2025-08-14 Board of Education's Teaching, Learning and Enrollment Committee

001All right. Uh, this public meeting of the board of education's teaching, learning, and enrollment committee for August 14th, 2025 is called to order. Good afternoon everyone and welcome. Thank you all for being here. Before we get started, I want to share a preview of what our agenda will be today. We'll be talking about our committee purpose and desired outcomes. We will review and give input on the committee charter. And we'll discuss a proposed board resolution on outdoor school. And we'll begin with introductions. Uh I am Michelle Chase Miller. I'm the director for zone 4. Um, my background is in early childhood education and I have two PPS students, a second grader and a seventh grader. Um, my name is Virginia Wolfs. Um, I am the mom of a uh PPS sophomore, soon to be sophomore

002and a recent PPS graduate. Not so recent. It's it's been a year now. and um my background is in journalism and and uh brand strategy and fandom of academics. So I'm excited to begin on this new committee. >> My name is Christy Splitz and I'm also a member of the committee. I represent zone one, which is southwest Portland. And my background's in working in mostly in Oregon politics, but I am a former teacher and also a longtime PPS volunteer in different capacities over the last like 20 years. And uh my kids are both in elementary school, one rising fifth grader and one second grader. Our exeicio member. >> Thank you. Uh, Eddie Wong, board chair. Um, parent of a PPS middle schooler, former PPS employee of over 10 years, former educator of over 21 years.

003No, I'm here. Thank you. >> Uh, Christina Howard. I am the senior chief of academics. I oversee schools, um, academics and student services. I'm Mary Kane, senior legal counsel for the district. Deborah, chief of staff. Cara Bradshaw, executive assistant. >> Howard, assistant superintendent. >> Uh Jay Biano, chief of student services. >> I'm Andrew London. I just moved from uh to Florida and I saw it there was a board meeting, so I just figured I'd come see how things work around here. I'm a uh teacher biology, mathematics, and then football coach for 36 years. Uh so someone was kind enough to bring me into your party. I'm just going to be quiet. >> Thank you. Welcome. >> Hey. Um next we have public comments. Um we had someone decide signed up to speak but they're not

004able to make it. Uh and Cara, I believe we didn't we didn't have anyone else, right? Okay. So, so we're gonna keep it moving. Uh, see. Okay. Um, so let's begin by talking about the purpose of this committee and our desired outcomes. Uh, let's see. Oh man, I made myself some notes. Where are they? Um, okay. So, as I mentioned to you all in my introduction, my background is in early childhood education, and I grew up with a mom who's a teacher and an administrator. So, teaching and learning are areas that I've dedicated my career to and have deep interest in. So, I'm really excited to be chairing this committee. Um, as I mentioned, I'm also the mom to a second grader and a seventh grader. Uh, one of my kids receives special education services.

005So, I also have a particular interest in not only supporting our district in implementing highquality instruction with fidelity, but also ensuring that we're providing our students on IEPs and 504s with an equitable and inclusive education and that all our students have the resources and supports that they need to thrive academically. I also represent a community that has been historically marginalized and subject to inequitable academic outcomes. So, it's important to me that our committee is one that takes on care and intention to ensure that every student in our district has access to an education that's culturally responsive, use students differences as assets, and engages families and the community as partners in educating our kids. So the purpose of this committee is to guide, advise, and represent the purpose uh the community's interests in curricular initiatives and

006school enrollment and boundary work with the outcomes of advancing the district's academic goals and improving outcomes for our students and ensuring access and opportunity for all of our kids. So to accomplish this, we'll spend some time refining our charter uh to make sure that we have kind of a a document that can guide us through this work. And this is the first time I've created a committee charter. So I am open to feedback and suggestions. I'll read through the proposed charter and committee members can weigh in. Similar to our discussion at Tuesday night's facilities committee meeting, we will not be voting on the charter tonight. So if you have changes, we can amend it before it goes to the full board for a vote. So shoot, I'm still figuring out like the board book and

007would you like to see? >> Oh, sure. Thanks. See? Okay. So purpose of the teaching the teaching learning and enrollment committee will provide focused review and recommendations on matters that directly impact student learning programs including program quality, equitable access to educational opportunities and enrollment planning. Um how does that sound? There any thoughts or suggestions about that purpose? I guess the one thing um like everything you said I totally agree with. Um the one thing that I have on my mind is that the word teaching is also in the committee title >> and I feel like um I don't know we just don't really mention anything related to teaching in the purpose or like incorporating educator voice or something. So maybe just we could consider if there's something we want to do there to um like

008memorialize our intention to um I don't even know what to say. Just pay attention to the school as a workplace for educators to take their talents into account. I don't know exactly what to say, but I just feel like I think we all really value teacher voice and teacher perspective and want to see it here. So, however we want to throw that in there, I think it would be we can do some uh >> um I want to respond to that because I think that's great. Um by the way, I think this is a great charter. >> Thank you. >> There's a lot of great things I want to point out, but I'll I'll wait and spread it out so you uh so this me feel great. Um, I I really I I guess my

009response to that is that while I agree, I think I have another suggestion that would maybe meet that need. And but one thing I do want to be careful about is like making sure that we're goal focused first. Like what is the outcome we're designing first and then put it in the charter if that makes sense? So like um I don't even know if I should recommend this now, but I I really I think I recommend something at the end because you know when we established TLE um this is this is a pioneering committee. It it's something that has a whole range of things in its bucket to deal with um both legal and that's kind of reflected in the charter. But it's also something that um you know originally we proposed ad hoc because

010we didn't know if like there's there may be certain things are urgent that would come up that maybe a committee would be a better avenue to discuss right and so I guess my thing I recommend adding that may hopefully deal deal with that is that adding a sentence maybe at the end that's saying like you know due to the timeliness of or uh urgency of certain issues Um the committee may amend the charter as needed and that way like when we do have teaching issues that come up um boom can put it in. I just I guess I think we we all value teachers. Um and I think to do that is to make sure that yeah I agree like this is an avenue where when these issues come up it it may be discussed.

011But I would be a little bit hesitant about preemptively doing that before the need has before we have like an idea of it goes and and in order to address that I think adding flexibility the the fact that this is you know like reiterating that this is a living document and that it can it it is bound to change as we go. Um I don't know that's my that's my response of my thought but >> I was just talking about the purpose. >> Okay. I'm not trying to add like something just that purpose paragraph. I still think the idea of having the flexibility is great, but I was not asking that we add just overall in the purpose if there's something we could throw in to like address the teaching part of the three minutes.

012Sorry, I just wanted to make sure he and I think what you're saying and I actually jotted down some notes beforehand um just in terms of the structure and the purpose is really sort of framing our role as a committee. Um so I wonder I I jotted this down. Let me know what you think. Um but I think it I have very similar notes to you later in the document as well. But I think for what you're saying got um and I tend to just write things down. This is not This is just how my brain works. Um I have the teaching, learning enrollment. We're doing teaching, enrollment, and learning. Is it Teel? Is that what we're doing? Go back to TLE. Sorry. >> Okay. Sorry. >> The teaching learning enrollment committee is a standing

013committee of board charged with providing in-depth review, analysis, and recommendations on matters that directly shape student learning, academic achievement, and equitable access to educational opportunities. The committee's work supports the board vision, goals, policy priorities, ensuring that all students across all neighborhoods and backgrounds have access to high quality, well-resourced educational programs. So something like that would sort of frame our role and then we could do sort of the takeown of proposing you know you know what sort of to do this work we'll consider input exactly community members, students, teachers, district staff that >> what you guys think about that. I like that actually. Am I allowed to email it to you? I don't know. I think Mary might have concerns. >> Oh, I don't have any concerns. I'm just hoping that you have that written down.

014Okay, that's all my >> Can you email it to me? >> Yes. Okay, thank you. >> Looks like she's got a redline version over there. >> No, that's just so I can see my notes. Um, one thing, Virginia, that I really liked about uh the charter that you did for facilities was kind of the way that you bucketed items. Um, and I started to take a pass at bucketing last night and then I just ended up making notes, but that might be something that we consider, right? is like having a section um you said at the end but these are you know these are the perspectives that we'll take into consideration and >> these are the more tactical things that we'll focus on and kind of organizing it in that way and you'll send me

015>> yes I promise okay cool because I didn't catch all of it um any other thoughts about the purpose Maybe really quick. Um, one of the things I really like about actually about this uh charter is that um in in when you list these things, there's like at the end it says either as required by statute, which is great because that these are things that legally the board needs to do. uh and then also specifically mention um blah blah blah prior to consideration by the full board and I think that's something really important to consider that you know in terms when you talk about like best practices and good governance um you know the board really should be delving into things that are issues that will be coming up to the full board either may

016or will come up to the full board and I think having that focus or Just just the clarity here is something I really like and if that can be kind of reflected in the purpose I would I think that would help you keep a little bit more focus if that makes sense. >> Y makes sense. Um let's see trying to think how capture >> I had a bucket in the um facilities one that have reporting responsibilities that covered that. want something to conserve that's of structure. >> Yeah, >> sounds good. >> I mean, one buck is already the legal requirements, >> charter school, special ed. Um okay so shall we delve into what the committee work will include? >> Okay. Um so the first item here is uh we will review proposed curriculum changes prior

017to consideration by the full board. Um, I kind of wondered about language like review and inform. I don't um I don't think that this is the intention. And in the places where it just says review x thing, um I also don't want the sense to be that we're just like rubber stamping things, right? So, um, having some language, whether it is inform or some other word that just is a little bit more, um, indicates that we're engaged as thought partners and offering feedback and input. Um, I thought that would be >> I agree. I have that exact. I think we'd love to see more robust language. I think the intent is that we're providing an avenue for accountability, right? Um >> one of the um so you know Oregon law has a you know like

018the charter for school boards right and the charter includes like uh set create set policy hire supervised superintendent oversee the budget and there is actually one little segment of a sentence that says like also oversee curriculum >> and so I think this may be a good question for staff about like what is like because we you know to be honest, it's been off and on in PPS for as long as I can remember, but what is the question for staff would be like what is the board's role in terms of like best practices in in terms of the their you know charter duty of overseeing curriculum. Um, and so I think uh most recently with um the bond and the availability of all of the curriculum funds for adoptions, we've had a pretty robust adoption

019process that concludes with um a presentation to the board and an approval of moving forward. Um throughout that process, there's um a lot of which I'm hearing is also I agree. I love that that feedback that you shared around the teaching learning enrollment uh committee and centering teachers as our you know important voice that we want in that space and so typically we've come and done the presentation like you had the science one that we just did right so that's we'll gather all of the the data all of the information share the field test we'll usually field test a couple of options >> okay >> and then share that information out um one way that could happen would be more of a deep dive into this space, right? And then an approval or a vote

020in the the regular space um could be a way that we could look at that or um I was thinking more of the deep dive ask questions ask about the process maybe um we can share more of the you know teacher voice in that um because we don't get a lot of time in the other space. So that could be that could be an approach. um we're aligned with the state adoption cycle. So every seven years now um and we've really worked hard to get in alignment with that. Um so that's something that's important to us. Um and following a process is also really important, right? >> Yeah. There's also I mean a statutory review by the school board for the charter schools within the their uh review and so they you will see them

021coming to the charter school contracts. I I was trying to look it up but quickly but it's often five to 10 year contracts and so there's a a review process before that comes to the world as well. clarifying question. >> So, and I remember when curriculum stuff comes to the board, it's usually voting on contracts for purchase and stuff. >> Are there other votes that the board required to do too that not just the purchasing of curriculum? >> I think um do you know that Mary? >> Sorry. Other votes that the board is required to do and it's not just in the purchasing of the the contract related to the curriculum. There is but I can that's a question I can take back and and look into further. So you're looking at is there a

022require state requirement for >> yeah because school board curricular review. >> Yeah because I guess my clarifying question was just you know thank you Dr. for >> um the doctor. >> Okay. >> Um Sir Howard, >> we're seeing >> um I was going to say that was distract um >> yeah um yeah mentioned about these decisions. I think those quoters decisions are coming to the board. I'm just curious like what those like what is the full range of decisions? I know we vote on contracts if that's one. >> What else? Right. because I haven't seen anything else or I remember presentations but I don't remember any votes on anything besides contracts. >> I think it sounds like we're gonna sort of get back >> fully on the decision-m of that piece. But one thought was

023to do a deeper dive in this space um to provide more information especially uplifting uplifting the teacher voice and the process because there's a lot of teacher voice in the process and give more insight into that. Superintendent has a comment. Okay, great. >> Dr. Asha, if you accept the request to become a panelist, then you can come into the meeting and discuss. >> Oh, that's how that works. Thank you. I'm like, oh my goodness, I'm talking at my screen and cheering you all on from afar. Hey, I ju I just wanted to respond to that question and have the team talk about division 22, which typically comes to the board in the fall. And that is um a a document through the Oregon Department of Education that has um specific things that we talk about

024like curriculum, instructional time, um assessments, and things like that. So, I don't know if the team is prepared to talk about that, but I do know that we have to report on it by November 1st. Um, and then we have to submit our asurances. And so, um, and that typically will include corrective action if we um have something that uh we need to correct. That all goes through the board as well. So, just to respond to that question about what comes before you That is very helpful. That was it. >> Is that something that will come here first and then go like if there if it's an action item? Makes sense to have it come. >> It says no action on >> Says no action on the focus area. It says division 22 annual report

025and then parenthesis no action. >> Yeah. It's not typically board board action, but it typically produce a it's a robust presentation that covers a lot of areas and that that could bring forth a lot of conversation. And so that is something that if you know just looking for some of those things that may have some curriculum pieces that um you want to comment on or or have a greater conversation on, that could be a a place. But correct, there is no um no formal board action. >> Maybe that would be more appropriate to deliver to the board, but it might lead to things we want to bring here. Does that sound right? Am I hearing that right? >> If although if it includes corrective action, we might that might have us working in reverse. Like

026if we want to have any sort of position or waiting on a corrective action, we'd want to see it before in theory it goes to the board. Otherwise, we'd be bouncing back and forth. >> Yeah, I think the the presentation will like generate the pattern and then if it is corrective, >> you want to be part of drafting the corrective actions. No, not necessarily drafting but providing feedback. Yes. >> Before they go out to the state. >> I would Yes. That's maybe not typical of how the process has gone in the past. Yeah, >> not typical, but it it it could be. And so I know Christina and team, like I said, they'll be queued up to present that in a in a couple of months. But if you were interested and if you're looking

027for more opportunities to engage around like curriculum and PE minutes and assessment, um that could be a way for that conversation to happen first before we bring that full report to the board, which will go we're required to report it annually. Um but again, that that could that just could be an avenue should you be interested. permission. >> Thank you, Dr. Armstrong. >> You're welcome. >> Okay. Any other thoughts on that first item? Um, okay. I think I also had a note. I don't know if this would apply everywhere says curriculum, but I also just want to make sure that we're being inclusive of assessment as well >> in what we're considering and requesting. Um, that's a great addition. >> Um, okay. The next one was review enrollment and school boundary recommendations prior to consideration

028by the full board. Um, and I think I just had a similar thought. Um, I I don't want us to I mean I don't want us to overstep, but I also don't want us to be passive. Um so being part of the conversation and um being active in those conversations about enrollment and boundaries prior to them coming to the full board%. >> What would you think about separating enrollment and boundaries? >> Um because the enrollment you know in terms of like our capture rate is a little bit different than boundaries. >> So that was something that I had to myself a little bit. Should we call out the No, I can't think of what it's called. I know that um Candace Gross is working on a increase strategy. >> So maybe that can be maybe

029this can be the place where we >> dig in on that >> and have that be part of like review enrollment information strategies or something. I don't know. trends >> trends and strategies >> extended upon director SL I had a similar idea um my other thought question was thinking could this form also serve a function for the district staff like for example um you know we're when the district is doing enrollment and balancing work there's often a lot of like outreach that h has to happen you know and you invite specific groups groups and teachers and and community members, whatever to have a forum. Could could this provide that forum? And us as board members is more just like oversight. We don't actually not really involve, but it's more something that the staff could use

030as like, hey, let's get some of our principles together and have or community members or family, you know, whatnot. But, um, coming from the SCC process, it can get really messy really fast. So, I I want to I think it's also important to put in some guard rails. Just throwing that out there. I don't know what they are. This is just the beginning of a thought, but I have a whole list of what not to do that I would love to share someday, but not right now. >> Yeah. So, like I guess what I'm hearing is like this would be a space where we could hear like draft ideas about different both enrollment and school boundary conversations and sort of have conversation about the process the district staff plan to implement and vet that with

031the public and us as representatives of the public before executing it is that not necessarily that needs to be all written down but that's basically what we're trying to get at. >> Yeah, I'm trying to think about like what is the purpose like what's the outcome we're looking for? So like is the outcome for informing the board before we have to like approve the final map, right? Or is it like outreach to certain community groups, right? That that would be the the purpose. So I think it it'd be important. I think this is actually a question for staff like as we go into this process. What are uh ways this form could be useful to you, right? in terms of like having that engagement, having that proper feedback and stuff like that before making decisions

032and us board are just kind of like on the sidelines just kind of watching, you know, like that kind of situation. I'm not saying it's necessary. I mean they can just do it without us in those situations but but it it'd be nice to have the board members there in a publicly you know for certain situations that you know a publicly announced uh open forum that not only provides information but also provides feedback and get us educated before we have to you know >> that worked really well in the policy committee last year when we were discussing the cell phone policy. So we hear from administrators, students, families and so it helped to inform the committee when they were making recommendations of what policy. So I >> yeah I really like that >> I'm justicious.

033So, I'm just volunteering. This is your decision, your committee members. But yeah, >> and we are currently um staff is currently preparing plan for the dual assignment um conversation that um you will be hearing. So, that is something that will come here that will be also part of that is a community is community engagement that we're planning on holding at the high schools that will be impacted or those catchment areas. So, I think um that that should be coming. I can't remember what we talking about. We haven't nailed it down yet, but um I think September >> Yep. >> But I think that's part of the um anyway, that's part of the agenda building, right? So there's how that >> I think >> given the fact that I think this will be a conversation over

034the course of various parts of the district and over the next several years versus just one and done. I think being really thoughtful about the process and having conversation about it and giving public the public the chance to weigh in on the process. All of that I think will be really important to building trust so that as we go into the process um you know we people feel like oh they've even asked us how we want the process to unfold like that seems nice. So I think this can provide that space for that public forum. Yeah. Yeah. Excellent. Um any other thoughts around that one? And um again that is reviewing enrollment and school boundary recommendations prior to consideration by the full >> and we've talked about having a better verb than review but we

035don't know what it is yet. Is that correct? >> Okay. >> Can I go backwards? I'm really sorry. I made a note while talking sort of I was thinking >> something you said made this pop of mind. So, is there a way to add So, with high school curriculum and forecasting, it's a little bit different in terms of like I guess I'm thinking of like class offerings um because it's such a different structure at the high school level. And uh I bring this up because in and I was going to say you did a really good job of like fixing this issue, but it was a really big issue um beforehand equitable AP offerings where um there was quite a disparity in terms of what courses were offered across each high school and then the

036um and which level of student could take them. Like if you went to one school and you were a freshman, you could take it. If you went to a different school, you could take it till you were a sophomore. like there wasn't any standardization actually because I know the approach that is much better than it used to be but um how do we capture um I guess forecasting and curriculum for high school because it does work so differently like how do we define a comprehensive high school like things like that I'm wondering if there's if we should be calling out high school as a separate thing just because it is such a different >> well I'm also wondering if we um the next one that's on the list is around the board goals And as

037postsecondary readiness, there's a section on that that includes some of this. We separate those. >> Um, so I'm wondering when you all dive into that one if we can get a better sense of what you're wanting to talk about, you know, and then that I'm looking at the board goals too, that's in alignment with that part. >> Um, so I think I think we could feed it through that. Does that make sense? >> Yeah. >> Because it's not necessarily curriculum. It's more around course offerings and then are we actually meeting the board goals this secondary readiness and you know enhancing our focal student group in that area right that's kind of what I'm hearing and and I think too not I don't want to get too in the weeds but engaging parents because right now

038the process it goes to the students better process to be had parents or can caregivers are part of that you know right now kid is like here's what I'm taking it's like no no no no um there isn't a mechanism school level to engage >> yeah engage them right now. So I would love a way to capture that in this so we could talk about that this year. >> So my the idea I had in mind is one of the buckets is oversight because that's one of our roles is oversight. >> Yeah. >> So perhaps trying to um still what you're you're what you said because I completely agree. >> Could it one of the jobs be oversight of the district meeting the board goals right? And that includes like you know high school college

039readiness which is equitable programming in high schools is one of them. And then the other avenue is that that may also be dipping a little bit into like the policy >> right to refine what the board goals actually mean and what does um college readiness college career readiness actually means. >> Yeah. I'm looking at what we have adopted which was adopted in June of 2022. Read the paragraph out loud if that'd be helpful. um just this is right now this is what we'd be aiming at. We must accelerate achievement for students of color in order to eliminate persistent gaps in post-secary readiness. Every student needs to have the core academic knowledge and opportunity of experience that will prepare them for postsecary success that are reflective of the diverse skills and interests interests there's an missing

040that our students have pursued through their high school career including but not limited to successful completion or achievement of CTE or technical ed sorry visual and performing arts pathways dual credit coursework advanced placement seal of bi literacy international balora and college readiness so that's current, which we could pick at somewhere else. So, I've got a line. I'm like, I've got a line for that. >> I I wrote down holding the district accountable for delivering high quality programs for all students, meeting board adopted goals, and eliminating disparities in student outcomes. >> Sounds really good. [Laughter] send me that one, too. >> You know, one thing I I do want to throw out there, not to throw a wrench in it because I I love everything here. Um, but something to consider and just trying to be

041devil's advocate in a way. Um, there's often a difference between equity and equality. The difference between that like for example if our board goals is that our board has charged the district to reduce the achievement gap then in practice you're going to see a difference and it's not going to be equality it's going to be equity right and so and then and then if you're taking account for example like budget cuts then that's going to really look very different than equality, right? So, um my branch I'm throwing in there is like how would you take that in account? For example, sorry, I didn't mean to. >> Yeah, that is a really good call out. I think um I would have to like sit down with sit down and play with Yeah. play with the language,

042but I think it's a good call out one we can be intentional about caring for and articulating. I also feel like what Eddie just said just raised the point because what I heard from you the be very beginning of it is kind of like holding the district to account to do something honestly I'm not sure the district will be resourced to do as we grapple with more cuts and potentially more cuts than that given the state budget shortfall. So I also just want to make sure that you know your concern is about like equity. My concern is about like um that reality. This just making sure we're not promising things that we can't really actually make happen given the situation that I think we'll be in. Um if I was a betting person, um I

043expect we expect to make cuts and I expect that the legislature will tell us to make more cuts after February session. So, sorry. I'll try everything I can to stop that, but it it doesn't look good. >> I still think our our our charge though is to deliver the high quality programming no matter what. You know, how do we do that without resources? Like if we're having to make cuts to our schools, you still think that we need to promise that? >> I think it's what our job is. Yes. I don't think that um I think high quality experiences should always be our goal. Um and what that looks like based on circumstances and the constraints we're working with um is going to be different than what it would look like if we were super

044flush with resources. Um, I think this is going to be a moment that calls us to be willing to do things in different ways to achieve quality. Um, but I don't think that the restraints mean that we should not aspire for it. Right. Awesome. >> And you know there there is work to be done in that to address comment because I completely agree. Um, also with what you said earlier before I threw the wrench in, um, like for example, one thing that has improved in the district and that we should keep pushing for it to improve is like for example, um, like I was talking about equity, right? Like I remember this is before your time. Um, so this is not common anybody because I think no one here is working currently, but I remember

045when I was teaching and we want to offer AP physics. Every other high school had AP physics. The cutoff was at 15 students. We had 14 students signed up. I was working in a title one school is denied right and that heartbreak of seeing these students >> this is exactly the sort of thing I want to be able to capture in this committee so that we can make those >> so this is why so like how do we make sure that equity is happening >> um so that you know especially in our title one schools or places that either whether real or perceived feel like they haven't had the same resources other places anyways >> but the and and I've seen it getting a lot better. It's not perfect yet and I think that's somewhere

046we can look into is like how to keep that momentum. I'm just saying we'll see if this is topic or a different one. Um yeah, I mean I think um it makes sense to call out the slides legally, but can we call out um reviewing decisions with an equity lens to ensure that all kids who are furthest from access and opportunity have equitable and fair access to experience? sources curriculum curriculum. >> So that's an oversight oversight role, right? >> And I think that this is a great conversation that you're all having and Mary's going to take you or what she's hearing you say and help Jason to draft to so you don't need to wor this is similar conversation we had the other night >> at the facilities committee is this is not it's not

047going to be finished tonight. We're not voting. So, it's this gathering information that that Mary's going to help. >> So, if you Yes, we you and I can work together, but you all provide me with your comments. >> Trying to capture as best I could that first paragraph, which is beautiful. Uh, >> I'll send it to you. I'll send it to you. >> Thank you. Email Mary. >> We we I appreciate that we have um Thank you, Mary, for being there, but we also have Christina who's the staff liaison. And so I think as we have many conversations in many spaces about, you know, we we have to be competitive in Portland for students as we think about the capture rates, especially on the west side. And so I I appreciate the conversation around equity

048and quality versus highquality and what we're prepared to do with lack of resources. We know what we can't compromise is highquality education and what prepares our students to be competitive not only in the job market but um in the classroom as they're beginning to decide who they're going to be and what they want to do. And so I just I I want to just bring that and and make sure we center on that um in in the conversation because that's I mean that's our our work every day, right, is about those experiences. And so when I think of the amazing opportunity with this committee to be able to really like lean in and um and provide input and feedback and um even help think of the ways in which we're like reaching people. I mean

049I I get excited about that. And just for all of those out there watching and listening, we know that we need our places to be the first choice in every community in Portland. >> Thank you for that, Doc. Dr. Armstrong. That was really well said and uh I agree uh wholeheartedly. It actually makes me think about um don't know that this charter is place to call this out, but when I think about things like our focus options or our charters, um the idea that all of our schools should be places where every kid can have their needs met and they shouldn't have to seek out different school or a different district or um some other thing in in order to have the education that each individual kid needs that is going to speak to who

050they are and um give them what they need to be successful. >> Agree. All of these at your neighborhood school how that idea is in this. Sure. Yeah. Might come up in some of the conversations we talked about earlier. It >> probably will. Okay, are we ready to move on to the next next one? Um, did we actually get to this one or did we just know that it was coming? Review topics and initiatives related to the board goals. >> I jumped around. I brought him back up to the top. >> Okay. Talked about it. >> Okay. Um, review education related state grants. >> Are we making recommendations? I don't quite so some like I know what a grant is but like what kind of it's just like yeah >> when succession that sort of

051stuff. >> Yeah that was one of the topics that we were diving into last year and just sharing >> um our investments and then what has been a result of our you know investments and um sharing evidence and progress. So, is it that we want to like see the plan for implementation um of the grants like with the committee? I think it's moving conversations that maybe used to go to the full board and having them instead happen here. >> So, that way when we go to the board, it's more of a we've already done the vetting and less having to vet it at the board meeting. That was like an entire presentation >> or may may not even have to go to the full board meeting because like everybody who's interested in it could just

052come here >> then. Yeah. >> Unless we needed to have some sort of full board decision on it. >> Yeah. >> Um I have a question related to education related contracts. Um I don't know. I just it just crossed my mind right now. So, I don't have a fully formed thought on it, but it does seem like I know that we made a decision to not review some of our education related grants this year and just renew them, for example. um which I guess what happens sometimes, but I'm just curious like if those conversations that used to maybe happen at the board level or if there's ones that are new or I don't know just if we want to this is the kind of thing that can fit into our elastic clause, but if there

053does ever become a need to like oh we want to actually talk about something with an education related contract um and have more of a discussion on it than like a consent agenda item or just something you think will what people will have interest in or some or there's something on a consent agenda and somebody wants to kick it out and have more of a conversation about it. Maybe this could also be a space for that. Just a >> elastic clause is fine, but just kind of putting it out there as like a >> an exit ramp if we have issues or if you see one coming. >> You also fit under oversight. >> Makes a lot of sense. Um, I did have a note about, uh, I think I had this next to reviewing

054stuff related to board goals and postsecondary readiness, but um, receiving updates on legislative or legal changes that impact curriculum. um receive updates and monitor the district's charter schools as required by statute. We have some questions around I mean again like like the receiving updates like are we also able to offer feedback? Are we able to dig into specific questions that we may have about programming and outcomes? Um >> yes, [Laughter] >> receive updates and monitor. We're saying like could we also discuss and make recommendations etc. >> Asking me >> I think we can right I think we just want a better >> we just want to better capture that. If you have a liaison uh for all of our charter schools who provide you information on how each school is doing and if you have

055questions you can bring that person before this committees to answer questions for you. >> That would be great. I just I don't want um you know it to be the end of the year and we have that review and we ask whatever questions we have and then like it stops there. I don't want it to just be like an informational thing. There's a quarterly >> thing. I mean, that's a >> put them on a calendar and a timeline. >> Thank you, Christina Howard, for um hearing me during those meetings because I remember I asked a lot of hard questions during the charter review. Um, and I I feel what you're saying. Uh my question or I guess my my thing I throwing in there is that the I think if I correctly legally in those

056is just that the board has just to hear it out and that's our basically our only role. The only the only time that the board could actually make any impactful decisions is when either a the charters are being renewed or new charter is coming to us. Right. And so I don't So I think that's that's kind of the only thing I want to throw out there is that we have this review, but like we can ask all the hard questions and I've had a lot of fun doing that. But um I think um there I don't think there's any avenue for changing anything until those events. I think I'm I don't know. Am I correct? >> I think schools have their own boards, right? So it's a fine line, right? We are we have this

057our role with them is they are within our umbrella but they also have their own governance structure. So I think it's as we're looking at it I think we should be cognizant of the limits. >> Okay. But we can ask for more engagement and input than the Yeah. And again that yeah that we have somebody here who's who whose role is to oversee the charter schools to make sure that they are meeting the district's expectations for >> how okay >> yeah it' be great to even like learn about them before we think about them at the end of the year because I don't really know much about them I mean I a little bit seems like an agenda setting conversation too >> an update or a briefing on what is a What is the role

058of uh receive updates and monitor special education programs as required by statute? Um there's a couple things that I've just thought of that I I'll bring up maybe at the end, but one is related to special education, which is um that we have the neighborhood program. That's what it's called, right? Yeah. And it's like an inclusion program that is being piloted at some schools. Um and we've gotten we've had you come to the board and talk to us about that. this might be a place where that conversation could happen instead of or add an addition to or in a different way than a full board meeting. So, I'll just like throw it out there that also be a space where anything that you're doing related to that or other endeavors that would be good to

059give air and public process to be here. So, not just as required by statute, but maybe also um just generally not just as required by statute. >> Be mindful. I think um as as a sped parent, um the the just like overwhelming and consistent need that we as parents have for access and information about the stuff that's happening that impacts our kids. And um really just like a forum to be heard and have that message be received is one that um that parents are really hungry for and especially as changes happen feeling like there's a place they can go and weigh in on those sorts of things. So I really I really like that. I have a note about having part of our purpose being a little bit like of a conduit between community and

060staff and the board and just space for that engagement. >> Can we add something below that for that calls out um tag specifically? Yeah. Guess we could I mean this is just me being a being a concise writer but receive updates and monitor special education act tag programs as required by statute and in general. There is a a parent advisory council tag that could make their grade could do some buses. >> And there's um there's a parent group for special ed engagement. Yeah. I'm sure they would love to be able to come talk to the board too and not just be kind of off. and we care about they have to say which is again why I want part of the purpose to include that we're a place for that engagement with all those people

061okay uh discuss other topics aligned with the superintendent and board priorities >> your elastic clause but we can make it more specific >> um things that I thought of poking around at some of our documents that haven't come up here that seem like they could come in here and I'll save kind of the best for last, I guess. Um, on the teaching side, um, looking at our strategic plan, um, there were a couple things around like professional development and workforce diversity that could have a place here potentially. Again, I will leave it to staff to decide, but I don't know where else those things would be discussed. Um, and I know I know that all of us probably care deeply about both of those topics. Not speak for other people, but so and then the

062other thing and that's the best for last part is um I know that um the staff has been working really hard on a continuous improvement plan for the district and honestly like that does seem like this would be the space to to get updates on that and have discussions on that. Um, I think the full board probably is a good place to start when you present that to us because I don't think we've seen it yet. Um, but then after that, like either monitoring of it. Um, I don't know. I like really like I I was always like wanting to make sure that I say it in a sunny way, but like I think having accountability on a strategic plan is really important. And I think having a requirement to come visit here or visit

063the board and give updates on that will be really important, not just to you, but to your staff to kind of keep the eye on the ball. I know you do it anyway without that, but it's just best practice. So, we could work together or you all could develop a monitoring plan and consider this and my I think this would be a good space um to to have that play out. Um I know that might not be something you thought of. You don't have to answer now, but just I'll throw that out there as an idea. Um and that could be elastic clause added later or it could be that you decide you want to write that into our charter from the start. >> Yeah. >> If you guys agree that that seems like a

064good idea. Yeah, but it seems like it's the academic plan talking >> modery and accountability. >> Yeah. Yeah. Well, we're here to help with that and also provide a public venue for people to come feedback on that whatever you need. >> Yeah. >> And the four goal areas are attendance, math, literacy, and um they're in alignment with our also our boards. >> Yeah, totally. That's great. And anything else on that end? Okay. And our last line is the committee operates in compliance with PPS policy and applicable public meeting laws. Delete that. >> I was going to say >> okay. Anything else on the charter? I have just a note to that we may want to um call out membership like you know three board members care exicio buddy. >> Yep. >> I think that's I

065think that's impulse so you don't have to double >> mostly like >> you don't go for >> and then just um if they want to have like reporting responsibilities like you know milestones, key findings, emerging issues, recommendations, stuff like that. Um, and I think it'd be nice to have there's some consistency from the three committees in their charters because um I know Virginia, sorry, Director Lefor, you had a lot of that in the charter that we looked at the other night. So, I think we can work on making sure that they're >> Yeah. >> I had to stop myself from just copying. It feels like you're happy, >> please. >> I don't know where the policy committee is on their charter development, but maybe that would be good to tell them before they started. >>

066Well, the the difference is that the policy and audit committee are required committees, and so they've been um ongoing committees since forever. >> We don't need to. We don't do updated charters each time we get a new board. >> It's already included in the board charter. So if I if I remember correctly, it could be begin. Okay. >> It would be a nice idea just to organize the word. >> Yeah. >> Okay. Um that was great. Thanks everybody. Uh let's move on to outdoor school. Uh, I would like to propose that we consider a resolution to direct the superintendent to provide a comprehensive analysis of the per student and total cost of outdoor school before and after the passage of measure 99. Following this analysis, we would like to be provided with financial options to

067preserve a 5-day experience for students this year. per board policy. This committee cannot take action on this resolution but can make a recommendation to refer it to the full board who alone can take action. Um and so I felt like it was really important for us to bring this forward. Um outdoor school is like really a sacred tradition in PPS. Um, it is such a critical part of giving all of our students the opportunity to learn about the environment and the natural world and their role in being stewards of it and really understanding life science in a hands-on way. And for so many kids, it is u the first opportunity they get to spend to spend extended time outdoors in nature uh having that that camp experience. uh while also learning really important uh curriculum

068content. Um and if this is something that we can preserve for all of our students as a 5day week experience, um I would love to see us be able to do that. So um the hope here is that by doing this analysis um we might discover if there are some cost savings that would make it possible for us to do this. Um, so let's discuss. I don't know. Do we need to read? >> It's posted. You don't >> Okay, cool. >> Can I can I have some Can I express some things about this, >> please? I want to make sure you're not not No, you're totally fine. I'm just like, okay, come back because I need you now. Um, so I um, so for those who don't know, I sent a letter on behalf of

069both the current board and the new board um, on outdoor school to the legislature and a few of them wrote back and a few of them stopped me in the hall and like insisted that there wasn't a cut and like made this big deal about how that was in the governor's budget and it's still within compliance of measure 99 and there's confusion and misinformation. So I also want I think it might be helpful to like include in this like direction to the superintendent which I think it ends up being kind of at your plate without a government relations person um to figure out like what is actually the amount of money like just make sure that we're ground truthing the dynamic just given the fact that so many legislators like were insisting to me that

070it wasn't an issue. Um, and then also related to this, I think after October 14th would be awfully late to start lobbying legislators on this. This is lottery funds. This is not general fund. So there should there could be resources. So, I think we might want to direct the superintendent to consider um both like um coordinating with other superintendent and districts around the state on a plan for you know encouraging um redirection of lottery funds toward outdoor school to prevent cuts. Because if all the legislators have been told and think there were no cuts, but we're like, "Yeah, there actually were cuts," then I think we're actually in a good position to like explain that back to them since they're seeing somewhere there's misinformation on the stream. So, a lot to say there, but I

071think it I'm open to the language, but I think it would be good to include language that um like directs action now before October 14th on figuring out one, what's happening, and two, >> I don't think we can. I think that has to go to the board to >> No, I agree. Yeah, we have board meetings before October 14th where we would adopt this. >> Can we do that? >> I would love to have a have a conversation because I think uh Can you hear me? Yeah. >> Yes. >> Oh, okay. Great. Um, so I we got a the superintendent's got a message from Paul Kley, who's the superintendent of Multma um ESD. And so I just want to make sure I'm I'm reflecting his words from from that uh that memo. But I think

072as you all have stated, the Oregon statewide outdoor school program experienced a 20% reduction. And so what he said is that's about 12 million over the bienium. And so he says even though there's been strong bipartisan support and a lot of advocacy from across the state, uh they still have to move forward with th those um dis um I'm sorry with with those reductions. And so while they're still sorting how funds will be dispersed from um OSU, he is considering uh a shift from the current 6day model to a 4-day model. I think that's what started a lot of the conversation. They're still working through the specifics and they also because there's some staffing implications. Um he's still working through the release of staff of that. So, we had already when um we heard about

073this because, you know, we all share uh a love for opportunities to get students and youth outdoors. So, I know that there's some meetings that are already planned to hear about like what is that cutoff for planning purposes with his staff um to even find out, you know, pivoting from the six to or back to a six or a five. um what that could look like and how quickly we would be able to do that um before he needs to reduce staff. And so he said that those conversations will continue to move forward and then maybe we'll hear in the next week or two um as they're talking to site partners. Um and then the other thing as he said is that they're expecting to revise the calendars and the staffing as I mentioned um

074in early fall so that they can we can all have information and they can prepare for the upcoming um season as well of the camp season. So I just wanted you all to hear what came from um Dr. Klay from um MESD on how he's framing it and and what he's talking about regarding uh the outdoor school uh week. I don't know if that's helpful or not. And then just to also share, you know, we talked about in one of the board meetings or I'm not sure if it was a work session or not. I'm sorry, but we talked about how that 20% difference going from um the days we had to um the other days was about 665,000, which just for perspective, that's equivalent to 4.3 licensed teachers. Um and that's what that that

075impact um would would bring. and and we're happy to look into um other resources. You know, out of district uh travel by staff was reduced by 40%. Um and we do have um a fund a travel fund for student activities that is greater than the 600,000, but that also includes 8th grade field trips and other activities. But um we'll continue we'll continue to look and follow the outdoor school conversation, get in front of it to advocate, but then also to look at those opportunities where there are other funding sources for um student activity and experiences as well. >> Um I think that's great. Can I jump Can I jump in? >> Um that's great. I I feel like this this resolution sort of formalizes that process. Um, now before I I've got to the comments

076before you said a six day. I thought we were on a five-day program. >> I think they staff it for six days. >> Yeah. So, um, so I was did some did some homework and if we did if we do cut day, it would be the first time in decades, but possibly ever I could find a time um where it hasn't been 5 days um even during previous budget crises um and prior to measure 99 used to fund it entirely. So, um I think that uh I suspect the change was avoided in the past largely because of it connection to the middle school science curriculum because it does it's designed to meet state science standards. So, uh, but what I love about outdoor schools that it really provides rigor and project based learning, um, which

077we should be championing right now and doing our best not to reduce feel like, you know, as a board, I really appreciate your your comments strong that, um, that uh, we have a responsibility to investigate it further because I think impacted families may not they don't even realize they're affected until they don't understand They're not familiar with the program's prior structure. The way you know you're coming in as a multiple parent, you have no idea what came before you. So, they don't even understand what they're losing. So, my hope is that um as we hopefully move this to the full board, the purpose is really to turn over every rock. Um that doesn't some of the best most engaging curriculum that we have for our students. >> So, just so I can understand, thank you

078for that uh director Leaport. So just so I understand as we do this analysis and look at resources and we're sort of out of the uh budget cycle or the the season where we identify reductions um you all are interested in me um bringing back information about uh what where we can cut that obviously we we're not able to impact staffing but where we're able to make some reductions bring forth some options where we can make some reductions to be able to to fund outdoor school. Um and then sort of like a pros cons like for instance if we're ending like bus transportation for let's say as just an example um uh eighth grade field trips we're reducing that to create a space for the sixth grade experience. Is that sort of what you all

079are looking at for us to bring back for consideration? Well, there's a couple things. One of the one of the notes in here is that nothing we don't want anything to impact direct student services. Um, so that's in here. And then also what you were saying earlier about your conversations with MESD was sort of the point of number one, which is providing cost analysis because my question is prior to measure 99, the school districts were coming up with this money on their own. Once you have a guaranteed source of funding, it's a lot easier. And I'm not saying this is happening. I don't know. Which is exactly why I was asking for the analysis um adjusting for inflation post measure 99 has the price gone up because there is a guaranteed source of of revenue.

080So um I feel like if it has um that's a strong, you know, negotiating point, you know, can we meet in the middle versus just, you know, accepting um the price tag that was presented to us. >> Negotiating. >> May I May I ask a followup to that? um just because we are we are in deficit spending. So we are like any reduction uh anything that would be reduced would be an impact to student programs when it comes to looking at where we would find funds to fund something just because we are in deficit like there isn't a there isn't a like a dedicated source that may have uh you know kind of funds sitting. So, um, so I I just want to just put I we I will definitely do that. Um, and I

081I do appreciate the energy, but I also want just want to make sure we know just I can manage expectations. It would be it will be a cost to um to programs >> or services. >> I don't want to know if the resolution also mentions leveraging alternative funding sources. Um, we could also consider um including language in here that's not just leveraging alternative funding sources, but like finding them, considering them, not just leveraging. So, I don't know if I don't know who wrote this, but if there's openness to changing that language to be more allowing for the superintendent to come with a plan for raising money. Um, I think that would be cool. Um, in addition, I think what I said before got I think kind of lost, but because you were worried that we

082can't in the resolution direct the superintendent to do do advocacy. I don't know if that's true. Um, >> I don't I don't think you need to. I think >> you can direct me without a resolution. You all can direct me anytime you so choose. So, I mean, absolutely. I I mean, I don't I think hopefully I'm not speaking over anyone, but I don't I don't see where you would have to be uh scaled back in your direction. If that's the question, >> I do just want to reiterate that I think if legislators understand that they were misinformed when they were told that there wasn't a cut. So, they're all getting all these emails from thousands of people and saying, "Oh, it's misunder misunderstanding, misinformation." What I'm hearing is that that was not true. So the

083legislators were misinformed, not us. But then we need to help them understand that there were impacts to their decision-m and while this year I don't want to like put the cart before the horse, so don't nobody will get like frustrated with me, but if we can't get this resolved for this year's sixth graders, it is possible that during the February legislative session, we could get it resolved for next year's sixth graders. So, I just want to make sure that we're doing everything we can as a district and working with other as a district ourselves and working with other districts um to make sure that we're not missing out on that chance in February to have on that conversation because again, while general fund is limited, this is lottery funds shouldn't be as limited. And just

084so everybody's clear, what happened was there's a guarantee via this measure 99 of how much of a percentage of the lottery funds go to outdoor school. And what they did was because the revenues were higher than expected, which is why the legislature say it's not like the same as a cut, um they decided to take instead of it being that percentage it's supposed to be, they reduced that percentage to keep it essentially what they thought would be like fully funded, but it's not that way. So that's why there's so much confusion about it. But so you're saying like the dedicated fund, Virginia, what they did is they took that dedicated fund and gave us less than what they were supposed to. So it's not like a district decision. Um but the state cutting that funding

085if that makes sense. >> Right. The po the point I was making is that prior to measure 99 the district did fund outdoor school. So the district kicking in funding at this point would not it's not something that has >> it's not Yeah. Yeah. And then finally I just want to put it out there because what I think I might have heard from MESD is they might not even be willing to offer a fiveday even if we do pay for it. So, just all putting out there that we might want to make sure that Superintendent Kley knows that we might consider doing some sort of fundraising package. >> Oh, I I did talk to him about that and I I asked him directly like, "Hey, if we're able to find funds for fifth day, would

086you be able to support it?" And he said yes, absolutely. and he is working on getting me the date that he would need to know um so that he can make whatever staffing decisions that he um needs to make. I told him, well, we're not not promising or making commitments, but that there's some energy around it. And so, I think it's just a matter of the timeline and when they are looking to reduce their staff to respond. Um and I will have that information. I believe I'll have it by the end of this week, but um they're following the conversation as well. >> Wait till it's over. Um >> can we have a meeting? >> I know, right? So >> ask what's the way we want to get this in front of the board for

087a board vote for the next board meeting. How do we do that? >> If we're the chair and the vice chair as chair and vice chair to put it on the agenda for the next board meeting, >> which is September >> September 9th. So basically we just capture our revisions. >> Yeah. >> And the Senate. Okay. I I just I do want to say though that to reiterate something the superintendent said you don't actually I mean the resolution is great. I think it's you know powerful that but you don't you don't need it. It's not like we're going to wait until the vote to move forward. So I just want to be clear that everyone knows that there's a Dr. Armstrong is talking with Dr. Kley. Um, uh, our CFO has been out in outreach

088to other school districts in in our, you know, in our jurisdiction here. She's talking with other em other ESDs about how they, to your point, about the cost, how what the cost of that they charge to provide these similar services. And then, um, we have a meeting next week with some of our staff with MSD staff to talk through all of these issues as well. So, um, and I really do appreciate it. I hadn't heard that um the feedback from legislators. So >> yeah, they were all writing us like we were misinformed. >> If you would like to send me >> I know. I'll find it. Yeah, >> that'd be great. Thank you. >> And it was you said you sent >> I did send Lisa way back when. So but >> yeah, I can

089find it. >> Yeah. Well, I can resend it too. But um >> but I also it was also conversations in the hall. So I think I got maybe two or three emails back and then conversations in the hallway. legislators stopped me to tell me that I was wrong. >> I have um three suggestions. If it's okay, >> of course, >> being not a committee member, I'll throw it out there. Um I would really love in the whereas section to put what director split mentioned that saying like this is the state of Oregon's fault, >> right? This is not a PPS decision. This is or you know the funding cut, right? This is due to changes in state of Oregon last legislative sessions >> budget >> be in the whereas passed in 2016 and whereas in

0902020 the legislature cut it. >> In fact that should be I think that should be number one just to highlight like we're the state is cutting our funding and we're doing our best to try to figure out how to make up for this. Um, so I that's my number one recommendation is yeah, call that out in the whereas um, number two is actually a question. I don't know if it's a recommendation, but I'm I'm a little bit worried about now therefore it' be resolved number one. Not that I don't disagree or disagree with it, but I'm worried that it may cause some delay in our timeline because it is a pretty work intensive request. That makes sense. And the fact that um the cost drivers is not really under the really purview of PPS. I

091mean that's MESD determines the cost, right? >> Totally totally agree. But I feel I feel pretty strongly about that. I would like to see I think everyone like involved with paying for outdoor school like how has the cost been impacted? Has it gone up because of measure? It's a fair question >> because of measure. >> So could then could we add like a more flexible timeline to number one? for example, Dubai or um >> at some time during the year strong leverage if we're going to be negotiating to not wait. >> Explain how >> because if we're negotiating with an outdoor school provider and we can show that adjusted for inflation, the price was raised after measure 99 passed like the first student cost has gone up because there's more money. like so you have

092a guaranteed source of funding, there's incentive to raise the price. I am not accusing anybody of doing that. I want to be really clear because I know people are going to be watching this. It's not what I'm saying. It's it's a question that I have. So, if I were negotiating something, I have that information. I think it would be a lot easier to um like I said, meet in the middle. We're looking at this, you know, six $650,000 and maybe we can pull together 400 and we know they're not upside down. would they be open to doing it? >> Okay, that makes sense. So the So I guess the ultimate goal to kind of put in a package is that we're trying to get a lower price out of MSD to provide the fifth day

093>> if we need to. Yeah. And if there's that are having the same issue, um this would be a great way to, you know, put some >> Okay. >> Then maybe daylight on that. Would it be maybe >> what do you think >> maybe eliminate the word comprehensive just so it allows some flexibility in terms of like you know because if you're if we're requiring a comprehensive analysis that could take a lot of time >> I don't know how much time that would take it could take like 20 minutes it could take like 20 hours right >> what do you think >> I mean it's going to take a lot of time I'm not going to lie this it you know because this is on top of all the work that our our budget director

094and our CFO are doing right now to get ready for the $40 million. >> So, I think what do we pay to buy it? >> I mean, I I think she I I don't know that the words actually matter as much as she's already looking our CFO is looking into it. She's trying to understand why why the cost of research they have. So, um, yeah, I don't know if comprehensive is in the eye. It I just don't want it to come back and say this. I think your point, you don't want to come back and say this isn't comprehensive enough. It's not going to slow down the conversation. >> So, what do we do with that line? >> You're good. >> Delete. We can either leave it or delete comprehensive. Provide an analysis. I just

095wanted to make sure that >> yeah that sounds like a good change that so if >> really it's the it's basically the pursuit cost like at the end of the day was the pursuit cost you know 10 years ago versus now >> so if um >> 99 was the 46 so yeah 10 years 10 11 years ago capture what it was prior to passage >> so for example if chief Morrison just I did the analysis that she's already done when determining the cost and the >> and I don't know that she's done it. >> Okay. >> She's looking into it. I don't know if it's cursory, if it's comprehend. I can't >> but just sharing what what she's looked into would that satisfy number one. >> Okay, it's just >> So, can I suggest something?

096How about we put on the agenda chair for the September 9th board meeting an update from so that we because otherwise what you're going to be doing at the se September 9th meeting is discussing this resolution which seems like you've already said you want this to be done. I think we've heard from other members of the board as well separately not in um serial deliberation uh to be clear. So, uh, yes, we've heard independently from other members that this is a priority for them. So, we could put it on the agenda. You can we can have this in the back pocket if you don't feel like you have gotten the information you need. But we I think we have a pretty clear understanding of what you guys at least what the board is looking for

097is you want options. You want to know why it's so expensive, why if the costs have gone up, what there are other options that could be available. you would like us to be to know that we're working with other um school districts and other ESDs to come up with a solution and you want us to um be working with our legislators so that they understand that they were hoodwinkedked. So we can have that as a item an agenda item without necessarily spending the time talking about whether or not we resolution. still think it's smart for us to formalize it as a board because it picks up so many and I know that every board member I think has ask questions about it. I don't I don't see the harm. No, no. I'm that I'm just

098saying I as an option of we would have it also as a a topic for conversation that we could give an update on what people have learned as in addition to or as a place I don't know if you still want to do the resolution that's fine but we will be working towards that getting you this information sooner rather than waiting for you to discuss and have a full board. happy to do what we will have information. >> So, yeah. >> Oh, no. I was just going to say I I appreciate that um an update and I also uh understand and respect a resolution and I'm also wondering uh chair if there's an opportunity to even add uh resolutions as a a topic of conversation at our our retreat because I think the the many

099things when I think over this last year that the board directed me to do um if you know what like what what direction uh calls for a resolution and which which direction is just board directing me in a public meeting. Um yeah, I both I move and respond to to both. But I think it would be good to have clarity just so for us we know um I know how to to direct my team and then understand your direction. You know, one of the options that we've done in the past is during a board meeting, you know, we would someone would move to direct a superintendent and we could vote on that. So it I'm just saying like that's another option have to necessarily rise to a resolution. So is the idea like we could

100have this as an agenda item, get the updates and the information download and then if there is still there's still things we feel like we need a better understanding of or we want Dr. Armstrong to find out more about then we could resolve to direct her to do whatever that >> Yeah. a just to clarify simple or bullet point it um agenda item or an update after that update as a board we can decide to do one of three things decide that the update is good enough uh have a motion and vote on a motion to direct the superintendent or pass this resolution and I I don't see anything wrong with having all three options ready like if you want like I think we should work on this resolution have it nice and ready to

101go and if we feel like we need it, do it. Does that sound was not more helpful than confusing? I think that makes sense. I mean, I think if we're able to get information that we're asking for without passing the resolution, then that's just a more expedient route to getting that information. Um, and if we're not able to do it that way, then we can still So, I'm still confused as to why we would just have the resolution and are we supposed to like we have it ready? I'm I'm totally confused. Um, so, you know, because this this is an ever evolving situation, right? As the this is from what I gathered, um, you know, district staff are working on the problem. They're not going to stop working on it because they're waiting on this

102resolution. I mean, sounds like they're working on right now. Dr. Dr. Armstrong is in discussion. They're trying to problem solve. There may be new things that come up, you know, like for example, maybe there's other fundraising source. I really highly recommend that we email all the parents that we know and see if anyone has any ideas, right, in terms of like fundraising. Um, but things can change between now and September 9th. And so I think it's a good idea to have this resolution ready, ready to go. So I'm not I'm not bashing that. I think I'm I'm a big thumbs up. I would love it if we had a solution by September 9th. I didn't mean >> but you are also committee. You have three. You could vote right now to direct. >> You don't.

103>> Oh god. >> You can recommend. Yeah. Yeah, you can. >> We'd have to get this to the board and then I thought for some reason we had revisions we would need another meeting to do that. But it sounds like >> we can make revisions because we can't edit documents together online. Like this has to all be done. Yeah. And this is on the documents. >> Yeah. We can't do that. No. So, whatever goes to the board, we're not going to be able to touch again after this meeting as a group. >> We've been sending resolutions like while we're passing them. In my experience, we've been changing. >> You can amend them. >> Okay. Yeah. And you have the basic outline of what you want and you've talked about some amendments you wanted to add

104to it already. And I think you can have the final discussion at the building. additional language you want to add. So that kind of makes sense too because if we hear I mean what we hear at the update may impact what we want the resolution to say. So if we get the update first that's on the agenda. Um then if we still want to pass the resolution, >> we can introduce it, we can amend it, we can workshop it. >> Yeah. >> I think I would like to recommend that we put it on the agenda. >> Yes. >> And then we can make the decision. recommend that it be on the agenda and then we can based on that conversation change it decide if we need to do it but I want it to be

105posted. >> Yeah. >> And actually I think that there's like a >> um I can't think of the word strategic reason to even to consider it and pass it. that has nothing to do with superintendent doing the work whether or not she gets directed to by a resolution or not, which is that this could be something that the press decides to dig in on. And then that is actually a big win for us because we want there to be attention paid to this issue. Um, so I'll just put that out there as like sometimes you do resolutions not just to tell the superintendent what to do because it turns out as she's saying we can just tell her what to do and she'll do it because she's a conscientious person which we love about her

106but sometimes there's other reasons to pass a resolution or air resolution that nothing to do. >> May I double down on what uh director split has just said? Um so I had did some learning of course as I were on this uh quest journey to become a superintendent and then becoming a superintendent and working with school boards and in what what my research has found and I I get that boards can can deviate but like when you create resolutions it's really like to formalize a decision it's to you know provide like a uh um a legal authority like you know bond or or something within a budget. It's um to like enter something into the notes, make a public record about it or state the board's position or intent. And so typically resolutions aren't to

107like like to to give me direction though in your resolution of like I think what I really hear you all saying is that you really want to state your position and intent to um really be supportive and advocates of outdoor school and making that opportunity available for our um our current sixth graders. And so with if if that is the case then within that there could be some language on you know here are some things that you all need that provides direction but like the overarching intent of the resolution right to just be clear it sounds like um like what Chris what director split is saying that it is to um really make your position um known loud and clear and and if that is the case that is what resolutions are are all about.

108>> Cl I really love that because I I think I went triple down on that but um what I was going to say oh um best case scenario just thinking best case scenario. Okay. So like the budget's already passed to the state. This has already been decided. Best case scenario is that we changed their minds in February, January, the short session and then they amend it then which means that that monies wouldn't really go into effect until June. Well, I guess it depends on how they do it, right? Okay, let's say best case scenario that money goes into effect in February. So in a we still have a hole for I mean in this best case scenario we still have a hole between September and December January and so the problem we're trying to solve

109is that can we find extra monies formalizing that to hopefully cover you know at least from September till January maybe after >> and or would be willing to negotiate and that is the purpose things happen. Yeah, >> because I really like the thing about what director thinks. If this can call the attention of the media, this is this is what we need because not many people know that this is going on. Um but yeah, I put it on the agenda for September 9th. Um one thing uh whatever resolution is finalized here um can be up we you know we'll be uploading board books but there's also nothing to stop individual obviously can't work together um to >> do like version two version three in case to in case things change right um of that resolution

110and we it's fine to upload all that up into board books and then at the board name we could decide hey we're going to try version C right maybe the best applicable for this situation just a thought um is another tool in the belt >> or apparently we can just pull up Google Docs during our meeting and project and >> well work on it together >> together apparently that happens um you just said under your breath about changing the date the date on the bottom is just when the analysis and recommendations would be delivered So I don't really want it. I think you would want it soon for because the whole like to move it up from October to September. So September 9th we vote on the resolution and then our at our work session

111you would want them to get back to us. >> Sorry. So we're voting on the resolution if we decide to vote on it on the 9th. >> Yes. And then you want them two weeks later to do to have the outcome of the resolution done if you want it in September. You only meet twice September. How much time do we have? When is when is what's the cut off for the agreement with the SD? Do you know? >> I don't know. It also says later October 14th [Laughter] >> perhaps with the if we put it on the agenda some of these questions will be answered >> um and then you can get an update on where negotiations are both with the state >> MSD and um >> that sounds good. >> Yeah. >> Okay. So

112what I heard is that we need something on the whereas language that reflects the cut and >> it's the state's fault. >> Taking away the word comprehensive. >> Yeah. >> Whereas it's the state's fault. Is that where it's >> No, you can say a political. >> Thank you. >> Make it make it >> amable. >> Yes. Tomorrow. Thanks. >> Um, so can I send Virginia, who's the drafter of this, my notes without >> is that like legal? >> Yeah. Um, >> I can always watch the meeting back if that's >> Why don't you uh um send everything to me and I'll coordinate um the revisions that I see and that I have in my notes and provide you with the copy and see if I've captured everything. >> Amazing. >> Great. >> Okay. Thank you.

113Sure. >> Okay. So, we have consensus to add this to the agenda um and have a clean copy of the resolution that we may or may not need to use. >> Yes. >> Version B or C if you agree so desire. >> All right. Um we have agreement to move forward. >> So be it. >> Yeah. Our next meeting of the teaching and learning committee is scheduled for September 18th and this meeting is adjourned.