so many of these families. It's what enables them to be there. It what's enables those kids to get an education that is appropriate for them for where they are, for what they're learning,
051for how they learn. This really matters to hundreds of kids and their families. The access community is ready and willing to work with the school district to try and find some way to save money and preserve at the same time transportation because it matters so much. Thank you for your time. Thank you, >> Jennifer Mankey, Michael Rabby, David Contreres Machado. >> Hey, I'm Michael Rabby, RAB Y, person of height. I'll scrunch or hold it up. My son Nolan actually goes to Benson now. He's a ninth grader here. He started at Access in first grade. I don't know what we would have done without Access. Um we would not be in PPS. I mean, I'm I'm going to try not to cry. Um so I'll try to talk numbers and practical. I know he would not
052have lasted um in in PPS. We had uh you know, kind of he needed the things that access gave. And I have an older child or younger child, excuse me, Bryce, who's in seventh grade at Access. We have one more year. So, at most I'll have one year of this like hellish situation where half hour across the river, half hour back, and then a half hour to my job. There are not enough podcasts in the world uh to make that drive fun. And um you know, the state pays for most of what this is. Um, you know, it's it's the misery that you're going to inflict on so many people for something that is very much a need. And I can't stress that enough. It is a need that and to put these people back
053into regular schools where you're going to strain their resources. You're going to see a whole bunch of unintended consequences as a result of cutting the bus service. You're going to save a dollar and you're going to spend $100. And there's a whole bunch of decisions that have happened in the recent past that have resulted in this. We've lost librarians. We've lost I think we're getting a class or two cut to. I mean, everybody's getting classes cut. So, it's not just us, right? We're we're getting getting shaved on that. But, please don't make decisions based on a nickel that will cost a dollar later on just if I can since we're in the budget. Um, anyway, thank you for listening. I appreciate y'all's time and thank you. >> Thank you. Good evening, chair, board members, and
054superintendent. My name is David Conturus Machado. That is C O N T R E R A S M A- A C H A D O and I'm here representing Latino Network. Uh first, I want to thank the board for continuing to fund our programs through the RESJ initiative. uh that investment matters to our community and we ask that you continue to increase those investments to fully fund the RESJ initiative to ensure core services like ours uh can be sustainable over a long period of time. Over the past years, we have seen just how important our programs are. At Latino Network, we provide school-based programs uh and services to support students and families through mentorship, leadership development, mental health and wellness support, family engagement, advocacy, early learning, high school graduation support, and college and career readiness,
055just to name a few. uh and we do among a a lot of different areas. Our work is rooted in building relationships uh and trust, creating support systems and helping students and families navigate challenges both inside and outside of school. In addition to our program services, we have provided supports to students and families experiencing crisis and instability. When one of the first known ICE detentions involving a PPS parent happened, we were one of the first organizations called to support. We worked with teachers and school leaders to help them understand what to expect, how to support the impacted family, and how to care for the students and families during an incredibly difficult moment. Since then, schools across the districts have continued to reach out to us for support, including schools where our programs are not currently
056funded through the district. Right now, many students and families, regardless of status, are living in uh in living living in increased fear and uncertainty. During moments moments like these, trusted community- based organizations like ours become more important um become more important. Oops, sorry, I lost my become more important uh than ever before. And the reality is that the needs has grown. Schools are asking for more support. Families are relying on these services more than ever. And organizations like ours are being asked to do more with less. At the same time, I want to be honest that although you have been able to support our programs to the RHA uh initiative, maintaining current funding levels do not close the gap created by significant reductions from organ that we are experiencing from pre previous budget cycles. Because
057of those early cuts, many of our many of us are still having to make difficult decision and are anticipating reductions to services in the upcoming fiscal year. I also want to make sure that uh people understand that although we are not seeing uh the same level of public attention or visible uh incidents, this is still happening to our community. This is a tactic to lull us into a sense of security and it's used as a as a means to undermine the support systems that we have created. Thank you so much and please give access their buses as well. Thank you. >> Amy Alvarado, Miranda Morales, Maria Jose Zavala, Philip Berlin, Chris Walters, and Diana Marcela Cortez. >> All right. Good evening board members, chair, superintendent. My name is Phil Berlin. I serve as a um
058housing coordinator with self-enhancement and today I'm here to speak in support of restoring and continuing funding for the racial equity and social justice funds, RESJ. These funds are not just supplemental, they are essential. RSJ investments play a critical role in supporting students and families who have been historically underserved. Now, we know that the outcomes of students are not determined solely by the classroom. They are shaped by access to culturally responsive supports, stable housing, trusted relationships, and systems that recognize and respond to lived experience. RESJ funding helps make those supports happen. Those resources strengthen partnerships with culturally specific organizations, expand access to services, and ensure that schools are equipped to meet students where they are. There are direct investment in equity. Continuing RESJ funding is critical. Without it, we are losing the progress that has been
059made and widening the disparities that we've been working to close. These are investments that help create stability, build trust, and ultimately improve long-term outcomes for students and families. I urge you to restore and continue funding for RESJ programs so that all students have access to the resources and opportunities they need to thrive. Thank you very much for your time. >> Thank you. >> Good evening. I'm Diana Marcela Cuertzas. I'm a family engagement specialist with Latino Network. I've been in this role for about six years and I was just wanted to share as many people have said before. In Latino Network, we support immigrant families and as Sara mentioned, being an immigrant is a very tough situation, especially in the days that we're living now. And we believe that education is not just relying on the
060school or in the student. It's a whole thing that the whole family should be involved and through Klejo Paris we've been able to support families to navigate the school system but also to access resources to to get a strategies to communicate better with the students to understand how to adapt but also be proud of ourselves in this country and starting new lives and also just wanted to share like we are not just like an extra service the students get at the school we are like little because we are working in tandem with school staff, with the students, with the counselors, with the teachers. So the service we pro we provide is not just something that is nice to be to hang out after school. is something that is actually contributing to the to the social
061fabric of this city because as Sarah mentioned she wants to go to college and we are able to support that dream and I've been in this role for six years and I've been with hundreds of family that never thought they could be able to go to college to be able to achieve the things that they have done over the years and I want to keep supporting that. I feel deep love supporting families and I feel proud for them for all they have achieved since the pandemic and so everything we have gone through together as a community. So I think it's urgent to also keep these kind of programs at the school's presence because it's not a luxury. It's not something that is extra. is a basic need and if we want to school tribing overall
062the all these programs that are funded through RSJ racial but I I'm bad with the acronyms but these programs are part of the fabric of the school and I the school knows we need each other to support the students to do their best and the family to do their best and keep driving and keeping Portland nice and successful. Thank you. Thank you. >> Hello. Good evening. Uh, my name is Amy Alvarado Martinez. Um, I currently work for Latino Network. I'm a youth engagement specialist at McDaniel High School. I run the early Escalera program there for 9th and 10th graders. Those students that are in the first row standing up are my students. Sara and Sebastian are my students and I am so proud of them. I was not expecting to speak, but I came up
063here because I think someone on my team submitted my name. Um, so I'm up here to show them that I can also do this. And I'm proud to be their mentor. I'm proud to be their advocate. Um, Sebastian's testimony almost made me cry because um, as a high school student, um, I also attended McDaniel back when it was Madison. Um, I was also part of Escalera, a Latino Network program. I was part of Hunto Sappendos, also a Latino network program for um children and parents that have uh kindergarten age um parent uh sorry children. Um and just being able to see the impact that these programs have had on me and my peers. Um I knew coming out of college that I wanted to give back to my community and it was something that I
064learned from being part of those programs being in high school and I see the impacts that it has now. So, I'm here to support all of my RESJ community partners and all of Latino Network. Please continue to fund our programs um and to continue that expansion. Um there are also people's positions in in in line. We've just had three cuts from um our programs um due to like not having enough funds to continue supporting the increasing costs. And it's hard because these people have to go and find new jobs. Um, potentially go on unemployment. Um, and it's very difficult. We have families and we just want to support the community and continue supporting the children the future. Um, yeah. Thank you. Have a good night. Thank you. My name is Chris Walters. W A L
065T R S. Y'all get me two nights in a row. Uh I am the nutrition services lead at McDaniel High School. Uh the food guy for most some of those folks back there and the SEIU co-chair. Uh, I wanted to speak uh to the 1% COLA budgeted for the unions and echo Angela Bonia's concerns uh that she brought up in her comments last night in front of the board meeting. Um, I will refer you back to that uh because she was more eloquent than I would be. Um, but since I'm here and I work at McDaniel, the most diverse high school in the district, um, I like to support the kids that we've got back there. They're amazing kids and I love all the McDaniel students and the diversity we have at that school and
066you definitely need to support those kids. Thank you. Thank you. Noah Johnson Green. Hello. Uh, my name is Noah Johnson Green. That is J O H N S O N G R E N. And I am a junior at Benson Polytechnic High School. and I'm also the um co-president of the Benson Auditorium technical staff which is the club that runs and maintains the very auditorium that we're sitting in currently. Um and I'm here just to basically put in a word to speak about the importance of our program here and our kind of technical theater program and how that has impacted me and how much is necessary to keep that alive because currently Benson has no arts programs, no uh music or performance anything uh as an actual class curricularly. However, we do have our after
067school program which as I mention is the Benson auditorium technical staff that has been kind of the single source of many of these um kind of outlets for creativity for a lot of students and has been something so critical to so much of the community that is kind of hanging on by a thread a little bit because we have a single staffer who is paid um after school from basically part of the school's budget to come in and be able to spend their time um one day a week just coaching us. And this is a program that has been here since 1930. Um it was founded when the auditorium was founded and ran was one of the largest programs at the school for a long period of time but unfortunately had to shut down in
068the mid I believe 20002010s and it is something that was restarted in 2020 or after the lockdown um by one of the teachers here and has been growing for five consecutive years and that has been a series um of kind of learnings and a lot of organization where a lot of students have come to find um the skills to organize things like our annual talent show annual events to learn to communicate with administ ation and learning about technical systems um upgrading all the system in the auditorium. We've upkept all of this like all these lights here were hung in focus by our hardworking students and all of that is knowledge that would be lost if our program were to kind of face cuts or to lose that funding for an adviser for our program and
069would force us to restart from square one. And as a school with uh soon to be like over 1,200 students from what I understand it is pretty crucial that we have some sort of kind of outlet for um the arts and for specifically auditorium tangle staff also just for supporting school events because our club supports most school assemblies as well as many um other clubs events and it is just something that is very crucial to maintain at our school and has helped me to get you know career opportunities, internships and everything. It's something that means a lot to me and I just like to heavily encourage um the board and anyone involved to make sure that the funding is maintained for our program to continue and hopefully grow into the future um to continue providing
070these crucial uh services for students and the auditorium that we're in right now. So, thank you. >> Thank you. I've gone through the list of people who signed up for public comment. Um, is there anybody else that would like to speak? >> Could we um was there people who signed up that were called that hadn't show up or didn't come up to speak yet? >> Yes. Do you want to call their names again >> just in case? Yeah. Yep. Ellie Buckner, Nadia Knight, Lily, the Rose, Lolita Jack, Sarah Escobar. Oh, I think she spoke actually. Um, Nelly Galindo, Bang Yu, Maya Paige, Seth Miller, LQ Young, Leming Wong, Jennifer Monkey, Melissa McCoy, Miranda Morales. All right. Good evening. I did not sign up. Uh, my name is Marlin Lopez Patton. L O P E Z
071space P A T T O N. I'm a senior program manager with Latino Network and supervised staff who work directly in PPS schools providing support to youth and families in the conneion early escala escalera soul and kleo de padres programs a program funded by racial equity and social justice initiative. I started working at Latino Network seven years ago, first as a youth engagement specialist and now as a supervisor. And I have seen how impactful and beneficial these programs are for Latino youth and their families. As a first generation Latina, I didn't have access to these programs. When I began working in Escalera, I drew on my personal experiences navigating the education system to teach my students. These programs are important because they create a safe space where students can seek guidance and have adults who
072look like them and understand their challenges. Working at an organization such as Latino Network allows us to be relatable to students and meet them where they're at. We know the types of challenges they face and can anticipate them. The students and staff see each themselves in each other and can recognize that they can also achieve their goals. Being that trusted adult means a lot. We see students coming to school, checking in with their mentors, and having their mentors um seeing their mentors as caring, welcoming, and safe. Why take that away from them? The reason these programs are so important is that they provide wraparound support and there's an unspoken acknowledgement of barriers that Latino students and families face when it comes to the US education. Lastly, in 2025, 93% of our participants graduated from high
073school. And this is a true testament to the work that our mentors provide and the work that's being done to accomplish this goal. We strongly urge you to reject the recommendation to cut the racial equity and social justice partnerships and continue to fund them. Uh more importantly, there are proven models of success that consistently demonstrate measurable improvements in student engagement, parent engagement, school attendance, graduation rates, and meaningful p family partnerships. Thank you for your time. >> Thank you. Again, I just want to repeat um since we have a lot of people who signed up that didn't show or is not present, uh we have time for those who are here and would like to provide public comment if you haven't already. So, if you would like, you are welcome to just walk up to the
074mic and go for it. Thank you. >> We are I hate speaking in public. I really thought I was not going to be the only Buckman person here. Um, thanks schoolboard. Thanks everyone for your amazing comments. Thanks for being out here supporting public education. My name is Anova Eddie. I'm a neighborhood family at Buckman Elementary School, which is a K to5 school. It's the only arts school in the entire district. It's also a title one school and SCES integration school. So, we do a lot at Buckman. I know that decisions to consolidate and close schools are hard. Everybody's going to get affected. It's a really difficult decision and we know that there's no right answer when we're talking about this. My understanding is that the focus schools the the reason that this model took hold
075was in order that we would have a really robust and rich set of options for public education in Portland. And that's a thing that I've been proud of and proud to talk to friends and family members across the whole country that PPS really invests in these amazing models where we have language immersion, we have arts focus, environmental focus, all these incredible things. and being here tonight and hearing about the importance of access and knowing friends who go to Japanese immersion. This is an incredible thing. And I'm also hearing a lot at the PPS community engagement sessions in the press, at community meetings that I go to, there seems to be this narrative that focus options serve privileged folks. And I think that that is a really reductive story at best. And I think it's just
076really deeply incomplete. I really want to bring attention back to some of the things that access folks were saying. Lots of families have lots of different needs. Families have different priorities. Some families, it's critical that they want to go to a Spanish immersion school. Some folks just really need science and math or have like a really advanced kid in engineering or whatever it may be. The narrative that focus schools and immersion options cannibalize or detract from neighborhood schools is false. Buckman is a neighborhood school. We're a neighborhood family. If Buckman gets consolidated or closed, which is what I hear people calling for, consolidate or close the focus schools and focus on the neighborhood schools. No one wins in the long run. I think it's would be it would so much better serve all the families
077of Portland if we just deeply deeply invest in the things that we know are working and if we give every neighborhood school whatever those may be and whatever those choices are about who gets closed make sure that every school has a really incredible focus option or immersion option or something and then even if a Richmond neighborhood family chooses to go to Winter Haven somebody else is going to want to choose to go to Richmond because of their programs And if we can do that instead of starting to think about like we're adversarial like we don't need to be adversaries in this process. And I really appreciate at all the community engagement sessions the way that I've seen uh members of the schoolboard and members of the community show up and really start thinking about like
078how can we find solutions? Somebody at Kellogg said like we know what good education looks like or maybe it was a different session. I've been to a couple of them. We know what it looks like. We can do this. And part of that is not cutting each other down. It's really looking at what's working. It's making sure that the families that need access academy have access academy. That families across the district who want their kids to have an arts focused education have the choice of Buckman. And families in the Buckman zone may choose to lottery for somewhere else. I didn't come really well prepared obviously. I'm just kind of like reading off of notes that I scribbled down from other people. But I just I want PPS to be a public school system that everybody
079wants to choose to invest in. I believe that all the kids are our kids. Even before I had a child, I was a public education supporter. I love public education. It is a cornerstone of democracy. We have got to keep it going. And the way that we keep it going is by making public schools something that all the families want to choose so that wealthy people who could go to private do choose to go to public education because that's how we serve the kids who can't afford a different option. That's how we do it. Thank you. Um, hi, my name is Marjgerie Bernal. Uh, my English is difficult. My language is Spanish. Uh, interpreted for me. Um, programs. Latino. Sorry that was a lot. So, uh, hi. Um well my name is Paulina. I'm helping
080her with interpretation and um I consider that all these programs that offer for students sorry are uh really essential for the families um we need to work on them and when we help our kids we make sure our community grows more and we can create a better society. I'm grateful for Latino Network. I work with them. I'm grateful. I have a kid with autism level three and I'm grateful for the support they have provided to me. And I'm grateful to be here. Uh we came from a small country where we have a lot of different uh things happening like the gera and I'm grateful for the support. These programs support our kids to be better not just professionally but also as a person. When we support our kids to grow, we will see a better
081future where there are more opportunities in this country. I have my daughter in Latino network for a long time and I have seen the grow and all the opportunities that have uh been open for her with this program. And I know everybody who has kids here here wants uh the best for them and not just for them for the entire community. For example, when you go to a doctor, you see a lot of doctors are really good connecting with people and because they're coming from different countries and they have been in these programs. So a lot of people who um like me who has been from different countries and have ex different experiences like me have been in programs like PPC. What is PPC? >> PPC. >> Yeah. Well, I was asking what is PPC,
082but I don't know if you know >> PPS. >> Oh, sorry. She was talking about PPS. My English is difficult. >> Thank you so much for the time and I hope the this programs continue for everybody. >> Thank you. Any other takers? >> I'll give you 10 seconds to work up your courage. >> Is there anyone who signed up virtually? >> Do we have anyone virtual standing by? No, but I'm wondering if there's anybody who signed up virtually who came to the meeting that I didn't call. >> All right. Well, again, I want to thank everyone who showed up tonight to give your public comment. Uh your thoughts and reflections are important to us. that helps improve our work. And again, thank you very much for taking your time out today to care about public
083education and share your experiences. All right, with that board members, uh now that we have heard public testimony on the proposed budget and have opportunity to more deeply review the budget material, um we have reserved time tonight as well for us to ask any clarifying questions of the superintendent. Uh you Also remember we can always email in uh questions as well if still working on thoughts etc or engage in discussion with each other. Sorry not over email but here in person. Uh so with that >> can I can I can I ask a question? This is news to me that we get to do this and I didn't bring my budget book. So can we just take like a few minutes to regroup or do other people have questions to get us started or it
084sounds like at least a couple of us didn't know. >> Yeah. How about this? Let's take a fivem minute break. Um, let's do that and then give time to regroup and if there's anything clarifying we can talk about. Thank you. >> Thank you. Sorry folks that I didn't know, but five minute break. >> It could be that those. >> All right. So, as a board just kind of review when we have budget hearings, uh this is the opportunity for the public to provide their input on the budget to the board. Our main job here is to listen and reflect. At the end, we do a lot sometime usually typically about 15 20 minutes for the board to ask any clarifying questions. um usually gathered from what we heard during public comment or other questions as
085well. We do have the option to also email our questions and I believe uh and staff will do their best to answer the questions in a timely manner. And so yes, and that's that's basically the purpose. That's how we typically run budget hearings because I know some people this is your first one. Congrats. Um, all right. Uh, we'll can we start over with director Chase Miller and then we'll work down this way. >> I just got here. I don't have any clarifying questions yet. >> Okay, we'll come back and check >> another round. Thank you, >> Dr. Sullivan. >> Um, on the RSJ, how much is that cut and what will it mean to the different programs as far as how much you can be in the schools? I think there's a few people still
086out there. >> Yeah, I can answer I can answer uh the question. So, with all of our different accounts across the system, we had to look at reductions and so we have reduced our overall budget for resj contracts um to 1.2 million is the reduction and we held harmless na and uh Latino network. So that basically means that whatever they received um this year they'll receive next year. And for SEI um they are receiving 1.1 million which is down from 1.48. So that's about a you $380,000 difference. Um and then there's a whole strategy and more information that we can share as we get into the details of the budget, but that is um what it's looking like now. So the total RESJ budget is now 5.7 million um for next academic year. Okay, thank
087you. and I can get more information later. And I I have another question. Um I know I've been getting um people coming to me not happy with how their principles are using their money. Is that anything the board has anything to do with or do we just leave that alone? Principles have control over their discretionary accounts and the ways in which they use the funds to you know spend on things that are relevant to their school environment. So other than the amounts that we list in the budget books there aren't any um directives from the board on how to spend. Of course they have to adhere to the policies and guidelines that we have established. Um, but because all of the schools are so unique in their needs and the things that they spend on,
088um, it'll look different across all 81 sites. >> And of course, this is probably obvious, but I want everybody to know that if we give money back to one thing, then we got to take it away from another thing. So, this is just so very, very difficult. >> Yes. Thank you. director for. >> Um yeah, I actually uh Michelle, I just emailed this question to you while we were um for access transportation. Um the the actual savings to the district, um there was an Oregonian article about it. It said once we're reimbursed for transportation by the state that the actual cost to the district is $450,000 a year. Is that accurate? >> Yes, that is. I can answer that. Okay, that is accurate. I think what >> one of the things that um isn't talked
089about is that the reimbursement from that for those funds from the state comes one year later. So it's not like those funds we receive immediately. We receive them in the 207 20 or the yeah 2728 school year. So the funds that we received for transportation this year was from the previous academic year. Yeah. Oh, I actually follow up to the the the reimbursement grant question. Is that grant al does that grant you know if if we continue this path does that grant disappear or is it able to apply to other transportation needs? No, we can reimburse for any um any route. The transportation I believe it is a 70% um reimburse. So, you know, whether our portion that 30% is higher than what we budgeted, um that's probably a different question. But if we transported
090to um all of our sites and all of our programs, uh we would be reimbursed for that. Um the 30% portion that we pay would be higher. The other thing that we're not reimbursed for is for the um the maintenance and replacement of our buses and I think there's been a lot of talk about some of the um contracts that we have and that number being so significant and I just want to remind the board that while we have one fleet um that is Portland owned and that is primarily for our students with IEPs for special education transportation. We have two vendors that provide transportation. This went into place several years ago. Um I don't have all the exact facts, but I know for transportation I know that we're spending no less than 50 million
091um through contracted services for transportation. And so I think it's just important to capture that as we look at some of these huge numbers. What is um behind some of those? >> Thank you. that it's actually really helpful. Um, >> and we do maintain our fleet. Yeah, we have mechanics and all of the uh individuals that make sure that our our buses are are rolling every day. >> Right. So, a lot of hidden costs. Well, not hidden, but um supplemental. Uh the other question I have is uh last year we had a a matrix of the RS RJ contracts and um you know it it was cool like spreadsheet right we had the what they were what they served and and then the cost reduction is that something that is able to be produced again
092>> yes we will have that to you all >> great thank you that's that's all for me >> um I heard from some Benson students. Um I'm a former Benson mama. Um that you were curious about the U CTE. Um you might have answered this in your question about uh in your answer response about programming, but um how are CTE cuts uh showing up for next year if if there are indeed CT cuts to CTE? >> Yeah. So we're not directly. I think it's all driven by enrollment. So, fewer kiddos in classrooms in programs mean that we have fewer of those programs or potentially none of those programs if we don't have enough students to enroll. Um, I will say though that Benson is one of our high schools that didn't have a decrease because
093of the growth and so I can't imagine that they had a program reduced unless the enrollment in those courses um was too low to sustain. So without knowing the details of their master schedule, I can't speak to that directly, but I can certainly find out more information. >> Yeah, I would appreciate that. But I'm also um just so proud of the fact that the uh school brought the newspaper back after so many years. That's it's just incredibly cool. Thank you. I have one question that may actually be a deeper dive. You may not be able to answer it now, but um somebody in the crowd was talking about unintended consequences of the busing and cutting the busing and how kids may go back into neighborhood schools and if those kids who are going into neighborhood
094schools. I I'm just curious what the unintended consequences costs could be of potentially para educators, one-on-one educators, um education assistants. I like how those costs are going to um maybe ramp up in the neighborhood schools because kids who are coming back there are going to need specialized services that they're potentially getting either not needing it access entirely or getting it access as a within one brick and mortar. I don't know if you can answer that now, but >> Well, no, it's it's a it's a fair question. And I think we would have to know uh what kiddles are are going where if they're no longer at access to to respond. But I will say it's an absolutely appropriate question because we can't just assume if a student is not able to access TAG programming at
095access that they just go to whatever school without any supports. um that we we would need to do whatever it takes to make sure that that student was accessing the level of instruction that was appropriate to them. I mean, we are not only required to do that, it's the right thing to do. The other thing I'll say is for our students who attend access that have IEPs that have transportation written into their IEPs will be able to access a bus to to access should um the proposed budget um if should there be no changes. Students with IEPs though um with transportation written into their IEP um will still be able to um write the bus. >> Thank you. Um, and I think written into that idea of unintended consequences or costs is I I heard
096from an access parent today whose current fifth grader would maybe go to the neighborhood middle school, but would then need to take ninth grade. I can't remember what class she said. And so she was sort of working through her brain as a single working parent. She can't get her kid from middle school to high school. And so someone from the district presumably would have to then escort her child once or three times a day. I I don't know. So she was just kind of walking through this cost of getting her sixth grader from a middle school to a high school and then back and those costs. So that's kind of what I'm >> No, I appreciate the question. And I think it it's abundantly clear and I I don't um it's clearer because I think
097it's always been been clear um that there's more that we can do to serve our students that are twice exceptional. Um and we need to continue to work at that and and planned around it. Um, in terms of like individual programming, I think we have a TAG department that could um, potentially respond to some of those unique program efforts without knowing the individual student and and what they need. Um, I don't know if I can answer and I also know that there's some questions out there about routes and shuttles and things like that and we're absolutely looking into that as we make our way through the conversation over the next few weeks about this budget. um because we want to be as responsive as we can to make sure that we're getting um our our
098kiddos to where they need to be and and what they need to the best of our ability in our budget. >> Thanks. Um I have a few questions that are for for the future and maybe a couple for tonight. Um, one is that, um, I've I just emailed you today too about this and then what you just said kind of already aligns with this, but one thing that I've thought was really great is that the access parents haven't been like um, we need the buses to come exactly the way they are now. they seem to be open to the idea of having like fewer stops or somehow kind of like make the system more efficient, if you will, um for district finances, maybe a little less efficient for families, but that there's like a middle
099ground possibility. And I really hope that we'll pursue that. And I've also made this suggestion that um it sounds like we have buses for our DLI schools and like perhaps there's some sort of like way that we can make up whatever savings are lost from that compromise by giving the same sort of more efficient structure for the DLI schools or something like that >> for native speakers. The transportation's for native speakers but yes >> for native speakers. Okay. >> Yeah. But think, yeah, that's a great point though. >> I didn't know that that was the case. I might feel differently about that then, but I was just trying to think of where we could like make up the cost in the transportation side. Just trying to be creative. Um, >> I love it. >> But,
100um, but I do hear that there is this like room for maybe some sort of middle ground coming from the families and it'd be cool if we could consider that. Um, >> I just wanted to just acknowledge that and we've been receiving and and reading the emails and thinking of um different strategies and ways and so so I appreciate that and we are um actively in conversation. >> Great. I love that. I know some families met with staff yesterday and did not get that sense. So I think um it'd be great great to hear that on the record. Um I it's not for this year's budget I guess but I am super curious for more information on the SEIU situation we heard about yesterday with the second furlow day. I looked back at theus and
101it really does look like it says one furlow day. So um I look forward to getting an update on that whenever we're ready or you're all you all are ready. Um I also on the CBRC recommendations there were concerns about some of our um the estimates in the budget being overly like overly optimistic depending on your perspective but I think that was the words they used and I just think it'd be interesting to hear more about that and I haven't looked at the Q&A doc which might already get into it but um it just seems to me like that that like raised concerns for me given the dynamics we had midy here. Um I also was so somebody at a public meeting asked me about that discrepancy in the average the number of that like
102per student cost in volume two and then when you compare it back to volume one, it doesn't really the math doesn't math. It's like $11,000 to per kid at the schools on average was mentioned last night. But then once you run the math through volume one, our actual spending is 26,000 per kid. So it looks like we're putting way more 15,000 per kid into things that aren't in the schools. >> And so I'm still I'm happy to work to unpack that, but that was also in the CBRC report and I got asked at a public meeting and totally like told the guy that it was benefits and I was wrong. So um anyway, so now it needs to be redeemed. Um so that's a question for the future. Um, I also on the resj spreadsheet,
103I'm just reminded of the smart goals, so just throwing that out there. Um, and then um I also think that there was a request about breaking out contracts and it sounds like most of those contracts are construction. There was some press today that I caught um that I can't remember now. was like 70% or something is construction related. But I still think it'd be cool to again look at that CBRC request and provide us some clarity on what those contracts are going towards. So I'm hearing 50 million for buses. That's a lot. And then I'm hearing um the construction piece of course is quite high given the huge projects we have going. I just wanted to emphasize, I was just going to say that just a reminder, we have three high schools that are breaking
104ground this year and we also have um our seismic goals where we'll have at some point in the next 18 months um like five schools potentially actively under construction and um that is not you know our builders are all contract you know all of all of the pieces that come together. So, I think we're going to continue to see that number rise and we have received um definitely feedback and being able to show and tease out where those contracts are, you know, kind of related to those bond or um facility or infrastructure versus where there's contract spending for um let's say, you know, trainers or or other folks who come inside of our schools and our buildings to assist with those things. So, we'll be breaking that down as well. >> Great. I love that.
105Um, I think those were the questions that I Oh, I also think it was kind of interesting that um, as far as budget goes, we heard the public comment we heard tonight and really not a whole lot else. And so I think it it's great that we had answers for the questions we had tonight, but um if there's any that I missed or we got any in other avenues, I just want to make sure that we This is exciting. It's like Christie, stop talking. Um but I think it'd be cool to surface um any other feedback that came in on budget. But I I feel like other than people being concerned about blending early on >> Yeah. Um, and that was brought up again last night. But, um, I just feel like we had kind
106of like a limited set of input compared to last time. And so, it might be pretty easy to kind of like go through what we heard and say, "Here's how we addressed it or we couldn't." >> Yeah. And this is probably a perfect time, I'm sure, that my chief of comms would love for me to remind community, remind that we have a website that is dedicated to getting those frequently asked questions up and answered. And so there's always more information that can be found on our website as we go. Um, but yes, we want to continue to close those feedback loops. >> All right, I don't have any questions because you guys have already asked all of them. I will say that I really appreciated the way the access uh people engaged in the conversation,
107you know, over the over the past week. you know, I've been in a lot of situations like this where parents come and say, "If you don't do this thing, we're taking our kids to private school, you know, and I and I haven't really heard that in this conversation." So, I appreciate that and I empathize, you know, with the with, you know, the lack of options a lot of people in the situation are confronted with right now. Um, also, if you do end up producing more information on the Benson situation, uh, I have their emails. So, um, so send send that my way and I can make sure that, uh, the student the student representative is in on that on that email so they can get that out to their community. >> Um, >> absolutely. >>
108And that's all I have. >> Okay. >> Nothing for me. >> I think uh Christie asked that. I was wondering about the um hubs for access and how that would work. sounded like that's already in discussion. So that's great. >> Um I just wanted to acknowledge that I can understand why the idea of um possibly finding savings from eliminating busing for access was put on the table. I can see I can see how that would come up and and why it might be perceived as a potential solution. And I think what we're hearing is that there is going to be a real impact on families and it will impact their ability to access the program. So I'm just wondering how does I realize as we're sitting here talking I don't actually know how does the
109transportation currently work? Is it neighborhood pickups? Like how what is it like right now? >> Yeah. So, so currently, um there's neighborhood pickup as as referenced and then of course we have um those obligations to make sure that we're transporting for homeless McKini Vento and students with IEPs. Um we have added in non-native speakers to DLI programs to get them a maximum amount of support um in their uh home language while learning English. So that has been something we transported to. Um over time where we've transported has changed even though there's as I've mentioned before there's the reimbursement from the state. Um we've still had to decrease our our routes. I mean, I I mean, I think one thing to note is the fact that we have Portland public school uh transportation and then we
110have two other entities. When I know oftent times we look at comparables and see where we're alike and where we're different, it is uncommon to have two other transportation companies transporting. That's a cost and it's a higher cost, right? I mean, I know that the team would love for us to be able to have more routes uh ran through Portland public schools, and we know that that's also an a cost. And so I've u been talking to the team I think since I've arrived to explore review um and um share out opportunities where we can create a cost savings not necessarily all in the reduction of routes but we have to have a response to get a handle on how much transportation is costing us. Um it's it's out of um it's a higher amount
111when compared to our peers of similar sizes. Unsleeve my computer. Um um so the comparison to for to director split's question. I asked the same question um uh to John Franco this week about how the DLI buses work. And what happens is the students who are non um native speakers essentially hitch a hitch a ride. So if you're in the like the JDLI program if you're going you can get on the bus if you're a non-native speaker and it's it's a non-issue for you which is why I think you know it's we keep trying to compare apples to apples and it's just not possible. It's apples to oranges and um but the issue is that access is needsbased um and I feel like for me I think it's definitely a conversation worth having and we
112talked about this today. Um but it feels for me like it's a year early that it should be part of the right sizing conversation since there is a significant weight list. Um there is a potential for relocating colllocating things that have been done in past in the past for the program. So I'm open to that conversation. I'm hoping we can delay cuts to transportation for the program this year and make them part of that conversation. Um because I could really, you know, I definitely have some lived experience as a parent of student like this and um I really uh related to the parent who said that um it's taking a student from a program like Access and moving them back into a neighborhood school will not work. that horse has already left the barn and
113we don't have the infrastructure to meet the needs of those students in our neighborhood schools. We just I would love to say we do, we just don't right now. Um and that I think you said inflicting misery on these students and families and that is true for a lot of these families. It is very difficult. Um so I just want to say I I could really relate to that. um for high schools. Um I noticed in one of the documents we had um uh I think it was one of the budget documents, it actually broke down the budget impact from for our K8 programs versus our high school programs and about half of the budget impact was being absorbed by high schools. It was like 50/50. And I was wondering for college and career counselors,
114how is that working? Is that decision being made at the at the high school level? Are principals or building administrators making that decision for their schools or is that something we're allocating? >> This is a surprise question. I'm sorry. I was just thinking about it. I was like, I should ask that. >> No, it's okay. >> It's okay if you don't know off the top of your head. >> Just restate that question. I'm sorry. So, um, for our high schools, I remember last year, um, we were going to cut, this is before I was on the board, going to cut funding for, um, college counselors at the high schools. Okay. >> And I was wondering if that's happening this year. >> Um, >> or is that a decision that the individual admin building administrators are
115making? >> Um, so that's not a specific cut. I know that there are some discretionary spending that we had conversations about earlier uh this year that allocation to schools and where principles um are able to um choose between a couple of categories for their discretionary spending and that was really based on the needs of their school. >> Great. >> Yeah. >> Um and then this may be uh Okay, I have two more. I promise I'll be done. Um this is this is like you know heard it through the grape vine. Um canvas I'd heard I heard from I literally can't remember who it was that we might be changing our and this is before the whole instructor disaster of the last couple weeks that we might be changing our Canvas agreement and students might not
116be using Canvas next year. Is that is that the case? >> Yeah, that's that's a um that's a great question. I'll have to get back to you on that. Okay. >> Yeah, we have a lot of updates and things. I mean, I I would say that if there was a change in software, it's something that we process with our endusers and as contracts come up for renewal, part of our stewardship with the budget is to review those costs and see if there are alternative ways of meeting those needs or something that's either free or lower costs. And so the only thing I can imagine is that if there is a software program that we're using and it's up for renewal, we will be >> I may have may have maybe I should have asked that
117like offline. I'm sorry. >> No, it's it's it's a fair question. >> Um >> and this is a big ask, but and it's not possible. I understand. But um is it possible to have a version of the budget books that h that's basically exactly what we have that is just the general fund. >> Yeah. Let me um pivot that to Michelle. I thought I was going to get through all of these answering all these questions on my own, but I'm going to phone a friend because we are dealing with some archaic systems and so I want to call >> ERP stuff and get excited for you guys. >> We are. So, we we received a lot of feedback from the community budget review committee in terms of how they would like to see things categorized,
118which are different than what we use with our Oregon department mandated chart of accounts. And so when I I think the short answer is we've been meeting. So I'd love to hear more of your thoughts on that. However, the general fund is already contained in that. It's a section. So the but the way the budget document flows is it's all funds and then it goes into financials where it's broke into general fund, special revenue funds that. So it is if if there's a higher level of detail that we are interested in showing um for general fund we can definitely provide a supplement or a separate report. Um so I think that's that's worth talking more about. >> Thank you and thanks for the information that you sent over today. >> Yeah. >> Um I have
119this is not necessarily a budget question. is just kind of a followup and this probably doesn't I'm not actually expecting this to be answered today and maybe something for later but I was going to ask about Indian education um or and also the Indian parent committee I know a couple of years ago there's commitment to engage but I also know in between there was a lot of staffing cuts and just the capacity has been just stretched thin and I was just at some point would love to have an update about what the um engagement have been or what status and things like that. >> Yes, I'd love to answer that now and I appreciate you asking that question. So, the commitments that I made last year in the budget season about the curriculum, about the
1201.0, and then about um additional funds for tutoring as needed outside of what is federally allocated to Portland uh remains true for this upcoming year. That hasn't changed. And we did hire um a 1.0 I know um native um it's it's a long title I know Nico community engagement um person and that um process was led and um deeply deeply connected to native community as they were um involved in the interview process along with senior director Nicole Watson. I mean, as a matter of fact, I think there were a couple of rounds just based on what um the elders preferred in a candidate to represent that work. And so, I think I'd have to know a little bit more about some of the questions coming up about something that's changed from what we said we
121would do, but but so far we're doing exactly what we said we would do. >> Great. Thank you. >> I'm glad that was answered today. Um, and then my other question is, uh, it's actually interesting. It was about Buckman since it's an arts focus option school, but I know that because of the way budgeting works and things like that, um, I've we've heard from parents that the art program is in danger. So, is there a I don't I don't again, this may be a question about, you know, what's legal and what's not or and legal requirements and things like that, but is there a way if it's an arts focused school that there's a non budget way to maneuver or exceptions to allow the art programs to continue or is that something that is just
122we're just constrained by our requirements? >> I think I wouldn't say requirements. I think we're constrained by our budget. I think it is a great question and I think it's one that we have sat with as a team and it will be prominent in our right sizing conversation. Not that those programs are at risk or anything, but to say that, you know, if we have these programs that have certain environment um focus like environment or um arts or or dance or or math and science, um what resource do we allocate to sustain that program over time? because it's like as if you take a um a neighborhood school, a focus option, all the variety of different schools that we offer and all are wonderful and we love all of them. Um and you said, "Okay,
123here's you don't do a like you get a a special designation to run this program with this focus. It's like the FTE based on enrollment and then it's up to those then school um administrators to then make that special program work based on the FTE that they're allocated. Does that make sense? I know I used a lot of words on that. >> That's helpful because I think that that is a serious question we should ask about. >> Right. So, if we're going to say, hey, we have like seven art focused schools across Portland, then what are we doing as a school system to make sure that those art programs can thrive? And I've and the team have been studying this and we're not seeing where and maybe in the past when there was an abundance
124of resources, there was we haven't been able to find something that directly connects to how those programs would sustain over time and into the future. So now it's something that we need to discuss about right sizing and I I I just want to emphasize this because oftentimes when we say hey we need to look at focus options and the budget and the right sizing I think sometimes people automatically go to oh that means my school may be closed down it actually is oh great maybe there's an opportunity to make sure that we're getting the resources that we need for the kiddos that we serve and that's the way that I frame the conversation I know there's multiple frames out out there, but me and the team when we're in conversation and that's the talk that
125we'll have. Now, I'm not saying that we're not going to have conversations on some of these pro with about some of these programs um that will be uncomfortable closure, consolidation, uh program moves, but just to know that the way in which we're entering the conversation. >> Thank you. That's very helpful. I was going to say something about generally about um the ability to be resilient to change and um just curious what if you know we have right now 81 schools and I'm wondering if we had like 50 amazing schools in this community if what the community would say about that if it meant that they had to drive you know mo move their patterns a little bit um maybe be in a different building um what would that look like just that kind of visioning
126process about excellent schools for Portland. Um I I think it's possible and I think that's also going to require a lot of change. And so I just hope that I hope that we are able to model what change looks like, especially for kids who are going to be experiencing a lot of change in their lifetimes. They're going to need to be able to move and adapt. So that's my question. I don't have any questions about the budget at this time. I forgot to ask something that um you reminded me that I wanted to ask about when you mentioned the two vendors for the buses and I remember in September or October us talking at a board meeting about I don't think we directed you but we talked about you wanting to do a a look
127at the buses and the vendors and the contracts and all of that. And so I guess I don't need an answer now, but I'm curious now. I realize seven months later. I don't think I've heard anything and I wonder if something is coming or if it was never coming back, but it was more just for you and the team. I just remembered that. >> No, I I appreciate that and I know it's something that the team has been talking about. I think there's some timeline contract um coming up for renewal or expiration. And so I'm wondering if we'll just make a note to uh get a memo and and start that process, maybe get to it a little little faster as or at least get you all the information on what constraints may be there
128now or um even some timeline. Thanks. >> I don't have anything further. Thank you. Yep. I don't have anything. >> Great. That I think we are almost about done. So, uh just one thing really quick. Um we the next the board meeting that we are going to be voting and approving the budget will be on May 26, 20 26. Uh couple reminders and for the board. This is a time when staff gets flooded with lots of questions. So I do gently remind the board if you can please submit your questions as early as possible and also have some grace with staff because they they tend to be flooded with questions during this time and it just takes time to get through questions from all seven board members and a student rep. And so, um, so
129yeah, please submit your questions as early as possible before our May 26th meeting. Right now, the board will recess itself for meeting as a budget committee. And just a reminder, this the budget will be up for vote on May 26th. All right, with that, the meeting is adjourned. Thank you everybody for being here.