2025-04-08 Board of Education Regular Meeting

001I don't know. He's usually here first, so if he's not coming, he's probably All right, let's get started. Thank you for your patience as we concluded another uh meeting upstairs that went a little long. Um, this public regular meeting of the board of education for April 8th, 2025 is called to order. All items being considered this evening are posted on the PPS website under the board and meetings tab. This meeting is being streamed live on PPS TV services website and on channel 28 and will be replayed throughout the next three weeks. Please check the district website for replay times. Uh good evening. Welcome. Thank you for taking your time out of your day to care about public education. Um uh before we get started, a few housekeeping reminders. Uh we ask that everyone attending this

002meeting today please remember to be uh respectful to each other, public staff, board members, etc. Uh we are excited that you're here. Um, if you wish to display signs or banners, we just ask that you please hold them below chin level so the person behind you has a fair opportunity to look at our beautiful faces. Um, and you know, blocking other proceedings, etc. For safety reasons, please keep the aisleways and walkways clear. Uh, and in general, just kind of be mindful of everyone around you. All right. Uh this evening we're going to start with the superintendent's report. Uh Dr. Armstrong, would you like to give your report? Absolutely. I think we're queuing up the slides. I am excited that we are in the month of April, nine months in. As superintendent, I am proud to

003represent the diversity, equity, and inclusion work that we stand for here in Portland public schools. and yes, even more excited to share these updates with you. This month, we recognize ArabAmerican Heritage Month. And I want to just take a moment to honor the students, families, educators. I'm clicking. Educators and Oops, sorry, too fast. Maybe I'm not controlling. educators and staff in our schools and neighborhoods um who share our roots. Your culture, your stories, and your presence enrich our community in powerful ways. The heart of Portland. Um I'm excited to invite you all to our annual Heart of Portland celebration kicking off with the opening reception on April 16th at 6:30 p.m. at the Portland Art Museum. Um we've had a art show here at the PEC. We have art in the back. We also have

004art upstairs. So, it's always a celebration when we bring our students and families to celebrate the work that's happening in Portland public schools. And a special thank you to our art teachers who select the art that we have displayed here in the central office. Um, also I wanted to let you know about the Miller family free day on April 27th. And so, I really hope to see you all and our amazing artists there. It's that time of year, the Portland Rose Festival Court. Congratulations to all of the exceptional young women from PPS who have been selected to serve on this year's Portland Rose Festival Court. Give it up for the students. We also have another slide of students representing our schools. Thank you. The students will be visiting senior centers and hospitals, engaging with youth

005organizations across our city. Each court member also receives a $3,500 scholarship and the benefit of one-on-one mentorship experiences that will h help shape their journey. So, um, in the meantime, just a special thank you to Portland Rose Festival Foundation for continuing to invest in the future of our city. All right. Yes. Thank you. I love all the energy. Wonderful. We want to give it up for our students. So, lifting literacy one chapter at a time. We had our closing event at the AMSI Center um just this past Saturday. So, I was excited to celebrate families and staff and students that showed up. And I wanted to spend two minutes um showing a video here. So, let's have that ready to go. Oh, maybe it's not shared. Oh, you all are gonna love this video. So,

006we're gonna get this video played. I'm super excited about it. Yeah. So, I can read off a couple of things slowly while they get that going. Oregon Battle of the Books. Ob. Yes. So, at our last board meeting, I mentioned that some of our schools were gearing up for the Oregon Battle of the Books. Well, I'm proud to report that this Saturday, PPS had eight teams competing in the Oregon Battle of the Books statewide tournament. Super [Applause] excited. No video queued up. We're waiting almost. Not yet. Okay, we're gonna That's okay. Okay, I'll keep I just comment on the battle of the books piece. Yes, absolutely. Well, let me let me just share some some some notes on that really quickly first. So, in the third through fifth grade division, the Fab Four from Chief's

007Joseph, the nuclear brains from Forest Park, the Secret from Skyline, and Space Pizza Cats from Dr. Martin Luther King Jr. Elementary. Yes, Access Academy and Winter Haven have teams competing in the middle school division and Benson that know there's a picture on the slide but we'll get to it. In Cleveland have teams competing at the high school level. Good luck to all director. So yeah, I just wanted to comment. So me uh me and director Edwards ended up at the the Bob. Oh Bob. Oh my gosh, these kids are freaking phenomenal. Like I never really seen like the the competitiveness. I actually seen the Fab Four in action. Tremendous. I mean like just boom boom boom boom boom. I mean it was it was just something that was just um illuminating. It was inspiring to

008see our kids um compete academically like that. It was it was just something a sight to behold and see. So I am very hopeful for our kids future because watching them kids. Oh my gosh. I was just like I mean I'm in there. I started clapping and they had to tell me you can't clap. I didn't know you couldn't clap. But it was it was just that intense. It was that it was that fun. So I just want to make a comment on that. I saw the Fab Four get a perfect score. Yeah. Awesome. We just make sure sound is queued up and we will be ready to go. Thank you for your comments. Super exciting. Right. Just because the campaign officially came to a close, that does not mean that our work around literacy

009has stopped. It has actually just started. We stand firm that literacy is a civil right and we're going to make sure that every students exercise that right. All right, looks like our video is ready to go. Let's see how it how it goes. Focus on the alphabet. It's the foundation of reading. knowing how the letters sound. Practice writing letters, practice putting sounds together and really work at it because you can get to a point where it does become easier and it becomes enjoyable. Just don't give up and that um you know if you need help there's people that will help you. Doing the ESL took some basic writing classes. Learn to write story just to write. I almost found joy in writing because you can share your story. Find a person that believes in you.

010My parents believed in me. Miss Golden believed in me. And then when I got into middle school and high school, my teachers believed in me. When I read um the autobiography of X, that laid kind of a foundation for me to be who I am as a black man in America to to know that yes, I'm going to make mistakes and that don't define me. I really surprised myself when I read Elasoro de los Sierra Madre in Spanish. I was equally surprised when I read Larant po in French. That is surprising after I was going to be held back in first grade. I have always leaned back to reading Japanese whether that's like you know newspaper articles, comics or manga like I always thought to because it continues to build my confidence. Start with with

011everybody books, the picture books because there's so much learning in there. Those stories to have um teach you life skills. the words are easier to read. They're larger. And then you can move on up to chapter books. And not to give up, right? I appreciate that. Thank you for the adults that came together to do that reading. Right. We've spent so much time focusing on our students as we should and literacy and just wanted to end with a nod to the adults who are practicing showcasing and flexing literacy all day every day. So with that concludes my report but thank you for listening. Thank you Dr. Arch. Um right next up we have Uh, next up we have public comment. Um, general public comment. First we'll start with student comments. Uh, before we begin, I'd

012like to review our guidelines for public comment. Um, first the board thanks you for taking your time to to join us and provide your voice. Uh, public input is input especially from our students and forms and improves our work and we look forward to hearing your thoughts and reflections. Um, just as a general note, our board office may follow up on board related issues raised during public testimony. We request that complaints about individual employees be directed to superintendent's office as a personnel matter. I'll remind PPS staff who are giving public comment that they may not provide testimony about students that could vi violate confidential uh confidentiality protections under furpa. Uh this includes testimony using information that could identify students especially in their school community or use of direct or indirect linkages such as school grade,

013special education or other status. For materials uh you would like the board to receive handouts, pictures, etc. Please do not come to DAS. please hand them over to our board manager, Miss Bradshaw over there or uh Miss Powell um and she will distribute them to us. If you have any additional materials or items you would like to provide to the board or superintendent, you we ask that you email them to public comment all one word at pps.net. Uh please make sure when you begin your comments that you clearly state your name and spell your last name. You'll have three minutes to speak. You'll hear a sound after three minutes which means you have 30 seconds to wrap up your comment. All right, let's start up with students. Do we have any students signed up for

014today? Yes, we do. We have Anukica Hton and Sophia Peterson as well as Clara Me. Thank you for being here today. You may whoever wants to start you may start whenever you want or whoever and uh the timer will start when you start. Hello board. We are part of Girl Scout Troop 12347 which has members at Roosevelt and Lincoln high schools. We have come to address the board today about the lack of properly stocked menstrual products that our high schools have. After noticing the distinct lack of supplies in the bathrooms at our own schools, we conducted research about this issue. Our research showed that this is a nationwide issue, but Oregon as a state has attempted to address it. Oregon House Bill 3294, which was put into emergency action on July 1st, 2021, requires, quote,

015"Every public education provider to provide both tampons and sanitary pads at no cost to students. This law requires every bathroom in a public school to be stocked with these supplies funded by the state. So, given this law, is the lack of menstrual supplies still a prominent issue in our schools?" We conducted a survey of students at all PPS comprehensive high schools to find the answer. According to the results of our survey, yes, the lack of supplies is a significant hindrance to menstruating students education. A few schools are fortunate enough to have clubs working on this issue. However, this is not a sustain sustainable nor equitable solution and it places the burden back on students to provide supplies when the law was established to alleviate this burden. 73% of students reported on our survey that supplies

016in bathrooms are never stocked or are constantly being destroyed. Additionally, 21.5% miss significant amounts of class because they had no supplies and 7.5 miss school completely. Nationally, 27.5% of menstruating students school absences are related to menstruation. This extended time away from class causes setbacks in learnings in learning. More bathrooms with supplies would help students be in class for more time and create more trust between students and teachers when students are out of class less. Providing reliable products all around the school or at the very least in known locations will increase time spent in the classrooms and in schools in general. After the implementation of a similar law to ours in New York, there was a 2.4% increase in attendance in schools that provided free period supplies to students. For low-income students, school is often their

017only place they are able to get menstrual supplies. Many schools additionally have rules about a certain amount of time one can be out of class before they're marked as skipping. For example, I know that at Roosevelt and at Grant High School, there's a 10-minute rule. When a student needs to visit multiple bathrooms just to find menstruation supplies, they'll be out of class for longer than a student who can afford their own supplies or a non-ministrating student. This creates an equity gap between those who rely on school supplies and those who don't. This not only affects their health in terms of access to consistent and good quality supplies, but affects their education as well. Academic research indicates that students in schools where products aren't provided are more than two times as likely to miss class and

018students who can't afford product are more than five times more likely to miss school. Lack of menstruation supplies available to all compounds the struggles and inequality that low-income students face. Here is our list of asks for the schools and the district. Training for teachers that increases awareness of why students may be leaving class or school, including for menstruation related reasons. We would like PPS and schools to publicize which bathrooms are the always stocked ones so that both students and staff know. This could be through signs on doors some place on tri morning announcements or whatever works for a school and to have at least three bathrooms constantly stocked which would include at the minimum three at least one male, one female and one gender neutral bathroom to accommodate the needs of all students. And to

019summarize that, we would like PPS to commit to constantly stocking bathrooms as directed by law. Thank you. [Applause] Um, we would now like to read uh to you PPS student testimonies collected from our survey. Regarding the topic of staff training, we have reports of students being denied access to the bathroom. One Wells student says, quote, "I bled through my jeans and I had to go to three different bathrooms to find a machine that was in stock, but I missed 50 minutes of class simply looking for a pad, which I was reprimanded for." A Roosevelt student says, "I asked my friend for pads because there w wasn't any good stuff and got stopped and searched for having drugs." And finally, a Cleveland student said, "Multiple times I have needed to use the restroom for periods during

020instruction and have been told I may not unless it is necessary and then am glared at when I say it is and I am on my cycle, even by female teachers." Denying students access to the bathroom and not giving sufficient time to manage menstrual needs is inappropriate and discriminatory. Treating students with sensitivity and having stock bathrooms will reduce students need to miss significant class time even when they do have their periods. And even in the schools with that do have prep period supplies, students say they are inconsistent and are unable to rely on the school supplies. A well student said, "I was on the top floor of the school and I needed to get a pad. I had to walk all the way down to the bottom floor with the wrong hall pass for that

021floor just to find a pad. And the amount of times that's happened is ridiculous." A Benson student says, "Out of 15 bathrooms at our school, I have to travel to all of them just to find one tampon. And half the time none of them have it. A Roosevelt student says, "One time a friend called on me during class to run across the school and give them a pad because they knew I carried some and you couldn't get them anywhere." Publicizing where students can find supplies, whether it be through trialy signs on the doors in the bathrooms or having designated bathrooms that are constantly stocked is necessary. Students should not need to rely on having personal supplies because that is financially out of reach for some in our district. These are some quotes regarding the absence

022of products that is currently affecting our schools and this health of our students. A student from Roosevelt said, "I had to ask over 15 people for a tampon because there was none in the bathrooms." Another girl from Wells said, "I've had two instances this year where due to a lack of products, personal or school, provided, my friends have bled through their pants or skirt and had to miss school to go home and change." Uh, another school, another student from Grant said, "Oftent time the bathrooms are not only stocked, uh, not only not stocked, but the paper towel dispensers are empty and the trash cans are overflowing." Finally, a Lincoln girl said, "The thing that makes it hard to rely on the school is that they don't have different sizes of tampons and absorbency levels. I

023can't ever use the ones provided by the school because they are not the right ones for me." We ask again for PBS to commit to stocking student bathrooms in our high schools with appropriate and sufficient menstrual supplies. This lack of surprise is detrimental to student learning, comfort, and health. We demand change now. [Applause] Maybe you could um leave your research with us or send it to us so that we can follow up. Yeah. And I just want to thank you guys for stepping up with a father with uh three girls. I it's the courageousness of coming up and talking in front of everybody about this is something that definitely need to be commended. And you have everybody in the room that you need to speak to. You have the superintendent, you have the PAT president,

024you have everybody in here that your demands should not be a problem to meet. I thank you. I also want to thank the students not only for their service but for um surfacing this. I just wanted to let the board know that um we've already have some updates at least on a couple of our schools, Roosevelt and Lincoln specifically, and we'll work to um inform about our progress. But, you know, in the in the Lincoln situation, there were some jams to dispensers and maybe some refusal to stock in the Mills restroom. That's all been cleared up. And so, those restrooms should now be fully stocked. And then at Roosevelt, um we have a group of students that want to particip in restocking and so we're being responsive to that issue and I just appreciate the

025elevation and we will continue to provide updates. I want to note that um period.org was started here in um Portland by high school students um and it's a nonprofit headquartered here and now nationwide maybe even worldwide but definitely nationwide. and their mission is similar to what your asks were about stocking menstrual um products in in all restrooms uh throughout throughout the system. Thank you. Great. Thank you for sharing your voice today. Um very helpful. Um next up we have general comments. Do we have people sign up for general public comment? Yes, we do. We have um two people virtually that I'm bringing in. We have Sher Leblanc and Mandy Green. Great. Thank you for being here today. Um, since I read the general guidelines, I I assume still remember that just uh I think there's

026going to be a timer on, but uh three minutes and then 30 second warning. So, thank you. Should we start with Sher Leblanc? My name is Hello. I'd like to say hello to everyone. Uh, my name is Sher Leblash and um I'm not reading from a script or anything. I'm just here to um present myself to the board. You have all of my written documents and things regarding my concerns um as an as a black female educator. Um I'm seeking restorative justice. Um, I was denied two teaching positions for the 2425 school year as a certified teacher. I'm certified in the state of Texas, which is where I'm from. I'm also certified in the state of Oregon um as a professional teacher at this point. And um my background is a science teacher. Um I'm

027certified integrated science in the state of Oregon and I'm able to teach any science subject. Um I can teach um any science. I have experience teaching uh chemistry, biology, integrated physics and chemistry. And um the reason why I have the ability to teach all these different sciences is because science has always been a favorite to me and um I also have a medical degree. I have a doctorate in medicine degree that enables me to, you know, have an even greater and more extensive background in science that enables me when I'm teaching science subjects to students to connect those subjects to um a lot of different topics, a lot of different real life situations for students. But um I just wanted to come before the board today, you know, to show my face as a black

028female educator and to um let you all know that it was very disappointing to me to not have the opportunity to continue uh teaching uh with Portland public schools. Um, but on a positive note, because there's always positive things that we gain through our experiences in life, um, any time that I've had negative experiences in my life, you know, I try to glean the positives from it because they enable me to grow as a person. They also enable me to have uh compassion and empathy, greater compassion and empathy for others, you know, that experience adverse um effects in their lives. But um I'm seeking restorative justice and I'm also seeking an opportunity for the board and the leaders of PPS um with the mission to have more diversity and inclusion and um equity in the

029PPS school system. Um, I'm seeking for restorative justice for myself. Um, and the change that needs to be um for um other professionals like myself to not be denied opportunities to teach based on uh adverse events where they have not been treated fairly because they are a minority or a black person. And with that, you know, I'd like to say that, you know, I'm committed as a teacher and now I've currently achieved my um administrative license in the state of Oregon and I'm seeking employment as an administrator. Um, I have the capacity to lead. I have the capacity to mentor others. I have the capacity to um achieve and um I would like to have that opportunity um to move forward with my life and to not be blocked, not be hindered. And the most

030important thing that I think that brings about change is communication. And um like I said, I was denied the opportunity to work as a teacher, denied two teaching positions, and I feel that the main reason Blanch lack of communication. You're a little bit past time. Can you finish up? I'm thankful to the board for this opportunity to come before you and to show my face and let you know a little bit about myself and continued success to PPS as they continue to educate our youth and represent our community. Thank you. Thank you. Uh next up we have um Mandy Green. Hello everyone. Hello schoolboard. My name is Mandy Green. G ren. I am an epidemiologist. I'm a supporter of safe indoor air for Oregon schools and I'm a mom of a 10th grader at Benson

031High School. We are so grateful for the newly remodeled Benson building. Benson has one of the most important air quality safety measures in place, air conditioning, that helps ensure school is safe during heat waves. But Benson is lacking something critical for aspects of air quality that are invisible but just as crucial for health and safety. It is lacking an airflow report. The airflow report for Benson was done when Benson kids were at Marshall. So the Benson airflow report is actually a Marshall airflow report. Benson is not the only school that no longer has a usable airflow report. Lincoln's airflow report was done on the old building. There is no airflow report for the new Lincoln building. Access Academy was still colllocated with Beverly Clearary when the airflow reports were done. There is no airflow report

032for Access Academyy's new location in the Turilliger building. Alliance High School's airflow reports were done on the Kenton and Meek buildings. There is no airflow report for the new multiple pathways to graduation building that serves Alliance and other critical programs. There are four elementary and middle schools getting muchneeded HVAC overhauls. Harrison Park Middle School, Bridger Creative Science, Kelly, and Lent. The airflow reports for these schools are on their old HVAC systems. These schools were also cited in the fall 2022 memo that was one of the previous leadership's frustrating responses to the Oregonian coverage of our poor ventilation rates. The memo stated that the planned HVAC overhauls would improve air quality in these schools. But all of these schools lack the measurements needed to verify whether their air flows have improved, stayed the same, or gotten

033worse. All of these schools lack the measurements needed to determine how much in room filtration the rooms in these schools need to reach health-based benchmarks. It is understandable that people assume that HVAC overhauls and new buildings in PPS provide great air quality. But this assumption is ignorant of basic building science and it is ignorant of our track record in PPS. I'll finish up my comment by pointing to McDaniel High School, an example of why we can't assume our bond projects result in good air flow and air quality. This is the airflow report for McDaniel's brand new building. 33 classrooms at McDaniel do not even get three air changes per hour from the HVAC system. 32 more only get between three and six air changes per hour. In room after room after room at McDaniel, the

034air flow is so low that it takes over an hour to clear out respiratory aerosols and other pollutants. And what about Benson Lincoln and the other new systems? We don't know because they have no airflow reports. Anyone saying that they have cutting edge filtration rates have assumed that with no actual measurements. Thank you for the opportunity to comment. Thank you. [Applause] We also have Sarah Silky, Deborah Cruz, and Jade Stoofen. Yes, please. Okay. Um, my name is Sarah Silki. S I L K I E. I have kids at Wells High School and at Access Academy. I am really excited that we are finishing up the modernization of our high schools, including Wells, which I went to and hasn't changed since then. Um, I want to build on Mandy's comment and address two priorities that Safe

035Indoor Air for Oregon School has for bond projects. Um, before I address these two priorities, I want to do something that our group has not always been the best at doing, talking about where PPS has excelled in work on air quality. Um, in 2021, district staff took the initiative to get airflow reports done on every building in the district. These reports are extremely valuable and powerful data. Our school district is unique in having this critical data on our ventilation rates. This data is still relevant and actionable on for 79 buildings in the district. It gives us the opportunity to identify which rooms are falling short and by how much. It can be used to calculate expected carbon dioxide levels. And these re reports can be used to determine what each room needs to meet healthy

036air flow targets and to make sure we leave no classroom behind and providing clean air to students and staff. I'm a PPS mom. I'm also a civil engineer. There's a really critical practice in engineering in building new uh buildings that these airflow reports fit into and that is the practice of commissioning. Commissioning means that one, we verify whether a building's HVAC system is installed according to design and specs. Two, we test the HVAC systems performance. And then three, we optimize and balance that performance. A system is only as good as its actual operation. Doing these airflow reports is a practice we need to keep up as we continue building new buildings and installing new HVAC systems. This is our first ask for Wells, for Cleveland, for Jefferson, and for all the schools Mandy listed. We

037are asking for a policy that we do airflow reports, or even better, a full public commissioning for our new school buildings. Our second ask is related to an air quality issue that Safeos has not actually advocated on in the past, and that's because it's another area where PPS has previously done well. PPS has done a good job at using low VOC materials in new buildings. We are concerned that this practice is at risk right now. There have been recent discussions um about two things. The first is the discussion about using cheaper building materials and the second the discussion around whether or not to do lead certification. Seeking out cheaper building materials combined with not doing lead certification could easily destroy our good air quality practices around VOCC's um volatile organic compounds. Um we could easily

038end up with building materials that are bad for air quality because they aren't formaldahhide free. We could end up with bottom of the barrel vinyl flooring that does a lot of offging which also degradates the flooring in the process. we could end up with sealants and adh adhesives that emit excess xylene, benzene, tricloromthane and other similar toxic compounds. So our second ask is that we maintain the practice of specifying lead gold buildings. The lead standard ensures that we build with safe materials regardless of cost. Thank you. I'm Deborah Cruz, C R E WS. And I'm Jade Stoven, S T O F. Um, we're teachers at Hayhurst Elementary School. And we're here tonight to ask you to fully fund our PE, music, and art teachers. Right now, our specialists are being split across schools, point4 here,

039point4 there, with fractions left unaccounted for. How do they build relationships with students when they are spread so thin? Our music teacher will have 750 unfamiliar kids. Our PE teacher at point8 won't have time to organize community events like uh the fun run or the art teacher won't have time to showcase student art in local shops or host our school's annual art show or gather art for the um art museum exhibit next week. These educators do far more than teach. They build culture, belonging, and engagement. Um, we have heard about the superintendent's desire to extend her team um and make it full and complete and we've also heard from several board members agreeing with superintendent's desire to have a full team because it is really important. Um, and we wonder if you can see some

040disconnect in this. Um, teachers have a team too. Yeah. Yes. Um due to the budget cuts, we are losing people at our schools all across the district and our school teams are not being fully staffed and so we're also not able to do everything that we need to do. Um a fully staffed team is needed in order to succeed and support um everyone in our that we serve. Yeah, teaching is relational. Students thrive when they're known and supported. And cutting these positions doesn't just save money, it weakens the foundation of our schools and our community. Please keep these positions whole for the sake of our students. Thank you. Great. Thank you. Thank you for sharing um your stories and your voice. Um, also feel free to contact our senior board manager, Rosanne Powell, if you

041there's something specifically you want to follow up with the board or the board office or if there's part comment you weren't able to give that you would like to email to us. Thank you. Next up on um our agenda tonight, we have uh time for our union partners. very jingly today. Take off. Hello. Um, my name is Angela Bona and I am the president of the Portland Association of Teachers. Um, I'm pulling up my comments, so thank you for your patience. Um, first I want to start with a kudos to every PPS worker and union member for working hard every single day and choosing to come back to our schools and to this district. I want to start these remarks um to acknowledge uh the reality of the time we are in. This time is

042difficult across the board, so bear with me if I get a little emotional. We are living in a time when our federal government is attacking our communities and our students. Thank you, Dr. Armstrong, for standing up and defending our students against the sexist attacks on trans students participating in sports within PBS. When the federal government chose to investigate PPS for allowing all students to participate in sports, Dr. Mr. Armstrong, you stated about this lawsuit. Quote, "While I am limited in what I can share at this time due to the sensitive nature of the matter and our duty to protect student privacy, I want to be clear. My commitment and our district's commitment to doing what's right for all students, especially those most vulnerable, remains unwavering. Thank you for standing up for our kids, our families,

043and our community. I want to make it clear that PAT stands with all marginalized communities and we will not stoping we will not stop fighting for our students. We will not stop raising our voices. We will not stop fighting to defend our democracy and we understand the threats from the federal government have real tangible impacts. We know that any loss of federal funding will deeply impact our schools at a time when we are already facing the pain of large class sizes and high needs and less staff. And when the stakes are this high, we have to all ask ourselves, what will we tell our children, our grandchildren, our chosen family when they asked what we did to fight against tyranny and fascism? What did we do for the oppressed, for the marginalized, for those who

044learn and live and love in all the ways that reflect our world? And we have to fight. As Langston Hughes once wrote, uh, to let America be America again, the land that never has been, yet and yet must be. The land where every man is free. I say it plain. America never was America to me. And yet, I swear this oath. America will be. This is a fight for our collective futures. I encourage all of us to continue to connect with our colleagues and our communities to rest when we need to, to continue to educate each other, to agitate, to elevate, and to organize. This is not a moment. This is a movement. So, we need to get out there. We need to make sure that we are standing firm, that we are fighting for

045our students, our communities, our schools, and the America that has never been and yet must be. Thank you. Thank you, President Bon. Uh, next up we have uh reports from our board committees and board members who have recently traveled to conferences. Director Sullivan, please start us off. Excuse me. I've got a um comment about the next audit committee's meeting which is scheduled for April 15th at 5:'. I'd like to share with the board a preview of the agenda items we have planned and more than the board may be interested too. So if you want to come and look, you can. Um PPS staff will be providing a status update related to the implementation of recommendations included in the student body funds audit. PPS will be providing the audit committee with an update related to the

046selection process for the district's external financial auditors and PPS staff will be providing a status updated related to the equity audit experience and needs of administrators of color. The committee will also be reviewing the annual budget request for the office of internal performance audit and we'll be reviewing progress on the audit committee's work plan and discuss planning for future audit topics and I will prov provide the board with a summary of the audit committee's meeting in the next regular board meeting after that audit committee. Thank you. pass. Uh yes. Hi, I want to report on a um travel I did for a policy institute in Washington DC hosted by the National School Boards Association. This particular um training was focused solely on policy uh in a two-day weekend conference over Saturday Sunday where they talked

047about um overall taking a look at our policy handbook and assuring that most of our policies are focused on student achievement um really to keep that front and center. Um they also recommended a couple of best practices in terms of um one of the things we discussed was universal dyslexia screening which I think is a great idea. Another is um finding a way in a policy uh a policy proposal that will help get substitute teachers into the classrooms that are harder to fill with subs. Um as a community, this is an important uh thing for us to focus on. Um we don't have a way to do that currently, but uh that's something that I'd like to bring attention to. And um yeah, and they they said also a recommendation reminder that during these difficult

048times, we really need to uh keep our diversity, equity, inclusion, and our focus on marginalized students and populations in our community front and center regardless. Thank you. And thank you everyone to who spoke tonight. Um thank you President Bonia for your powerful words. Uh just kind of remember those uh in these difficult times it's important to be uh to have gratitude for things that we do have. So I am very grateful that we live in a community that really cares about education. So thank you for all of you here. Um next up um we have a presentation uh from our uh ninth grade success. Sorry. Um, it's a presentation on advanced placement CT and nth grade success program. Uh, Superintendent Armstrong, could you go ahead take this away? Yeah, absolutely. We have some amazing things

049happening in our high school and I have Chief Howard and team here to share some of those updates and presentations with you. As you know, we continue to focus on um instruction and academic advancement. I'll turn it over to Chief Howard. Evening uh Superintendent Armstrong, Chair Wong, Vice Chair Depath, and members of the board. Um it is my pleasure to kick off tonight's presentation by introducing Dr. Flee Priest, who will provide an overview of the work we'll be sharing and introduce the team joining him this evening. Thank you, Chief Howard. Uh, good evening, Superintendent Armstrong, uh, Chair Juan, um, esteemed board directors, Philip Histich, as Chief Howard said, uh, I have the pleasure of serving as the senior director for high school academics, and I'm joined by, uh, two superstars, um, Yang Devolt, director of

050college and career readiness, and, uh, Chris Brida, uh, director of CTE and IB. We're pleased to be here tonight and share with you some exciting updates and insights regarding the work that we're doing and the strategies we believe are most important as we prepare students for postsecary readiness. Let's Okay, good. So, when we think and talk about post-secary readiness, we're talking about ensuring that our students will have access to high wage and high demand careers. We use state and national data such as the data that you can see here to identify the jobs and industries that will allow our students to thrive in their personal and professional lives. The job titles may change, the trends may change, but some things remain constant. And one of those things is that our young people will need post-secary

051education and training in order to have access to these careers. In PPS, 70% of our graduates enroll in two-year and four-year programs. More of our graduates are enrolling in four-year institutions than ever before. This is especially true for our historically underserved students, and we're pleased about that. Most of our graduates uh do tend attend um state schools uh about 60% of them and 40% of our students attend uh other schools including um H.B.CU's historically black colleges and universities like Howard and Clark Atlanta University. Tonight we would like to share with you about four key strategies that we think are essential uh as key levers in ensuring that our students are ready for post-secary success. Uh ninth grade on track CTE advanced coursework and career connected learning. And with that I'll hand it over to director.

052The nth grade on track metric is more predictive of a student's likelihood of graduating than race, ethnicity, poverty level, and prior test scores combined. So this is according to the University of Chicago consortium on school research study. This study showed that students who are on track at the end of their nth grade year are as much as four times more likely to graduate from high school than their offtrack peers. In PPS, our ontrack definition means students have earned a minimum of six credits, including all of their required core credits, by the end of nth grade. In 2024, we had the opportunity to expand the nth grade on track work to the eighth grade by incorporating some nth grade success team practices. The eighth grade eighth grade success teams are interdisciplinary teams that meet weekly to

053review both qualitative and quantitative student data, including attendance and grades. Teams use this data to strategize how to successfully transition students to high school. Eighth grade success team leads also connect with nth grade team leads two to three times a year to align their efforts. Leap into 9th grade is our eighth to 9th grade transition program. During the summer, students have the opportunity to attend a three-week high school readiness program in their high school. Students meet some of their teachers, other staff such as high their high school principal and peers from neighboring schools. Students get a head start in developing positive relationships in navigating and getting familiar with their high school building, which can significantly decrease the anxiety of starting high school. Because nth grade is such a critical year, PPS began investing in nth

054grade success teams in 2018-19. Each high school cohorts nth grade students into communities, meaning two to three teachers share about 90 or so students, allowing for the teachers to get to know the students better and align their supports for them. Each school has a 0.5 student success team lead to provide guidance and support to the teachers who each receive a release period to allow them to meet regularly. Teams use meeting protocols to student quantitative and qualitative qualitative data, implement supports, interventions, and instructional shifts as needed, and monitor the progress of students. Since the pandemic, high rates of chronic absenteeism have impacted learning. Students arrive to high school needing academic and social emotional support. There is an opportunity to develop and implement systemwide tier three supports connected to tier one and tier 2 that can address

055those gaps so that students can access grade level instruction. There is also an opportunity to elevate the nth grade on track goals so that they are just not monitored by the nth grade success teams, but it is a district-wide priority and is supported by the entire high school team. Career and technical education programs are experiencing transformational success and our students are reaping the benefits. Let me highlight our progress through the lens of our CTE by the numbers snapshot on the screen. Across 11 high schools, we now offer 79 distinct programs of study, each providing at least three credits within a single career cluster. This breath ensures students can find a path aligned to their passions and goals. CTE is thriving with enrollment soaring to nearly 11,000 students, up from just 8,800 students three years ago.

056This growth speaks directly to our students eagerness for meaningful career focused education. Our students are exploring pathways across all 16 nationally recognized career clusters from healthcare and engineering to digital arts and construction. The result is an inclusive, engaging educational experience that aligns with industry demands. Last year alone, our students earned over 700 industry recognized credentials. These credentials represent real world skills, giving students an edge whether they enter directly into careers or continue their education. Most notably, our CTE concentrators, students earning two or more credits in a pathway, have a graduation rate that exceeds 95% across PPS. This number is more than just a statistic. It reflects how impactful career connected learning keeps students motivated, engaged, and successful. These achievements have been fueled by key strategic moves we have made this year. We launched a groundbreaking

057student-led CTE advisory council, now thriving in its second year. Our students aren't just participants, they're leaders, actively shaping the programs that directly impact them. This year's student committees are specifically focused on enhancing career connected learning, refining our partnerships, and strengthening our marketing efforts. We've dramatically strengthened our community, industry, and post-secondary partnerships. Through these relationships, our students access authentic learning experiences, meaningful mentorship, internships, and real world insight. Partnerships aren't an add-on. They are the foundation of robust CTE programs that truly prepare for students for life after high school. This includes internal partnerships such as connecting with our grow your own program in PPS to prepare future educators in the district led by our amazing assistant director Carolina Kanan. We redesigned our approach to funding creating a model rooted in equity and aligned with clear measurable data.

058Every funding decision is intentionally made and strategically invested to ensure sustainable growth and equitable opportunities. This critical work, expertly led by our business operations analyst, Anne Sireers, ensures our resources maximize impact for all students. We submitted an ambitious NSF computer science for all grant application in collaboration with Stanford University, specifically renowned researchers Dr. Chris Greg and Dr. Dr. Emma Brunskill, a global leader in AI. Whether funded or not, we're committed to partnering with Stanford to build a groundbreaking AI tool designed to specifically level the playing field for firstear computer science students. Spec special recognition goes to our teacher on special assignment, Chris Bartlo, for driving this forward thinking initiative. Finally, this February, aligned with CTE month, we unveiled a district-wide branding and marketing initiative that significantly elevated awareness and excitement about our CTE programs. With

059powerful messaging and increased visibility, this campaign is transforming perceptions of CTE, driving enrollment, engagement, and community support, showcasing the extraordinary impact CTE education has on our students lives. As we look to the future of career and technical education, both within our district and against the backdrop of a nationally a rapidly evolving national conversation, there are several strategic opportunities we are focused on. These opportunities will shape our vision, amplify our impact, and clearly articulate the profound value of CTE. First, we are strategically reframing career and technical education. It's essential to move beyond the traditional perception of CTE as simply an elective. Instead, we are repositioning it as an essential educational experience that sits directly at the intersection of workforce development, economic mobility, and pathways to higher education. This reframing communicates a powerful message to students, families,

060and external partners. CTE is fundamental to lifelong career readiness, economic stability, and college preparedness. We have an imperative to ensure that historically underserved students achieve equitable outcomes in our programs through targeted interventions, personalized supports, and data informed strategies. We are actively working to close completion gaps. National and local data consistently demonstrate that students who earn three or more credits in a CTE program graduate at significantly higher rates and enter post-secary opportunities better prepared. This equitydriven approach is a cornerstone of our strategy. This year we piloted science, an innovative AIdriven aptitude platform at McDaniel and Benson High School. Science uses scientifically validated brain games to match students natural aptitudes to promising career paths. Our goal is to scale this platform districtwide, empowering students with personalized insights to guide their high school course selection and connect them

061to deeply aligned CTE pathways. Imagine a tool where every student begins high school with clarity about their strengths and interests. That's the power of data-driven career exploration. Our approach to partnerships is being strategically refined through rigorous research informed directly by my doctoral work on the impact and effectiveness of external partners in CTE. We're creating cross functional teams bringing together industry, education, and community of partners who align around clear shared objectives. These partners aren't just transactional, they are transformational. We recognize the importance of early and intentional exposure to career exploration and as such we will work to expand our middle school engagement. Early exposure helps students identify their talents and passions before reaching high school, improving retention and ensuring students enter our CTE programs with clear goals to remain responsive to both evolving industries and shifting

062student interests. We're proactively developing innovative new pathways. These include critical high wage, high demand fields identified by work systems, our region's workforce development board in fields like construction, advanced manufacturing and semiconductors and healthcare. Finally, embracing artificial intelligence within our CTE programs represents a massive opportunity to modernize and enhance CTE education. AI can improve instructional methods, personalized learning experience, and ensure our students are fully equipped for the technological demands of tomorrow's workforce. And now we will transition from CTE to our district's advanced coursework programs, advanced placement, the international balorate program, and dual credit. These programs offer rigorous academic opportunities, each with distinct strengths and formats. Advanced placement offers college level curriculum within the high school setting focused primarily on deepening student mastery of specific content areas. The international balorate program provides a holistic educational experience emphasizing

063global perspectives, critical thinking skills, and interdisciplinary learning. Dual credit is a college level course taught by high school teachers that are embedded in high school. AP offers flexibility with single course offerings as well as the opportunity for students to pursue the AP capstone diploma for a deeper research oriented experience. As part of the capstone diploma, students take AP seminar, AP research, and must earn threes or above on four AP exams. IB similarly offers single courses, but also includes the comprehensive IB diploma program, which integrates multiple subject areas into a cohesive educational experience. As part of the IB diploma, students complete six IB courses, a theory of knowledge class, complete a community service project, and a 4,000word independent research essay. Dual credit follows a similar pattern in that students can elect to take any dual credit

064course available. Students at Jefferson receive a middle college diploma by earning a minimum of 12 college credits and enrolling in a college course on the PCC campus. AP courses culminate in a standard national exam administered annually in Maine. IB assessment involves a blend of internally assessed components including oral exams, projects, and extended essays. And dual credit assessments are a combination of projects, essays, and exams. These programs play a critical role in our district's commitment to preparing students for success beyond high school, equipping them with essential skills for college and lifelong learning. AP is the primary college credit mechanism at six of our high schools, including Benson, Grant, Franklin, Idw Wells, McDaniel, and Roosevelt. Last year was our largest AP test to date with the most student test takers and most total exams we have had

065in the history of PPS with just under 5,000 total exams. On average across the system, students earned 3.2 two and nearly 70% of the exams scored a three or above, which is an important threshold for students earning college credit. This year, we have ordered just over 6,000 exams in what will be a big transition year for us as 28 AP exams will be digital this year. Our AP coordinator, Chris Kazulli, has been expertly running this significant undertaking behind the scenes. There are 600 more students enrolled in AP coursework this year than last year. This is also represented by an increase in the percentage of students enrolled in AP courses across all racial demographics. This is critical because exposure to advanced coursework for all students is a researchbased strategy for improving college readiness. We're currently focused

066on evaluating our existing AP courses, assessing alignment with College Board standards, gathering feedback from educators, students, and other stakeholders to ensure high quality equitable experiences that set all students up for success. This year, we introduced a new role to our advanced coursework landscape, the learning acceleration instructional specialist. This group is focused on increasing the enrollment and improving the outcomes for our historically underserved students. Their work played a significant role in the growth of both our AP and IB enrollment and test takers this year, and we will continue to leverage their knowledge of their building and students to support AP students across our district. We are also working to expand pre-AP courses to strengthen foundational skills and ensure more students have access to rigorous coursework earlier in their academic journeys. At McDaniel, for example, all nth

067grade students take a pre-AP English course, followed by all students taking AP Seminar as their 10th grade English course. We are exploring additional AP for all opportunities, aiming to remove barriers to entry by providing more inclusive access and targeted supports. And a final area for our team is decreasing the gap between the students enrolled in AP coursework and the number of students testing in those subjects. Last year see that 2,894 students test tested, but there were approximately 900 students who did not test. Research shows that even AP exam scores of one or two predict better college outcomes than academically similar college students who did not take an AP course in exam. Next, we look at our IB program, the primary driver of college credits at two of our high schools, Cleveland and Lincoln. Between the

068two schools, 670 students tested in the IB last year and took just over 1,700 total exams with the average scores above five on a scale of seven for 20 out of the 28 tested subjects. Like a three on AP, a five and above is the most common threshold for earning college credit. Both schools offer an IB for all model with students at Cleveland taking IB biology and IB history of the Americas in 11th grade as well as IB English 11th and 12th grade. Lincoln similarly offers IB English for all students in 11th and 12th grade and students have a choice of an IB history course in the 11th grade. Lincoln was also author authorized this year as an IB middle years program, meaning their work now expands to the ninth and tth grade where students

069will learn within the IB framework in preparation for diploma courses in 11th and 12th grade. The middleear's program presents an exciting opportunity to prepare all students for IB coursework in the 11th and 12th grade. The IB further offers the career related program, a certificate track for CTE students within the IB framework. While neither of our schools currently offer this opportunity, both have the existing structure in place to pursue it should they choose to. Mentioned um as Chris mentioned, uh dual credit means that the high school teacher is teaching a college course embedded in the high school class. Dual credit is offered at all of our high schools, including our indistrict alternative schools, Alliance and MLC. Dual credit means students earn the high school credit and they have the opportunity to register through the college as

070a college student and earn the college credits. Our college partners include PCC, PSU, OIT, Mount Hood Community College, and Clackamus Community College. One of the ways that we've been able to significantly increase dual credit courses is by working with PCC to offer IRS or instructor of record agreements. This allows our high school teachers to be able to articulate the dual credit course when they don't meet the standard qualifications for teaching the college course. Again, high schools are offering college level coursework as core classes to decrease the barriers. So, at Jefferson, Grant, McDaniel, Rosal, and IWwells, all 11th grade or 12th grade students are taking dual credit course uh to meet their English requirement. Last school year, we had 96 dual credit teachers and students earned more than 17,000 college credits. That's worth more than $3

071million in college tuition. This school year, we have about 5,000 students enrolled in a dual credit course with approximately 2,000 students enrolled in a writing dual credit course. With 98 credit dual credit teachers, we are on track to exceed last year's credits earned and college tuition saved. In terms of opportunities, we will continue to work with our college partners to align our high school classes to that college course so that we can better prepare our students for college success. We'll also continue to work on increasing the number of students who earn transferable college credits, meaning these credits will be accepted at most colleges and meet the undergrad degree requirements. Major focus both the CTE and college and career readiness team is on career connected learning experience. These experiences ex on a spectrum from awareness to

072exploration to career preparation and training. Awareness is learning about work through guest speakers or career days. Exploration is learning for work through career fairs, job shadows, and field trips. Preparation is learning through work with students completing school-based enterprises or workplace simulations. Finally, training is learning at work, which is done through internships and pre and youth apprenticeship opportunities. Last year, 8,799 students completed career connected learning activities skewed mostly towards awareness. This presents a big opportunity for our work as the ideal state of the career connected learning spectrum is that students are participating in awareness activities in grades K through five, exploration in grades six through eight, and preparation and training during grades 9 through 12. Research shows that early exposure to career pathways starting from elementary school helps students connect their interests with future careers, builds

073awareness of diverse options, and fosters confidence and enthusiasm for their future. On the right, you can also see that student participation in uh post-secary and college events. 4,347 students participated in these events last year with many working on college planning and guidance and taking visits of four-year institutions. In our ongoing effort to expand student access and equity, we're developing a new college and career landing page called the bridge. Largely led by our college and career readiness program manager, Raquel Lis. Historically, our platform is primarily used for data tracking and partnership management. However, in collaboration with our partners, we're creating a dynamic studentf facing dashboard designed to clearly showcase all available college and career opportunities. This platform aims to significantly enhance student access by centralizing resources, increasing transparency, and empowering students to easily discover and engage

074with opportunities aligned to their individual goals. As you can see, our commitment to career connected learning and robust post-secary opportunities is deeply woven into our work. from hands-on experiences like the computer science and engineering day at Oregon State to large-scale gatherings such as the Northwest Youth Careers Expo that can that connected nearly 2,000 PPS students directly with industry leaders. These events embody our dedication to empowering every student with meaningful pathways to success. Our strategic partnerships, including the exciting collaboration with building blocks to success around semiconductor workforce development, continue to open doors to innovative careers and valuable skill sets. We warmly invite you to celebrate our students creativity and vision at the upcoming best of PPS film festival in May at the Hollywood Theater. A fitting showcase of the talent and ambition cultivated through our programs.

075Thank you for your continued support as we expand these essential opportunities, ensuring every student graduates prepared, confident, and ready to thrive in college, career, and beyond. Questions? Um, yes, I had a question. Um, you talked about changing the perception of CTE and sorry, getting more people involved and I remember um we approved a contract with roads branding. Is that part of what has Yes. you've been using to get more interest? Yep. So, our sort of fundamental belief is that CTE sits in this unique unique place in the education system between workforce development, economic mobility, and pathways to higher education, which moves it out of the sort of more traditional space as on the side of a student's core academic experience. And so that shift for us is one that will attract partners from industry, will

076attract community organizations, and will attract higher ed to sort of support the work in helping students have access to high wage, high command, high demand careers. Um, and our contract with roads was sort of putting the foundational pieces in place to begin to share that message. Is that going to continue or do you think you got all you need so far? There's a so so a lot of the material came out in February, but there is more material than we can possibly get through this entire year. So you'll see continued sort of posts on PPS social media channels over the course of this year and next year. Okay. Thanks. Sure. Um not a question but a comment and a thank you for all the work that you're doing. um and especially appreciated the research at

077the front of the presentation that talked about the labor the demand for labor and that's kind of an area that I delve into in my day job and um really appreciate the um showing what the demand for some of these high wage industries are and and also the connection to what a livable wage is is really important particularly for Portland uh because our we live in a really high cost of living area. So um that your your numbers were spot on. Thank you. Yeah, thank you for noticing that. I hope you also picked up on the fact that it takes a team. Uh we're representing a much much larger team. It takes intentionality. Uh we try to reveal some of the thinking that goes behind some of the work and the mental shifts that we

078all need to make. So, thank you for noticing that. Thank you so much. It was really great to hear this presentation today. I had two specific questions and one comment from last time, which is just a reminder that one of the reasons that we're able to have some of these robust programs related to career technical education and helping students get ready for uh be on a track to graduation is measure 98. Dedicated funding has made a difference. Um we heard that last time and I want to make sure we keep talking about that. Um I think it's really important that we anytime we can talk about the importance of resources, I want to be here to to lift that up. Um my two questions have to do with just kind of two somewhat random things

079I guess. One of the questions I had um in reviewing the sides in advance I noticed that you had um like a metric for um like 69% of students were achieving AP scores of three plus and I was just curious how that compares. Is that pretty good? Is that not? I'm just curious how that kind of fits into other as a as a district. We're well above the national average. Great. Thank you. Proud of that. And you should be too. Um and then my other question, totally unrelated, is I'm curious about connections to apprenticeship programs. Um do we have any numbers or information about how many of our students are participating in CTE and then after school going into licensed apprenticeship programs? We can get you access to that data. Yes. Cool. I'm just curious.

080Thank you so much. I know we have a a need for a lot of folks in the trades and in energy and we've got two energy professionals up here um where we've got a lot of work to do to get electricians and other trades um you know and we need we need new new workers to do a lot of good work. Thank you. Director Holl. Okay. I had another question um about IB for all you mentioned. Yep. And is IB only in 11th and 12th grade? So the the way that IB works is a little bit different than AP and that students can actually only test in 11th and 12th grade. So as part of the diploma program, their their tested subjects can only happen in 11th and 12th grade. So 9th and tth graders

081can access the middle years program which is a so IB has a framework for grades K through 12. PI the PYP the primary years program for K through five. The middle years program is grades six through 10. And then the diploma program is grades 11 and 12. But when we talk about testing an IB, that only happens in 11th and 12th grade. Okay? So they could take them younger, not getting credit, but that level of of a study. The actual exams they can only take in 11th and 12th grade. And some some exams they can only take in 12th grade because there is a number of hours for a IB course that you have to sit for. And so for courses that are considered HL, which is higher level, those uh courses would run over

082a two-year span, meaning students would test in their 12th grade year. So when you say for all, somebody could take it who didn't want to do the testing. That's right. So the the IB for all model that exists at both Lincoln and Cleveland is that all students are taking IB English. There's no there aren't other English options. Similarly, all students are taking an IB history course. Um and at Cleveland, they're also taking IB biology. all students to guide biology. Great. Turkey Holland. All right. I want to thank you guys for the presentation. I do have some questions. I'm going take it back on to what Director Sullivan said. Um, do we offer AB, IB, and dual credits in all of our high schools? So, like all the high school get IB courses? Do all the

083high school get AB courses? Do all the high school get dual credit courses? All the high schools get at least one of those. So, uh, we only have two high schools that offer the IB program. The rest of the high schools offer some combination of AP or dual credit andor dual credit. Why is that? Um it's how it's typically done in most um director um Bride can speak about what it takes for a school to become IB certified. Uh AP is a um it's a more flexible program in the sense that schools can choose what AP courses to offer, how many of those courses to offer. it doesn't require an entire school uh commitment and configuration that aligns with IB program the way that IB does. Um similarly, dual credit is a more flexible approach

084to providing students with college level coursework. Um so just so I'm just so is there I'm just asking a question. So if I'm at a school that don't have IB, do I have access to take that? Do I can I go to another school and take that or am I just just No. Is that the same thing with AP too? AP is a little bit more flexible in that IB requires essentially a student is enrolled in an IB class in order to take the exam because there are uh interim assessments that happen over the course of that class. So for example, there may be an oral exam that students have to participate in with their IB teacher. So that sort of eliminates the opportunity for students to move seamlessly through that system because AP only

085relies effectively on the At the end of the year, it is open to students in dual credits opportunities to take AP tests should they want to. Is that a goal of ours to get for all of our kids to have access to IB at some point? Right. No. So, just as we have Benson that has a specialized CTE programming, right? when we think of our comprehensive high schools, it's thinking about what special features and unique offerings do each of our comprehensive schools offer. And so, um, IB programming would be one of those programs that in many spaces they would consider to be like a magnet program or like a special interest. And so, that um, IB program takes not only a commitment, but it also takes a financial investment. And so um we have two

086high schools that offer IB program. So if we have I'm as just a wild guess if we have more money could we could we offer IB at other schools or because when you when you compare like Benson with technical pieces yet there are specific technical things that happen at Benson that necessary space-wise we don't have at all schools as well right well is IB that same type of have a space it well not just about space but I think as um the team was talking there's a um not only a financial investment but also the interest not only from students but then also for the uh teachers in the programming. We're very proud of our EB programs. Um and those programs are at IDB Wells in Lincoln. Okay. Cleveland. Cleveland. Yes. Okay. All right. I'll

087move on from that. Um go to move over to our CTE stuff. um are are our students earning industry recognized certifications uh upon completing their CTE coursework? So there's been a shift at the state level. It used to be that at the end of a a pathway uh students completing three years of a program of study, there was a technical skills assessment and the state has moved away from that model and is sort of uh set a goal for programs across the state to have students leave with a credential. And so last year we had about 700 students earn industry recognized credentials. They're not all necessarily students who are at the culminating year of their experience. Um but there are students who earn credentials in things like health science uh wilderness rescue as a is

088sort of a good example of uh a number of students earned a wilderness rescue uh certification as part of their health science programs. Awesome. And then last two questions and this is going to go to speak to the postsecondary readiness piece. Um given that the oath data we received, what insights can we draw about how well we're preparing our students for post-secary success, whether in college, career, or other pathways. Um, so as a part of um what we offer to all students um through OD, there's a requirement for all 10th graders to participate in the PACT. And so there's a college and career readiness benchmark in those test scores that we take a look at. Um, we as a district provide uh the SAT for all juniors so that they have access to a college

089exam free of charge during the school day and we also take a look at that data um and their college and career readiness benchmarks um to get a sense of where are students at and that is also one of the indicators for post-secary readiness um when we're talking about um how we measure students if they're ready or not. Okay. So on that same line, how do we measure how what metrics and or data points are we using to evaluate how well those students are prepared for post-secary success and how are those measures giving us and and are those measurements giving us a complete picture? So how are we making sure like when my kids go to college, how are we making sure that they're ready from our standpoint? We do take a look at our

090um national student clearing house data um to see how many students are enrolling at a four-year or two-year and then their persistence. So we take a look at are they returning in the fall of the next year um and then we get data on who's actually graduating um with a degree. Oh, I would love to get some of that information. That would be great. Thank you. I'll be brief one. I just want to Thank you so much. I want to start by saying thank you. Um because we've been asking for a long time to make sure that we're getting information on what we're doing to get our kids from where they are to where we want them to be at. And then to see that data coming back to us now. Um gives us a

091measuring tool that we can now look at and say, "Okay, now how are we doing three months from now? How are we doing six months from now?" So I I just want to take my hat off and say thank you for providing that. Um I'd like to go back. I had a couple things that I wrote down while the presentation was going. Um, one of which is timing. How long have we been from a measurement perspective? How long have we been doing like the eighth grade um, success teams and the leap into ninth grade? When did it start? Leap into ninth grade has been around for I want to say 14 15 years. I was hoping you didn't say that, but go ahead. Um, I think our challenge has always been around funding. So, we're

092only at four schools this summer. And um that's the way it started about 14 years ago. I was like, we're at four schools. And I think the goal was always to expand. And at one point after the pandemic, we were able to be at every high school, but those funds are gone now. And so, again, we're back to um at four schools. Okay. And then eighth grade teams. Um we started implementation last school year. Last school year. Okay. So, I won't even talk to you. because we we have nothing to go off of. And the reason I the reason I was trying to bring this up is because I'm trying to understand um as we're looking at this by the if we wait till the end of the the first semester of ninth grade, we've

093actually waited too long because they're already behind. The kids are already failing if they've missed if they've missed their credits. So now they're playing catchup. So, I'm trying to figure out what are we putting in place to find to address the situations before the end of the first semester of nth grade. What are we doing with the eighth grader that we know is already missing school, is already struggling in reading, is already struggling in math. Especially seeing that we have data that says our kids almost can't read. I mean, I've been told, "Stop saying our kids are illiterate." But until you show me some data that shows that our kids are reading and that they're doing math and that they're doing it effectively across the board, I'm I'm just struggling with the data. So, I

094won't say that they're illiterate. I'm going to say that the data is not prominent. Um, and so if we already know that and this has been going on for a substantial amount of time, what are we intentionally doing to get in front of this and turn the needle back? So that's why I was asking about the leap into ninth grade. How are we making sure that the the teachers that are going to be getting these kids that are already on should be on every radar that we have that they're missing school that they're failing classes that they're not doing this. You're going to be getting this student. How are we preparing them so that they can deal with this and they've already got a lot to deal with already? And it's like here, take more

095problems. No more money, more problems. And so let's do this together. So, I'm thinking about I'm thinking about that and I'm trying to figure out what our plan is. My next thought is you you mentioned the data around um the people that um all the advanced um people that are taking the advanced classes. I think it was like 3,000 which is great. I I love that. I I think that's absolutely amazing. I'd like to get a um a diversity breakdown to see who those actual kids are. So, like what demographic is that? Like I I love the fact that we have more people doing it and I I want us to get to the place where if we got 45,000 kids and 30,000 of them should be doing it, then I want our number to

096be 29999. You know what I mean? It's like get as close to it as possible. But I'd love to see the breakdown on who's benefiting from this and then what can we intentionally do to increase these numbers for those that could benefit from this with the level of intentionality. Nothing that we do is going to happen by chance. It's only going to be because we forced it to happen. It's only going to be because we were very intentional about happening. It's not going to be comfort. So I'm not looking for comfort. I'm not looking for us to be like, "Oh man, this is easy." I'm looking for us to be crying at night. This is brutal. Like, this is this is taking everything in me, but I have to keep going. This is I that's

097what I'm looking for. I want to expand the rubber band as much as I can without breaking it because that's where we have to be at if we're going to see change. And we have to keep these numbers in front of us. And so, again, thank you for giving me the numbers. Um, I want you to get back to me on the diversity and I want to get back to me on what we're intentionally doing around creating u minimizing the gap before they get to nth grade because that's going to make a a huge difference moving forward. So again, thank you. I also just wanted to add yeah really quickly that uh May our middle school program will be up for presentation on um some of that work too. So there there'll be some bridging

098but we we'll also follow up but middle school will be next month too. close things out. Um, and I'm gonna close things out with just like a perspective of when uh my kids were in high school when I first got on the board the second time. Um, because it's absolutely incredible the transformation that's happened in our high schools. Um, and I want to thank presenters, but all the educators in all of our schools who have built out programs who had the courage to say all of our kids, for example, are ready for um IB for all and we we can do it and we're going to support them. Um, so on the like dual credit, I think um we've made so much dual credit AP college prep classes in IB. Um, also I just reflected

099was reflecting on um the transformation that's happened since my first two kids graduated, which was right after that ballot measure 98 passed um that director Split referenced. And you know, frankly, Benson, if you wanted CTE, you went to Benson. Um there was kind of some random classes at most of the other high schools. Um but definitely not um career strands, definitely not um strands. I mean, they may have been like there was a teacher who had an interest who offered it and then um there also really it wasn't equitable um offerings across the high schools and it we have a transformed landscape in our high schools now and I think our students are really benefiting from that. We know that students are engaged in things that interest them um which I think is what CTE

100seeks to do and then helps them into their next step. Um that there are I mean, I'm so jealous of high school students of what they get are exposed to. It's like, I want to go out to high school, sort of. Not really, though. Um, so I just want to thank the whole system that built that built that out and are giving our students like reasons to be excited to go to school. Um, I know I had one child who like like there wasn't a lot of joy because the academic classes didn't like that wasn't what gave them the spark, but I know CTE would have if they had had it. Um, I have uh and I guess the other thing that thing that we often don't see is that students head off to college

101with college credit saving them money. Um they also even if they don't um as you know to pass the exams or take the exams um when they they go choose the college route they're really ready for for college um which are just also really important um outcomes for our students. the uh I guess one thing that and I know I asked for this and I received it but I think it would be good for the rest of the board is this getting the disagregated data um because I know we still have work to do. I'm sure we've made progress but the last time we got it disagregated there was clearly work work to be done still um and also getting it disagregated by school. Um, I think another thing is like where where from the

102district centrally can we provide more what schools need more supports and and also what's working well? What schools are activating all those student bodies? And just the other thing is I'd love to get um just a follow up on are we doing something like dual credit for all at MLC or Alliance. Um so that just in making sure that across the spectrum our students no matter where they are or where they end up that they have that. So if I could I don't need that now but love to have follow on that especially MLC. Um I also just recently saw some attendance data that was pretty shocking for some of the schools. So I'm wondering what's being what's being done. I mean I know you're trying to make everything more interesting so they'll come to

103school, but is there something being done specifically to work on attendance. Yes. So, um, one of our main priorities next year out of, uh, four at the high school level is going to be around attendance. And we have workg groups right now creating um, plans, um, that we're going to implement. Um, we're implementing things now, too, but we have a we we are recognizing that as a district priority. Dr. Armstrong can speak to that, too. Um, but that's one of the areas that's going to be uplifted as well as ninth grade on track. just to note that we have um teams in in school as we've had for um several years working specifically on attendance and that work will continue. Obviously, there are as we hear unique situations and circumstances in different communities. Um, but

104we're continuing to not only be able to uh support what's happening at the site, but then also to make sure that we're have the resources and the support from the central office as well. Thank you. Thank you all. This um great presentation, great information. We'll be chewing on this for quite a bit. So, thank you. All [Applause] right. Next on the agenda is an overview of the integrated grant guidance application uh which us as a board will be voting on in our April 22nd meeting. Uh so not today. Um Dr. Armstrong again would you like to introduce us? Yeah absolutely. Okay. So, the integrated grant application, the IGA as we refer to it, um is for school districts in organ Oregon and it's a streamlined funding process designed to simplify how districts apply for and

105manage multiple education related grants. So, this application consolidates several state and federal funding sources into a single application, reducing administrative burden and ensuring a more cohesive approach. So Oregon requires school boards to review and then approve the application. So before you you have Chief Buuno, Chief Morrison, and Dr. Jefferson who will be reporting out tonight. Thank you for being here. All right. So, good evening, Chair Wong, Vice Chair Pass, uh, directors, and Superintendent Armstrong. We're pleased to, uh, conduct and provide an initial presentation of our application for the OD, uh, integrated grants this evening. And so, uh, we will provide a brief over of the grants and also the requirements included in the package. We'll also highlight the various required elements that are included in your board materials for this evening. Uh you've received this

106presentation and a detailed memo and so we'll provide an overview of this um along with the application. Um so we'll provide an overview of the guidance uh along with uh what the guidance and the grants address and the investments. So so let's take a look at the uh nine programs included in the integrated grants framework. Uh six of these programs are part of the previous bianium and they're the high school success grant. Um and so and we just had a a significant conversation about many of the things incorporated in that including major 98 uh also student investment account uh the continuous improvement plan career and technical education uh everyday matters and uh the early indicator and intervention systems and then for this bianium three additional programs have been incorporated into OD's integrated grant guidance and

107that includes career and connected learning early literacy success district grants and our federal school improvement supports that that's our CSI and TSI supports. Um these aren't new programs, but um they're new in the integrated grant framework and process and in this application. So this integrated guidance framework provides requirements for both grant programs that are funded and unfunded. And together these grant programs represents approximately 125 million over the next two years burn based on the current rates. And these these programs share common goals and design elements and are aligned very closely with PPS's strategic priorities and our existing investments. These investment programs were shaped through our strategic planning process and include robust community engagements in needs assessments throughout. So throughout this process in developing the integrated application we followed OD's required planning processes and those are

108outlined here. The main pillars of the process include centering equity, engaging in a tribal consultation, conducting a needs assessment, defining outcomes and strategies, and engaging the community. And this resulted in a two-year budget narrative application that's included um in in your materials and that and a budget specific that is uh the heart of the application. This slide you've seen before. It looks familiar. Uh the integrated grants as you can see here is of our overall special revenue fund. And in this illustration, it's it's not exhaustive represent representation of our district's revenue sources, but it's comprised of a component of it. And this slide may also look familiar to you um from the budget process, and it represents our current $2.39 billion budget. It's divided into five funds. And as this has been presented before, I'm

109not going to go into each fund, but I want to highlight again that the integrated grants funding is part of our special revenue funds and the special revenue fund supplements our operating fund from local, state and federal sources. So in 2526 61.7 million of the 224.3 million comes from the state and federal grants included specifically in this application. So in this slide you see the breakdown of the allocations by grants. uh combined grant funding was reduced by half a percent from the 20 from this school year um in grant so because grant funding is tied to ammw so declining enrollment reduces the grant allocation for 2526 so on March 26 o sent us a revised 25 to 27 preliminary allocation and the high school success allocation was reduced by 5.6% % and that changes the

110changes are reflected in this table and and as the Oregon as the legislature moves through their process we anticipate further fluctuations in this allocation. Um addition to that the our integrated budget uh allocates SIA dollars uh pass through to our charter and our CBOS and this plan allocates $2.2 2 million to charter and CBOS for the 2526 school year. So the in the PPS integrated plan outlined in the integrated guidance application prioritize investments based on identified needs centered on enhancing inclusive and joyful learning experiences that ensure all students, especially focal student groups, have access to the resources and supports they need to demonstrate excellence. These priorities align with our needs assessment and community feedback, emphasizing early literacy and achievement, strengthening our PK reading and writing instruction through high quality standards online materials, targeted interventions and

111professional learning for educators to support literacy development. K12 K12 academic success, expanding access to high quality instructional materials and strategies, meaningful professional learning for educators, and targeted intervention supports to accelerate learning for students struggling with grade level content, attendance and engagement, increasing attendance rates by fostering a sense of belonging and improving school climate, graduation, and post-secondary readiness, strengthening instruction, equitable grading practices, career related instruction, programming, and an emphasis on world hands-on learning and providing credit recovery options. Safe and supportive schools expanding access to behavioral, mental health, wellness supports while implementing policies and practices to ensure a school environment free from discrimination, harassment, bullying, and retaliation. C. A culture of racial equity and care, cultivating racial equity and care through meaningful engagement with students, families, and community leaders, and implementing culture responsive strategies across schools and

112departments. This plan is critical component of our board's broader strategic efforts while aligning with the BPS goals. We t we track and report on key indicators quarterly for review and annually for board and community for the board and community. Additionally, we provide periodic updates and specific to these investments as required by OD's integrated cars guidance. So there are several required elements for this application. The heart of this application is represented in the narrative of the 2527 integrate plan and budget. Um and and they're all linked here for you to review between now and when we take a look at this again at the next meeting. Um these um these include outcomes, strategies, investments and comprehensive description of the planning processes and all of the priorities and the additional attachments are provided supplemental and more detailed

113information supporting the narrative and budget process involved. Please know we have been engaging in an ongoing tribal consultation with the tribe of the selects to ensure Native Voices is vetted in the integrated grant application process and we are scheduled to final review of the completed application with them on the 16th and that'll be prior to action on the 22nd. Additionally, um our four district sponsored charters and the two states sponsored charters in our geographic boundaries are represented in our district's integrated application. Um we provide broad fiscal monitoring oversight to each charter, but each charter school maintains its own integral integrated plan and budget where applicable. Um, we actively engage with all charter leaders, districts sponsored or state sponsored to administer SIA funds, including coordinating budgets, aligning strategies, and reporting. As I mentioned, each charter maintains

114its own integrated plan and budget. These plans and details um are included in each one of these links. The the district charter program agreements are formal contractual agreement between the district and each one of the charters and those are also linked. And then this represent and this is a representation of the same information for the state sponsored charter schools. Okay. And so this application is just one part of the integrated guidance which requires significant time in that planning and conference reporting. So, we'd like to recognize all the PPS staff, which is spearheaded by Dr. Jefferson and the budget team, uh, who have been involved in the putting this all together and and all the community members and staff whose input has directed and and supported this over the past several months throughout the budget process,

115advisory forums, and the student groups and their collective contributions who have informed the needs, assessment, and guided development of this application. So, questions. Thank you for the presentation. Um, just to clarify the SIA, um, that's the account that came out of the student success ask from 2019. Um, which is new money. It's not insignificant. 45 and 45 one year and then 47 the next year. Um, and I'm wondering um when the grant application was put together um how closely did you align it with um the board goals on efficiency? Yeah. No, I appreciate that question. Um some of the investments that we have specifically designated with NENDAP for example are aligned through interventionist for example. So one of the priorities of the board is addressing third grade reading proficiency for you know reading proficiency and

116one of the things that we support specifically with our SIA funds for example is our interventionists. In addition to that um we also support other thing uh activities that support mental health. Um so we also support social workers and so that supports students being in class ready to learn and those are some examples of ways in which these monies are supporting investment staff that prepare students to be in school. And a follow up from then. So unfortunately following the passage of um the student success act which was a major investment in our public schools of course we had the pandemic um and two years almost um out of out of um in-person learning. Um but we haven't seen a significant um improvement or change or acceleration in student achievement. especially with the students that we

117were most interested in changing the trajectory. So, I'm wondering um when you're putting together the grant um have you changed anything over the last two years we we're still seeing um either well either regressions or um but very small incremental not to the amount that we need. to get our kids to the level of proficiency want we want. So, I'm curious whether there's been any sort of change in strategy or we need to double down on something else. Um, or we just continuing to do the same thing. No, no, I appreciate that question. So, we we do track the progress of each one of our investments specifically within and each one of the grants have different requirements or ways in which progress is tracked and so provide a general answer to that. Um so so

118we do track progress specifically and I'll give an example of SIA quarterly with how each in investment is producing results and then like for example we'll talk about the number of students that are progressing towards their goals as a result of receiving reading intervention and based upon that we will make adjustments in what we are doing for the intervention. and or how we're going about delivering service. And we actually have been seeing positive results as a result of track doing that track and in in in making that adjustment as a result of using that as intervention or using that intervention or providing that service. I'm sorry. And and what's the measurement tool we're using to that is showing us that there's improvements So we um to track student progress. Uh oh. So so we improvements

119that you say are being made because of the investment. So so we have a uh and it varies depending upon which in investment it is but I'm going in I'm specifically answering your question with an example. So it within that we have we we put an intervention plan in place for each student. We set a goal for them. We have We have a system where we track each individual student's goal progress. We track whether or not they're making progress. We have a reading assessment that we use for each student to determine if they're making progress on that. Keep track of whether or not how many students are making progress in that. So using that example, say you would be looking at the cohort of students that are receiving tutoring or whatever the intervention is that

120showing the progress and enough progress that we should stay the course. Yeah. As long as we're seeing students continuing to make progress towards the the goals and and which is towards grade level standard then we continue to provide the service and when we aren't seeing that progress we adjust what we're doing with the students. Yeah. Um, there's a lot of stuff to look at here. Yeah. And am I to assume that you've looked at all of these and thought they were worthy of Well, I guess we're getting money from them for them, right? Or are we giving money to them, which is So, this is the application for us to receive each one of these grants from the state andor the federal government through the state. Okay. And some of them won't even come up

121so you can read them. So it's I mean it's so tiny there's no way or it just doesn't ever come up. So it's a little hard to um know what we're actually voting on. But I guess you have looked at them and said these are it's good to have these. They're working. Correct. Well, first of all in tonight we're not doing a vote. I'm just presenting the information to you to then look at so that we can take a look at it I think on the 22nd um for a second I guess read I don't know for a second look uh for an actual vote then um we will look at the links in the board book and make sure that you can get into each one of them and and and yes through our

122feedback community feedback session, through our student feedback session, through our staff feedback sessions, we have gathered input and and looked and gathered data in each one of these things and and feel as if these are the things that we need to continue to move forward with. Yes. Okay, great. May I say a quick note also to your point about the um some of the attachments were you couldn't if they did open they were so difficult to read and I don't even know I tried to print one off. I don't know if it can be any larger at all. Um I mean the type is like six or something. It's you can barely read it. Sure. So yeah. Thank you. I'm just thinking for for me maybe for others it might be helpful to have it

123printed so we have you know all the information accessible. Thank you. It's a lot of trees though. I know some it's a lot of trees. I think I may know the one what you're talking about. She kills a lot of trees. But yeah, it's probably the spreadsheet that identifies like the specific item that is um Yes. like what it is, which grant it's funded out of, and how many like FTE it is. Yes, it looks like an Excel. Yes. Spreadsheet. Okay, sure. We can get that fixed. Director, I'm gonna just keep cutting you off if that works for you. Um, I just have a really quick question. Um, I've noticed that, um, I think it's this effort that I've seen kind of touted as a streamlining effort that's supposed to make it easier for districts

124to apply for state funding. Um, by the face you're making, I'm wondering if I'm asking this question if I'm setting you up for something that you may not want to say. But, um, I'm just curious if you feel like it is easier under this system or if um, we should be continuing to advocate for it to be easier for districts to apply for and on all the funding we get from the state. And if you want to decline to answer, it's totally fair. Thanks. Director Holland, I just have one quick question. I want to pick it back on to uh director B Edwards. when we talking about based on our board goals and you said you look at um those that are improving to say where you want to continue to put money at. What

125areas based on our board goals are those? I think many of our investments in the SIA and our high school beyond plan are specifically tied to or guided by board goals. Um, I guess that's what I'm looking at. Uh, I don't know which one it is to be integrated grant program budget. And so I'm looking at uh like instructional coaches versus um interventionist like how do those equate to what's working in association with goals. So, okay, that's a I appreciate the question. That's a very complex that's very complex and we have to get back to it. Well, I would say that those are investments that we are using or we believe are important and strategically in place to address student learning needs that are tied specifically to each one of our board goals. And and

126I can give way I can give you more information to better respond to that. But each one of those specific activities contribute towards student learning which then address each one of our work. Yeah. Great. Thank you. All right. Um thank you so much for your presentation and um yeah, I know it's a lot of work. Um we'll see you again on the 22nd. We do because this is a um because um we uh um uh we're supposed to have to have um have public comment. So Miss Paul, is there public comment on this the integrated integrated current guidance? There is not. Great. I had to ask. Thank you so much. Clap when they come up. All right. Next up, we have the recommendation for distribution for staff from the parent advisory committee. Um, last May,

127the board revised the policy on parent fundraising with the ad adoption of board policy 7.10.020-P, districtwide advocacy and fundraising. Uh the revised policy requires that effective July 1st, 2024. Donations for SAP positions may be collected only by the designated state uh district foundation. A single combined fund account which is managed by the fund for PPS. A formula for the distribution of any funding to individual schools shall be developed in advance of the school year by the parent advisory committee uh shared with the school administrators for feedback and a recommendation made to the board of education for its approval. U Dr. Armstrong hand off to you. Absolutely. Thank you, chair. Since the board appointed members to this advisory committee earlier this year, they've been working on a proposal for your consideration at the May 6 board

128meeting. So, I'd like to invite uh the team to begin the presentation. Thank you for being here. Thank you. Rosanna is going to share the slide having some technical difficulty. Um, we we'll just all introduce ourselves first. Um, my name is Robin Ferrron, director of strategic partnerships and I staffed this committee. I am Katrina Huff and I am a Benzentech alumni and I am a Benzentech parent and I'm a Portland native. Um, I'm Anukica Hoden and I'm a student representing Roseville. My name is Daniel Lavine and I have son going to Bridal Mile Elementary in kindergarten. So, we had 11 members on the committee and this is just a few of them. We also Suzanne Clark over there, Roosevelt. Um, and Trina Huff is our uh chair, so she's going to do the presentation today.

129Um so as she was saying, our committee um was made up of 11 folks um different people from different clusters and we had two student reps which I loved having part of the group. Um, what I will say is we had a very short time to kind of figure out um what PPS is doing and how best to kind of distribute the funds. Um, so I'm kind of want to say upfront I wish we had a little bit more time as this first kind of cohort. Um, but we were able to, you know, put together our recommendations based on what we had and I'm very proud of the committee for being able to come to a decision. Um the purpose of our committee is to provide a recommendation to the board of education for the

130distribution of fundraisers for staff positions to fulfill uh to fulfill the commitment of the district-wide advocacy and fundraising policy. Um the pack charter uh as a newly chartered committee that reports to the board. All meetings were publicly held um sorry all meetings were publicly noticed and live streamed. Six meetings were held from February 12th to March 26. Um and so our meeting materials and uh recordings can be found online on the PPS website. Next slide. Yes. Um so we spent a lot of time trying to just come up with a criteria um for our decision making. Um we wanted to have um a collective impact that was districtwide. Um sorry. Um we wanted to make sure that we had a formula that was equal to the method meaning um it was a a purposeful sorry

131I do finance and I don't do speaking and so I work with numbers all day because they're safe. Um, so we just want to make sure that we were um hitting certain criteria, racial, equity, inclusionable. Um, what we were doing was measurable. That was very important. We wanted to make sure that we could inspire future donations. Um, because this is all um raised funds, we wanted to make sure that we could continue doing that. We wanted to make sure that we were building community around um the the money that we were spending. We wanted to the community to feel like we did the best that we could with what we had. Um the policy is designed to foster a spirit of community and shared purpose and facilitate collective impact on behalf of PPS students. Given

132our common mission and vision, this district encourages parents and community groups to advocate, fund raise, and support improving the educational experiences districtwide in alignment with our racial equity and social justice values. That's like the excerpt from the policy that guided our criteria decision making. So that was why we were sharing that. Um so this is our recommendation. Um We had a little more than a million dollars. It's the next slide. Sorry. Next. Uh yeah, thank you. Uh we had a little bit more than a million dollars to work with. Um we our goal was to serve as many students as possible. Um we had a few u different types of u things that we could do. We were looking at education assistance. We were looking at uh technology that may that we may be able

133to um incorporate and we were also thinking about maybe other outside programming outside of just putting uh folks in the building that might also help. um we had a lot of information to kind of sift through and try to determine what we felt was the best use of this money. And um so the first thing that we decided was high impact tutoring uh was very important um in getting as many folks in the building to kind of assist those um K to third grade um level learners as soon possible. Um and so we decided that um Learning Acceleration High impact tutors tutoring um should receive uh six uh $160,000 of the million dollar allocation. Um the second thing that we were all in agreeance on is um uh the LL digital math tool for ninth

134and 10th grade students. um this tool was a very high return for the amount of money that we were able to kind of allocate and so we felt that it would have the kind of the best impact as far as technology goes and what we were limited in being able to do um another area. So those were the the um recommendations that we had kind of around service students and getting those folks in seats. The other things that we thought were important were um boosting community schools and that means um providing food uh funds to food pantries. We have uh 20 community schools uh title one schools and uh we where $200,000 is not a lot. We felt that it was enough to start food pantries in schools that need them that don't have them

135and give a little bit of seed money to those um ongoing food pantries that we have. Um and then the last thing that we were really adamant about making sure that we did was making sure that we do this again over and over again. Um, and so we decided to spend about 10% which is not much uh to seed fundraising for the future. Um, so that we can get folks excited about giving uh and raising those funds. Uh maybe coming up with a strategy um because we need about 4.4 million to get one EA in every school. Um, yeah, four million would be like a half time EA EA in each of the schools. And so, uh, we want that to be the goal for next year. Um, because our our goal is to really

136put people in the in the schools and doing that as as effectively as possible. Next slide. Um, and so this kind of highlights the RA rationale for our recommendation. Um, and I kind of hit on a little bit of it. Our number one priority was to add studentf facing staff in schools. That was the the thing that we kept making sure we was our um what I to call it. Yes, thank you. Um and so the um digital platform we decided this allocation will also impact high school students. Um and it like I said it hit a high number of students and increases math success where we are showing that a lot of the high schoolers are struggling in math especially when they're doing the transition from 8th grade to high school. um full food

137pantries um according to the needs and assessments conducted by BPS community school site coordinators um and access to food um was a need and so we we decided that was a priority for us um funding those families um because hungry kids learn I mean hungry kids don't learn as well as kids that I've fed um and fundraising as I talked about uh We just want to make sure that we can continue to do this. Again, um this year we are doing a 10% fundraising model. Uh we are hoping to start an endowment um that can not just seed one year, but it potentially continue to provide funding over and over in the future. Um That is all. Um this last slide just kind of outlines what would be left in the fund after we distributed

138the um $1,ion30,000. And um the Yeah. So this was we anticipated the board might have questions about and so we weren't going to go too deep in it. That's why it was an appendix, but just to kind of give you a financial snapshot. This uh total does not include the 100,000 of seed money. So, that would be added to this pot of funds for the right and fundraising is ongoing. But that just gives you the snapshot of where it is. Okay, I have a question. Um, so the fund for PPS unrestricted does not go for um staff, right? I mean that's that goes wherever they want to put it. That's that's the operating expenses. Champion is the one that goes into schools, right? the the unrestricted could could be invested in in programming as well

139but could not be for staff is champion only one that can be for staff well the champion PPS schools is the branded district-wide campaign for staffing staff okay and assistant to PPS families so that's separate again from so those are restricted gifts that started coming in under the COVID relief fun and then became the crisis relief fund and now we're kind of calling it assistance to BPS families. It we spend it down every year. Um but people do continue to designate to that fund. Oh, so that's a separate fund. Okay. And then how are you deciding which schools will get their the tutors? Um the that will be up to the uh learning acceleration team to put together a proposal based on the budget that they have in next year's budget and um and looking

140at these as additional funds to help support that programming. Um so that uh the guidance was given that we want to prioritize elementary school for high impact tutoring. So it could be K3 and additional grades if possible or additional um schools or students. So you're leaving that to to staff. Okay. Yes. Thank you so much. I was really happy to um to read through the presentation earlier few days ago and um was also kind of just doing the math. I love that the um return on investment for the um digital algebra programming is amazing. about $10 per student. Um the high impact tutoring also seemed high relative to the other two investments, but um I think it's a great place to put um our investment. And the food pantry is obviously very responsive to the

141needs of the community right now. So I appreciate that, too. I also love the vision of getting to at least a halftime educational assistance in every in every building because it's needed. Um And to your point about where you asked my question about where where do the where does the high impact tutoring go, I would suggest yes, focus on the early grades to get kids up to par. So, thank you so much. Thanks to parents and students who served on the committee. Um, sorry you didn't have more time. Um, it took us a long time to write the policy. Um, so I think you did a great job in year one of identifying um, some needs that would have the highest impact um, with the resources you had. Also want to thank Robin. I know

142this was a major transition year for the fund um, for making those changes um, and supporting um, the switch to a district-wide foundation. Uh I I like all your investments uh and and also the um sort of seed capital for the fundraising for the future. I think that's really important that you don't um take everything out. And this is just a general comment to anybody who contributed to the fund over the last several years. Uh one of the things the fund has uh contributed to in the last five months is it's the largest donor to to the um May 2025 bond. Um and it gave us the seed money to get the campaign off and going. And at the early days when we talked about making the switch, we talked about um these dollars being

143leveraging a lot more money um having the capacity and so taking $30,000 which was the seed money for our campaign and hopefully le leveraging it into 1.8 billion dollars um I think is a pretty good investment. Um, thank you for all the hard work and let us know what we can do to be supportive um in your next in your next year. What you need from the board in terms of support. Great. Thank you. Thank you so much. So, it'll be back on the May agenda for a vote. Yes, we will be voting on this on May 6th. read up. Thank you for all your work. Get a clap, too, right? Chair Wong, this will be voted on April 22nd. Oh, April 22nd. Okay. Says May 6 here. Yep. I missed. Okay. April 22nd. You

144have less reading time. Um, all right. Next up on our agenda is the update uh on the draft modernization designs and cost reduction. Dr. Arshaw. Yeah, thank you chair. So, as requested tonight, we have the sharing of the draft modernization designs and preliminary cost reductions. We have Stormmy um the senior director. Uh Stormmy will introduce the team. I'm Stormmy Shanks. I'm the senior director of the Office of School Modernization. Uh just to set some uh context, in the middle of 2024, the board approved comprehensive plans for the Jefferson, Cleveland, and Wells High School modernizations. In November of last year, the design phases for all three of those projects were suspended while we studied the project costs. On February 11th, the board provided staff with guidance for reducing the costs in the form of a framework

145that provided some specific guidance on where to look for reductions. And then on March 4th, the board approved a resolution requiring us to provide updates on March 18th, April 8th, and April 22nd. So in alignment with that, this is our second update to you on the progress of our cost reduction studies. After today, we aim to secure the board's general approval of the redesign and cost reduction strategies by April 22nd. And then after that, the project teams will update design documents to reflect the changes that will save those costs. Then they'll send those documents to a third party uh cost estimator to get updated project costs at a comprehensive plan level of detail. Then we'll come back to the board with revised comprehensive plans that include each project's scope, schedule, and budget that will be

146carried through the rest of the design and construction phases. In just a moment, the project teams are going to provide their specific project level updates, but combined the project teams have so far identified strategies that are expected to reduce costs by 33 to 67 million in total. These numbers are preliminary. The teams are still working. We still have ongoing efforts for finding additional cost savings in uh project logistics, material selections, lead certification alternatives, and pre-construction services scope. Um if you're ready to move on, we'll start with the uh Jefferson High School specific project update. Very good. Thank you, Stormmy. Um, again, uh, my name is Steve Efos. I'm a senior project manager on the Jefferson High School modernization project. Uh, thank you, directors, for this opportunity to present an update to you. Um, and so

147I think a lot of what you're going to see is just kind of a continuation of what we shared before, but with more detail, updates, and kind of the direction that we're generally going in. So I wanted to introduce Jeannie Lie. She is the design principal at Bora Architects, and she's going to lead us through this presentation. Great. Thank you. Uh, good evening everyone. Um, as Steve mentioned, we're here tonight to share the progress of uh that we've made on the cost reduction study for Jefferson. Topics that we have for review tonight is uh site opportunities and constraints, adjustments to the building size, and then cost reduction study impacts on the building design as well as uh reflecting uh the the directives from the framework that was put forth by the board. and then an

148update of progress on the budget and then uh just an update on the community information session uh coming up. Um as we mentioned previously in the last board meeting, our study is focused on the building being on the north side of the site, the area that is uh highlighted in blue. And that area is quite constrained uh by the three streets that are are um bordering it as well as the North Portland Library. And then a requirement, a zoning requirement that includes a pedestrian crosswalk uh connecting a commercial to Kirby. Um in total, the area uh the buildable area that we're studying is uh 14 5,000 square feet. Um so that's where our stud is sort of focused on in terms of building. And then for the overall site, uh we are uh really leaving

149all of the uh athletic fields and courts that we've uh previously designed. Um we're not really targeting any reductions there. Um but we are highlighting a few areas. The parking um area by the uh south of Alberta um is an area of parking that we're studying uh reductions. And then uh the area the pedestrian um part of the Kirby street uh we're studing landscape uh improvement reductions there. Uh and then lastly, uh we have a team parent center in our previous um study that um is a individual structure on the site and that's something that we're trying to incorporate into the main building. So this slide is a summary of uh the total square footage um and uh a comparison of the program from the edspec. So in green you can see on this chart

150is representing the edspec minimum uh which uh it is an area of 281 gross square feet roughly. Um and then in yellow you can see the our previous design which was at the 50% uh DD uh design development phase uh at the end of last year. Um the building area total was uh around 311,000 square feet. Um and then lastly uh our current study which is in represented in blue here um we are um for the cost reduction study we are um at about 295,000 square feet. So um the chart itself though represents some of the core um components from the edspec. So categories that are listed on the bottom. You can kind of compare between the three uh the edspec minimum, the previous design and the current study. And uh we showed a very

151similar chart to this uh last time. But what we did add to uh some detail here is uh how we are uh tailoring to the specific uh Jefferson um uh program and uh by moving and adjusting some of the edspec minimum and how we allocate those. So, um just a few examples here. Uh we're allocating some of the edspec uh general elective uh square footage uh into uh dance and choir which are specific um kind of uh high programs in Jefferson. Um the other example is uh computer labs that were previously allocated you know in the edspec for c uh in the um education support area. We're allocating that to CTE program for Jefferson. And then um and then uh one last one is uh finding some efficiencies in the admin and uh um counseling

152area and allocating that into uh support for the uh electrical infrastructure for the building. This next chart is very similar um except for uh We have replaced our previous uh Jefferson design with the Lincoln High School just to show that as a comparison um uh it's been used as a reference uh um various times. So this was just something that um we thought would be an interesting comparison to show. You can kind of see the the uh Lincoln uh total building area is around 295 just as the Jefferson uh cost study is also around the same area. But you can see how the different schools allocated u the different uh square footages into uh what's specific to that school. So um our current study um what we wanted to share is that um we are

153the project remains uh um with these items uh students will stay on site during construction. That has not changed. We are designing for 1700 student capacity. Uh again building is staying on the north side of the site and we are keeping the main entry on Kirby. Uh athletic fields remain as designed previously. Uh we are also maintaining the relationship athletics gym next to the commercial uh avenue side. And then we uh are um kind of continuing to explore um opportunities to activate Killingsworth as required by the city um and that cross block connection that I mentioned before that that will be maintained and then uh we have been able to maintain a lot of alignments with uh community priorities that that was shared with us over the few years on this project. So this slide

154is showing uh the previous design on the left. Uh you can see uh we had um organization diagram where we had the academics, performing arts and athletics in certain neighborhoods kind of grouped together. Um and that uh our task uh is to reduce the total square footage by about 15,000 um to get to that 295 number. And On the right you see um what we've been able to uh uncover is that there are a few things that really u move the needle in terms of reducing cost and efficiencies and that um is uh adjusting the theater capacity and then it's also um moving the main gym down to the ground floor. We had previously had it on the second floor. Um that provided various efficiencies with um exiting and pathways and hallways etc. And then

155the last is um not making the teen parent center a separate structure on the site but um kind of allocating that into the uh building that into the building. So you can kind of compare uh what we're proposing now. It's very similar. There's a little bit uh of a change on the uh academic part of the building um just to accomplish the the teen parent center into the building. Um briefly um we're just showing some u plan diagrams for each of this just to show you how how it's um starting to work. Um not to point out every every detail here, but to you can see that the main um the main entry is still Kirby. Um, you can also see the main gym now on the ground floor with locker rooms and then a

156separate entrance for the athletics uh from the south side uh connecting you to the fields. Um, and then the other uh is the footprint of the theater. Uh, the big sort of uh box in in green there at the center um that reflects a smaller size theater. And then on the second floor um we still have the gym on the second floor along with uh the rest of the athletic program, weights, mat room, etc. And then um on the north side of the site, uh we have dance program and the arts program organized um and then on the south side uh um classrooms. And then the third and the fourth floor are very similar. Those are uh really the um general ed classrooms as well as the science classrooms on on both three and four.

157Um speaking to as a summary to the board of education framework directives, I just want to touch on the teen parent center uh that remains in our our building no longer a separate structure but in the footprint of the main building. Um that we also have incorporated the health uh center which we um uh forgot to point that out but that is uh on the ground floor um on the north side. Uh we are uh still an all electric um infrastructure. We're planning for that um as kind of mentioned previously. And then uh we are still targeting a lead gold certification and really um resolving the project in the most sustainable solutions that are practical, maintainable and cost effective. And then additional options that we continue to study um are mechanical systems, structural options and

158constructibility. And building material selections. Um, still in progress, but we've been able to uh uh work on our budget um with all these uh sort of new ideas and reductions and uh giving this in a range at this early stage. and we'll come back with a little bit more detail, but right now we are um uh comfortable with uh sharing a range that is a saving of um between $33 million and and on the low I mean the high side of savings and then to about $25 million in savings for the project. Um and lastly, we do have a community information session tomorrow at Jefferson in the cafeteria um from 6 to 8 tomorrow. Yes. Um so my first question is going to be one I have for all the teams. Um, I really appreciate

159all the work and I think visually it um it tells a story. I would like to know specifically where we're going under the edspecs and where we're going over um just so we know for example are we having fewer fewer classrooms or fewer classrooms or are the classrooms smaller sizes? What what are the tradeoffs? And it's kind of You can see globally that you're making some tradeoffs, but I think we should know that because these are buildings for 100 years. So that would be something I'd want for all the designs. So then um the other question I had, this is maybe for Stormy. I'm just curious that um the ranges are in reverse order like the largest to the smallest. Is that because you think you're going to hit the the largest? Because usually it

160goes smallest to largest. So I'm curious whether there's some um message you're sending by doing it what I would consider backwards or just not not the standard way. So I'm just curious about that. the um the reason that they're in that order is because we're presenting the um the costs of the project in low to high order instead of the savings for the project in low to high order. So there's no other message besides that um that we we expect the project costs to be from uh 457 million to 465 million. Okay. And the cost reductions are inverse of that. Okay. Correct. I was wondering about that. Then uh the last issue um for this specific project is um and it's I couldn't tell because fonts kind of small is um I'm assuming that you

161still have taken out Indian ed and also some of the community partner spaces and I know those those were over edexs or above but again maybe that would follow in I want to confirm that those out but also that would fall into the category of things that are been ex taken out or over unders is it taken out? Yes, at this point that's that's the assumption. Okay. And that those are the only questions I had. Thank you for the presentation. Um thank you for that. That was um great presentation. Um I have a couple of questions and And I think maybe I figured it out, but the footprint is the buildable area is 145,000. Is that just the first floor? Doesn't include the rest of the space. Yes, that's Yeah, that's just the foot. The

162first floor. Yeah. Okay, great. Check. Um, what's what's the status of the height variance there? You want to build it to four stories? Yes, it's still 75 ft. So, four stories. It's four stories. Yeah. On the academic the blue part of that massing drawing that we showed. Thank you. Um then lead certification. We talked about a trade-off building to lead standards without seeking the certification. Do you know approximately how much that will cost? I realize in a 400,000 I'm sorry, a $400 million project might be just a drop in the bucket. But I'm curious about what that might cost on a on a square footage basis. I don't know that we have that yet on a square footage basis. We and we started really with just what are the uh typical let's say certification costs.

163That's one category which is not a huge number. But we've also we're working with the design team to come up with more of a range of what the work that they wouldn't have to do essentially to support the certification process. So that's that's what we need to follow up with I think just to get more dialed in numbers. That makes sense. Um then then we had testimony tonight about the building materials and the the potential for VOCC's and you know vinyl in the building and they wanted to us to be uh mindful of the building materials that we select. And then the last thing um to director Bram Edward's point is the Indian ed program. It just need it needs a home and it needs a permanent home. And I know that we reduced partner

164spaces. Um, but we we really need to support our our community based organizations that need a permanent home. They're moving. It's Indian Ed. So, it's when it's moving around, it looks it's a bad look for for the district. And that's it. Those are my questions. Thank you. Um, I just Maybe I should ask you what kind of a space would we need for Indian ed? Do you know? We don't have it in front of us. Uh we had it obviously in the the prior version, but um it was kind of based on conversations with Indian ed program looking also at their existing space, but we can certainly get you that what the information that we have that we developed for for this project, the prior version. Okay. And and I guess my last comment then

165about it's you know and we're hearing it's a large building and it'll accommodate you know to the edspec 1700 students and so I'm imagining that in the early years there might be some flexible space there. So I just want to put that uh on the record if there is flexible space would love to see uh the Indian ed program have a a permanent home. I just want to say ditto to that um we've been hearing quite a bit about ID Well's current enrollment versus what we hope it will be in the future and what we want it to be in the future, but especially making good use of that space and not prematurely making changes such as moving them out um when it could be a while before we get to that enrollment number. So,

166I just wanted to say ditto and double down on it and make sure you knew that we really want to keep that um entity housed there um in the new building until we need to move it because Jefferson's just bursting at the seams and the time has come. Yeah, I just I I I appreciate that and I I wonder I just want to go back to the framework. Um I agree. I definitely believe that uh there uh should be a permanently housed space for Indian education program and I also wonder um I know in the board's framework you all were really clear on um the climate justice policy for the all electric high school and I know that we don't have a comparable because there isn't any other high school that we know of in

167the nation that's all electric and so you know I don't know if there is uh maybe some some options that we can go back that you know if there's some direction from the board to go back and explore to see if there could be parts that could be phased out later over time but it is a tremendous um commitment and cost and so you know it's sort of that if not this then what right and so if we want to add something back then what in that frame framework. Are we willing to um adjust or let go for right now? I'm gonna go ahead because I feel like this adding back comment like assertion is maybe a better word but sounds a little loaded but um I'm not suggesting that we add it back. I'm

168suggesting we're building the school to fit 1700 students. We know we're not going to have 1700 students to start with. So, can we use a flexible space or somewhere in there that could work in that way and then evolve over time as the number of students increases? I'm not trying to think of it as an adback, but just like a flexible use of space that will be unused for at least some chunk of years at the beginning. So I guess my question would be if that happens and say the population do get back then do at that point do we say the Indian space have to be moved again? I mean so I guess what I'm hearing with Julia Edwards is saying is that let's try to find a permanent space so that they you

169know five or three or however many years it is they don't have to be uprooted again type of type of deal. Um I just have a couple questions. I think you're channeling me, Dr. I think they also want more than just two classrooms or two spaces. Yeah. I was just going to add that uh we figured out um 3,000 square feet is is the Indian ed program roughly. And I'm just just a question around that. Is there do it have to be at Jeff? Is there like at Cleveland or I Wells where we're looking at is those options as well? I don't know that we really know. I think it was it's a historic program or location at Jefferson. So that was sort of the built-in assumption during the prior version of the project. But

170you know certainly if there's a larger discussion I don't know that we're aware of some of the other options. It's a Jeff now. Yes. I can have I have some historical because I'm old. Um so I know that when I was a kid the bow and arrow club was meeting not far from Jefferson and I believe meets in the same place not far from Jefferson. So I think there's a like a placebased tie to the place that I think is really valuable. So just just to go back as you might recall the Indian parent community came and asked they identified several sites and specifically what they were looking for and I think it's kind of it's a different conversation maybe that Jefferson because it was they did identify some space and um and what they

171were looking for in terms of community and it wasn't just the Indian ed program which is a a PPS program but some other pieces as well. Um so I think we could refresh that proposal and circulated it around but it's maybe not Jefferson's address. Thank you. Um, so the question I had to, um, when is the bid for the contractor going out and what timeline do we are we looking at as far as getting this thing going? Jefferson, um, we, uh, are we don't have the timeline finalized just yet. So, we don't do we have a timeline of when the bid is going out for the contractor? It should be in the next um we're hoping in the next two to four weeks. And by it being pushed out that far, what is the timeline

172to get started on Jeff? So the um the timeline to get started on Jeff, the the driving factor won't be the um procurement for the contractor. It's the the fact that we've paused and that we're doing redesign work for the uh cost savings. But isn't the contractor part of that piece when they come in, they have to do their own value, you know, their own thing as well. We they will be doing some pre-construction services, but the pre-construction services that we have uh done to date have been enough to help us through this uh this level of cost savings uh study. And we have a third-party cost estimator that's separate from the uh CMGC that can help us with the comprehensive level uh the comprehensive uh plan level of cost estimates that will follow this.

173So um that'll be done in parallel with the procurement of a CMGC. And director Holland, you mind if I just jump in? Absolutely. Deborah Capori, chief of staff. Thank you, Stormmy. I just want to um assure you that rebidding this is not going slow down the project anymore. I'm just going to reiterate what Stormmy has said, but I also want to assure you all that we are going to fasttrack the CMGC bid as quickly as the law allows us to do. So, we um there's already rumblings out there in the contractor community. So, I think that we we feel confident that we're going to get somebody on board as quickly as possible. Okay. And that's still the two to four weeks before it even goes out to be it. Then how long after that till

174they get selected and then they start the initial contact with the job. The uh the timeline for the procurement is typically um six to eight weeks. They get a few weeks to evaluate the the um request for proposals and submit those proposals and then we evaluate those and score them. We short list them. um conduct interviews and then um uh have our notice of intent to award. After that, we uh negotiate the final terms of the contract and then we need to come back to you all to approve that contract just like we did recently for um Hoffman and Skansa on Wells and Cleveland. So, we're looking at almost maybe going by the timeline June before we even select the contractor. Is that typical? Because I'm sure trying to remember from the last time we

175did our last bid to the time we they brought it to the board. Seemed like it was a lot quicker than 12 weeks. It It's pretty typical. Um at this moment, we need to incorporate some lessons learned from our past CMGC projects into the procurement process to make sure that we're getting contractors that um that are going to be able to deliver the project. the kind same same kinds of um challenges that we've experienced recently with those projects and those same lessons learned used on how to be wells and Cleveland what's that were those same lessons learned used on ID to be wells in Cleveland um the IDB wells in Cleveland procurements were um quite a while back um and so I I I'm not sure what kinds of lessons learned we incorporated into those

176procurements compared to the ones before we'll get you that information. Um, we can also get you the dates of how long it took before so that we can show you that we're going to be faster this time. Yeah, I have. That's what I was the 12 weeks seem awful long from the prior ones that we've done at least since I've been here. Okay. Yeah, I would just hope that we can definitely fasttrack this because the community has been waiting awful long time to to get this done and doing anything that's going to stall it or prolong it or whatever. You know, I think We need to make sure I mean we have the expertise. We've done seven of these already. So you know there's that expertise that we have to get this stuff done. So

177you know I don't know how much more you guys need to to learn or do you know at this point you guys are experts you know and so I will hope that you guys use your expertise so we can fast track this as soon as possible. Thank you. Yeah, I agree with that and I just No, I agree with that and I just wanted to emphasize what um Chief Kapori said is that we've asked for the process to be accelerated as fast as uh the law allows and so I don't know if that 12 weeks is the accelerated as fast as the law allows or that's our typical timeline and we know that we're going to be faster than that. I think we can be faster than that. That's kind of the average. That's the

178sort of typical um timeline from um you know putting it out uh publishing the opportunity for procurement um until um bringing it bringing the final contract to the board for approval. So I think we can improve on that. I just have one quick question. How fast did it allow? It's a good question. I've never calculated you know the absolute minimum amount but we will find out. Sure. All right. And then the other thing I just wanted to emphasize is I know the team has heard me say I know we all stand in the fact that you know it's really tough when we have um the Jefferson one here with IW Wells in Cleveland because we also recognize that that bond was passed for Jefferson back in 2020 and we're five years past due. And so

179we know that Jefferson will be the next high school that has the groundbreaking and the doors um being open unless there's something that happens simultaneously. And so uh we need for Jefferson to get going so that all the other projects can follow. Great. Thank you. I have a question. Go ahead. Um so are we still we're still using the CMGC model? Yes, we didn't we didn't do any research to find out why we're doing that and no one else is and then what we're doing to prevent cost overruns. We have done research into the CS. So then what is our plan to prevent cost overruns because we're I don't see it right now. We're we we're wasting a lot of money. We're losing a lot of money because we said it was going to cost

180us x amount of dollars and then somewhere along the line I didn't see it. I If everybody else saw it, we went over by 50 million and then some more million and like when does this stop? When does the bleeding stop? And so what are we putting in place to make sure that this doesn't happen and that people just can't sign off saying, "Yeah, we need that. Let's go ahead and do that." Right? That's an excellent question. And there are some supports and things that we're looking at on the internal side to make sure that we um can ensure that our u we don't have the level overruns that we had before. But the only other thing that I want to say is that our chief operating officer um had an emergency that he had

181to attend to. So, he's not here now. So, I wonder if we can respond back to some of those other particular questions that I don't think the team right now um is prepared to respond to. But I can tell you my commitment um is doing that um internal um look as the framework has um indicated to be able to address some of the things that you've brought up. So, that that work is ongoing. And Director Green, I will just jump in and say that we have a new superintendent and we have a fairly new um director of the office of uh school modernization and uh our superintendent has been extremely clear from day one of her time here um at PPS that she wants these projects to move quickly, be cost-effective and have very high

182quality standards. So, I I assure you that, you know, we will be back talking more about the u eagle eye that we have on the bottom line because that is as as you've heard our uh superintendent say over and over again, dollars that we save um on these high school modernizations we can use in the other schools that we have across our district that desperately, desperately need HVAC, roofs, etc. Seismic, etc., etc. I'll be looking for those. I I would expect nothing less. Yeah. Thank you, team. Thank you. All right. I'd like to invite the IDB Wells design team to come up. Good evening. My name is Donna Bazio. I'm the senior project manager for the IDB Wells project. And with me, I have Stephie Kudson. principal with Bora Architects to talk about IW Wells.

183Hi everyone. Can you hear me? Okay. Yes. Great. I also just want to note that I'm a graduate of that building. So, it's a real honor to be able to be a part of modernizing the high school I went to and that my husband went to, too, by the way. All right. Our agenda is to review a few things that we talked about with you all um in March on March 18th um uh in terms of the site opportunities and constraints uh the building organization and the site organization um that we're responding to some updates on the floor plans and the massing an update on the health clinic an update on the budget and our next steps. Um just to review uh constraints. While this is uh one of the largest sites um that we

184know the PPS has, it actually has some pretty significant constraints. Um it has about a 60 foot drop from east to west. Um it actually has access from both the north and the south. Um which makes uh uh having one clear entrance and wayfinding particularly challenging. Um, we also have the beloved uh uh Wells pool that is not owned by PPS um and the smack dab in the middle of the site. And we want to make sure that we are keeping access to the farmers market that um you know so many people in the neighborhood go to all year round. Quick question. You talked about the 60oot drop. Is the construction on the building part of that 60oot drop or from what it look like? look like it's past the part where construction on the

185building is going to be. Um the site itself uh go drops from 60 ft from all the way on the east all the way on the west where it meets the reiki spot and that includes the area that we will be building and the area the existing building is but it's just sort of the existing topography of the the earth. So how much is it dropping on the construction site? Yeah, we're gonna try and work with the topography and really minimize how much dirt we have to move around. But just to sort of show you the three plates that sort of exist now that we want to work with so that we're spending money on the things that people see and not spending any more money than we have to on moving around dirt. So

186just so I make sure I'm clear, the building piece that I'm seeing here, that's on plate one. Then goes down, that's plate two, and goes down as plate. Does it seem like the majority of the building is going to be on plate one? Uh, we'll get to that. It's actually probably going to be on plate two and then drop down plate three. Okay. Okay. Um, so what you see on the left is uh the previous comprehensive plan. Part of that plan had been to relocate the track and field and reorientation reorient it so that we could improve the access from the north to the south and then the building itself as you could see was located kind of in that middle plate. Um what we're doing now to respond to the board framework um is

187where we we will not be relocating and reorienting the track and field um and instead just we will be building the building in a configuration that can fit between the track and field and Vermont that can be east sorry west of the existing building so that students can stay on the campus. The steepest part of the site is all the way there on the west. um it makes it very difficult to build a building all the way to the west. So that's why we're locating the building there in the middle. And to zoom in just a little bit closer, you can see uh a little bit better how that works. So uh keeping the existing track and field is responding to the framework request to limit exterior site work except when it's in service to

188student athletes and athletics. And then the new building has been reduced in size a bit uh to be 295,000 gross square feet. And if you see where the existing school is, the existing pool and the existing track, you can kind of see what's left uh for where uh building can be built. quick question because um so I was on the facilities committee when we actually did the first pass of it and we made the choice between that this sort of configuration and then the the field um moved and my recollection is that it was an eight million 7 to8 million more and so I'm curious then how come we have a lowend estimate of only $3 million of savings which is like that means that 8 million has become now um three and that you

189have no further savings. So I don't I don't understand how that number could be so low. Well, we do show a range from three to 15 million in savings and these are very uh I would say conservative um rough order of magnitude estimates at this point and we are still finding additional savings but that would be included in that range. We're also we're also a year later and that the cost of everything. It increases every year. So, we have to account for building a year later now, right? But we had just that one specific issue and actually we're not doing anything. So, it's not there's no escalation. It's leaving it where where it is. I mean, so you'd think if you actually tilt if you did the tilt, you'd actually be escalation would be um

190greater a year later, but we're actually not doing anything. So, it seems like at a minimum, we'd still get that savings. I say it was pegged at 787 7 to8 million dollars. I believe this this reconfiguration means we have to completely reconfigure the building design. So we're actually having to start over on design. So we're actually going to be a year later in our design and construction. So we have a year's worth of escalation on the project. Some of the um savings that would have been realized from not reorienting the field is being offset by additional um design services to redesign um and also from additional escalation that from uh we're going to be constructing the project later than we would have when we um uh had the approved comprehensive plan scheduled. Can can we

191get a I mean if we can can we get a um like an itemization of how much the additional architectural fees or planning fees going to cost additional from this year to next year um or each each year. I mean can I understand about escalation I run a business as well. Yes. So for instance sometimes payroll don't escalate every year. Sometime materials don't go up eight nine% every year. Sometimes they only go up two or three% a year. Sometimes they don't go up at all. depends on how you're how you're buying your materials. So, I would love to get some kind of um itemization on what those escalations look like, you know, moving forward. That would be great. Certainly. I guess I just follow on. It's like, so if you still, for example, we're going

192to achieve seven to eight million by leaving track where it is, but somehow it's off by something else, I think it would be useful for us to see the puts and take because I even if it is on the low end and it's a very big caveat that we're still not a lot of ways to go like $3 million is frankly it's probably not worth the design service redone it. Um, so I'm just curious that number seems very very low considering all like we're reducing the square footage, we're leaving the field the same. Um, we should get some construction fee costs or redesign reductions because the square footage is less, right? So, I can't see how we're just pegging that at like $3 million. Yes, we'll share some more of those puts and takes and

193a more itemized version of the um both the cost savings and the things that will increase based on um you know kind of redesigning and um building later. We'll have that update for you. And if the kids are staying on campus, why is the construction starting later? Because we're uh moving um the project had progressed in the design phase through the end of the schematic design. And so in November when we paused the design phase um now we are redesigning. So we'll have to go back in uh backwards in the design process and um start from early in the schematic design phase after we get these uh cost savings uh redesigns implemented into the design documents. So are we talking about a matter of a year? Are we talking about maybe months? The schedule is

194um once we get um each team is building a design and construction schedule that um that they would be able to implement if they were the only project being done um at a time. Then we'll take those schedules and weave them together into a feasible uh schedule for us um and and that the market will bear. And that exercise is not complete yet, but that will be in the updated comprehensive plans that we bring to you um later. So that that uh exercise is in progress right now. So is it more of is it more of our capacity to keep things on schedule or is it the construction company's schedule? It's um it's kind of what uh how much uh construction the market will bear at a time. So it's it's not the individual construction

195companies, but kind of the u availability of labor in the market. And um I think one of Dan's previous um staff memos about bond planning kind of addressed this risk of running uh you know three modernization projects very concurrently. Um it it's also our capacity so our um you know Otis' capacity to implement um and uh commission all of the IT systems in each of these buildings. If they were to open on the same day, that would be a very um risky proposal. So, we need to um take these projects, weave their schedules together to mitigate that risk. I was just going to ask if we could hear the rest of the presentation and then ask questions just to move us along. Okay. Uh moving on from the site, uh this is a 3D view

196of how that particular massing fits on the site. Uh we still have a fourstory building uh that houses most of the classrooms on the southern bar of the building. And you can see that in the blue. Um in the kind of purple area is the performing arts. Um and we were able to decouple uh the performing arts from some of the classrooms that could really ify the structure that was around them. Um in that yellow kind of up at the top are we've grouped in most of the athletics into a neighborhood and then between them is the commons. Um and then uh just from a program standpoint, this is a similar graphic to what uh you saw from the Jefferson project that compares uh the core program areas and that's kind of being cut off.

197There you go at the bottom. Um the core program, the performing arts p athletics, educational community programs and comparing the edspec uh the Lincoln High School that's been referenced often and where we're at on IDW Wells and you can see that we're we're pretty close generally and there's a little bit of of of give and take that's specific to IW Wells um and within that 275,000 square feet. Um how does that look when we when we test fit the program within the building? And just want to be clear, this isn't a full design. This is just can we fit the spaces that we need to in a logical way that will work for a school and make sure that fits and then in scanic design we'll actually be able to design it. So again that

198purple area are the performing arts areas. You can see the bigger box that is a theater. You probably can't read those little words but it's basically the program that surrounds it. Um, we've got uh the ox gym on that entry level floor and then because the site slopes down, the main gym is actually a level below but on raid so not on a second floor. Um, on that lower bar you can see that pink area is administration counseling and you can see we're holding space for a health clinic um because that is um, you know, a hope and and something that the school and the administration are still working on. Um, and then we've got the blue area that are the academics around it. When we jump down to that lower level, you can see

199we have a partial lower level. Again, we're trying to work with the slope and minimize any kind of basement like construction. Um, and down below we have the main gym, the athletic support. We've got uh the kitchen and servery and the wood shop that can all take advantage of that loading area down there. And those can open out onto the fields to the west and to the north. Um, jumping to the second floor level, you can see that we start to have a very efficient classroom bar and we've got classrooms on either side. We've got support spaces, uh, restrooms and, uh, uh, stairs located in the middle. This is very similar to the configuration that you have on Lincoln. Um, and then on the third floor, again, full bar and then a partial fourth floor.

200So it's a very simple plan that tries to just consolidate and have um efficient uh structure. Um just to reiterate on the health center, there is no health center right now. Um but uh we're a commitment is in the planning stages and there's lots of uh talks going on. So we are holding space for it within that 295,000 square feet, but we're trying to make sure that we locate it in a way that can be flexible um in the event that a provider can't be identified. Um here's that budget that has been referenced and that low and that high. Um uh the ID Wells project started off actually a little bit lower than some of the others because we've got a bit more simpler site to work with. Um and then uh right now the

201current range is between uh 439,500 and $452 million with the savings that you see there. So, I have another question because this is how this all came up before we talking about $450 million buildings. You know, I'm I'm not seeing cost reductions. I mean, we we literally talked about that in November and January and February and whatever, but we still talking about $450 million buildings. Now, if that's what it costs, I guess this is going to be a problem if we ever pass more bonds because if we're paying this much now and another school district decide or we decide to build another whatever and there's come in lower than this then that's going to look bad of our financial duties to make sure that we're not spending more than what we have to spend bottom

202line and we we're not just talking about these three high schools we're talking about all of our middle schools all of our elementary elementary schools that got to get done that are in dire need and if we are off on stuff here, we could jeopardize all the other some, you know, 30,000 kids of passing bonds. And so, we're still at this same 450 number. I'm just I'm just I'm just really curious on where was the savings at because 15 to three or three to$15 million is not really a savings when we're still talking about almost a half billion dollar schools. This is the savings that results from really following the framework. So we talked about the framework, but we we still ask we still ask our OSM department to find savings as well. And only

203savings you guys are talking about is what we provided. We're not the experts. You guys are the experts. You guys have done this. You guys have years on years and years of architectural work and construction work. And for you to just keep using our framework When you guys are the experts, where's your guys' recommendations of cost savings? Where are your guys's expertise in where we can, you know, shave money off at? Where's your guys' stuff at? We gave you what we thought as none of us here is construction workers, none of us here design folks, none of here is architects. Where's your guys expertise on cost reduction? I I think those are those are great questions. I want to get an answer though. Yeah. And and we want to get that answer. I don't know

204if the team is prepared now. Again, we're missing our our chief operating officer. And so I wonder if that's something we can bring back um later unless Stormy, did you want to respond to that or is it would you rather we just maybe keep rolling through the presentations and then bring some information back a little later? Um that sounds okay. Can I ask one question about that that slide that was just up? So the the 20 million, should we be backing that out of of the 1.13 of the modernizations just like we should be backing out the Jefferson. The board asked at the time that we put 455 million last year at the approved comprehensive plan uh that included that 20 million. So we were the board ask was for 435 million as part of

205this next bond. There was also an asterisk on that document that showed that that was uh if we delivered it according to that schedule of the comprehensive plan and there was a a note that showed the it there was no guarantee for that price. It the escalation was predicted and noted in that document. Yeah, maybe I'm asking the question wrong because I'm asking more it's just like an accounting issue. Yeah, the numbers here are are um to to be simple for this presentation, this is total project cost. So the $20 million of this is provided in the 2020 bond. But so for example, the $469 for Jefferson, the 20 million for the Cleveland design and the 20 million for the IDW Wells design that are part of all those projects we're talking about. That's that's

206not part of the the next bond. They were it's already been paid out of the funds came from the other. Correct. So my question is is that when we have these numbers on the cover memo and it has like current budget when it says for IDB Wells like 455 it's actually 435 for the proposed 2025 bond. Correct. Okay. Because I'm going to come back to that at the very end. I just make sure I've also been waiting on us to get finished with all the numbers because I don't see a big change in that I've never been okay with half a billion dollars being spent on a single school. And the when I brought this up about the audit from the very beginning, the it wasn't simply to say just find savings. The question was

207when I brought this up was why is it that we're paying half a billion dollars for schools when just across the river they're paying 260 268 million to build a school. How is it they can get a school for equip roughly the same size the same number of people and they spend $200 million less than what what we're spending. And then the I brought up um Lincoln and you know I I throw out numbers. We spent 300 or no Lincoln didn't spend that much money. So how much money did we spend on Lincoln? I think we spent what they said it was like 268 million or something. 291 million on Lincoln. Lincoln is beautiful. We spent 291 million on Lincoln. When did we finish Lincoln? But that I'm just asking a question. So that was

208estimated just in fairness um it was cost estimated way earlier. So we spent 291 million on Lincoln. Beaverton spent 268 something million on theirs and now the next schools within the next year less than a year later that are getting built are being built at $450 million. And we're all saying this is perfect. It don't make sense to me. The math ain't mathing. That's why I said I want an audit to understand exactly why the cost is what it is. I want to know why we pay more in Portland public schools to to build a school than anywhere else in the country. Find me another school in the country in the country that's building a school, a single solitary school. I know somebody's going to bring up I believe it was Michigan that was close.

209They spent like 600 something million on theirs. But it was also a school and three other things all at the same time. So find me another school in the country that's building a single solitary school for $400 and something million dollars and then let's talk about it. Until then, what the heck are we doing spending so much money on a single solitary school? And again, I'm not saying that schools don't need it. I'm saying make it make sense so that if I come back and I'm telling the voters that we need to spend this much money on this bond because we have to pass this bond. So I understand that. I just need to be able if I'm putting my name on it, my name carries weight. So, if I'm gonna put my name on

210it and say that this is what it is, then you need to understand that I've done all the due diligence necessary to make sure that I can say with absolute certainty that this is how much it costs to build a school and there's absolutely nothing we can say to to make that go away. If it comes back next year that we're building this somewhere else is building the school for a hundred million dollars less and I stood up on a podium or in front of this dis and told all of Portland that this is what it costs to build schools. Trust me, nah. No, you need to make this make sense to me. Otherwise, I think we got a problem. I think we got a bigger problem. I just want to add so looking at

211the low and and high side and I think that's um just want to reiterate the cost reduction study range and I know it isn't necessarily the numbers that were originally managed but just know that that's like the total cost right so the the 20 million from the design budget that was on the previous bond is calculated into that so if we were to actually like you know strip that number down it's um it's below four, it's closer to the 400 than the 500. And we also are hopeful that as we're continuing to work our way through the process, there'll be some savings that um will be identified along the way. And I think in total, right, we're able to add that number to the larger number that we have to continue to update and renovate

212some of our sites. So, I just want to say that and then also just recognizing again uh that we're looking forward to continuing to update and bring back information through these um engagement sessions. I just also want to add I remember there was also a report earlier about the um not all the comparisons were apples apples like for example these costs also include like the field looking at the Beaverton they they didn't include the field. So I'm not saying we shouldn't look for C. I'm just saying like um especially if media is going to pick up on this and talk about this, we want to make sure we compare apples to apples, right? So if we include our field, we should include their field or vice versa, right? Um so those are I mean just

213adding to what Dr. Ashan was saying, there's yeah, I think a maybe a chart that has apples to apples to apples oranges would be more helpful. Thank you. before you um we the cornerstone report while it was not the you know the perfect end all be all really went through this in great detail and um it I know it's it's long and I'm happy to have another conversation about that with you all and get you a one-pager that outlines the differences between our high schools here in Portland and that school in Beaverton and um I'll just tell you I mean there's some easy easy ones off the top of your head all electric high schools first schools in the country to go all electric. The values values of the board and values of this community

214and you all decided that that's the direction you wanted to go. I think you know it's the right decision for our community. Beaverton that was not the right decision for their community. There are several other aspects like that that are values that we have here in in Portland about um having uh the minority and uh womenowned businesses working on our on our um projects, having local labor. There's a lot of things that stack up that other communities don't necessarily value or they to the extent that we do here. So, I'm happy if it if it will help you while you're out um talking to your constituents about um why I'm happy to provide you with a one pager that makes it more su succinct so that you can have these roll off the tip of

215your tongue. I I want to also like we can't forget the land use values in Portland compared to like Abalene, Texas. They're completely different. Uh we have an urban growth boundary here that sometimes drives costs up as well. Um didn't show me that. Didn't show me that. That's all I'm saying. Show me the money. Show me where it's at. Show me why it's different. Show me. Don't tell me about it. Show me. Put some numbers by it so that we can make it transparent to the rest of the public and the rest of the world that this is it. We're going to pay in we're trying to figure out like, okay, so why are we paying so much? Where are we going for it? Um she's explaining that we might have to do some redesign

216work. And so now because we might have to do some redesign work, what I just heard is that might cost us $8 million. And so let's make the math make sense. Should it cost us $8 million to redesign? Make it make sense. That's all I'm saying is everything because these are public dollars that we're talking about. This isn't this isn't somebody else's money. This is I'm telling people to go out there, give me your tax money, do all this, raise your t your property taxes, do this. And we're doing it for the best. Not raising purpose. Whatever. Whatever. If y'all don't get the message, then y'all y'all are missing what I'm saying. Take the essence of what I'm saying. That we are asking people in a time where everything is tight to say I need

217more. And we can't justify why we're saying I need more. That's all I'm saying. And then somebody else is sitting at home saying, "Did she just say they going to get $8 million to redesign something that was already designed?" What? Make it make sense. That's all I'm saying. And so if that's not what we're saying, and I'm off in my numbers in that, then let's provide a a public document, a public facing document that we can put forward that says this is what it actually is versus what it could be perceived as. and let's just show them, show the community, show the public, let's make it transparent so that there's absolutely no questions left about it to say and then let's stand on that and then when it changes now they've got something to hold

218us accountable to. So I'm giving the I want to give the community a metric where which they can hold us accountable to what we said. I'm not going to say nothing else the rest of the night because I talk too much. No, no, you're Thank you. Um I just want to point out that um through these update um updated uh presentations is where we're sharing the information. I think I hear you saying you'd like to have a one pager that shows the breakdown of the ways in which uh we allocate these funds and I think that's something that we can respond to. But our hope is that community is feeling updated along the way about some of our costsaving strategies and the things we're looking at. So, Director Sullivan has been trying to push a

219button for a minute. Thank you. Gary's taking care of me here. Yeah, because I mean when I looked at the cornerstone report and they what they suggested were just very few things that we could do to to have savings. Now, do we want another report from somebody else? I don't think so. Um, but no, we we want we want them from our OSA OSM team. Yeah. Okay. But we they're working on it, but maybe they just want something that's easy to easier to understand than that. And we have an audit from the We'll have more information in the spring as Dan has shared before too. Great. Thank you for I I mean I do want to go back and I I know I I heard um some emphasis from the team on the all electric

220um and just really wanting to just lift up again. I know that um we have a climate justice policy for our schools to be all electric and you know to note that you know there was a movement once upon a time that all vehicles are electric and that roll out has happened over time and so as we continue to work our way through I'm not saying that it's not possible I'm just saying that we don't have a national example to share and hear about unintended consequences and things that happen. And so the amount of money that we're investing in an all-electric school um is pretty significant. So I just I just want to say that we'll continue to work through the framework and um it just would be remiss of me if I just don't

221emphasize that point. Well well that's the stuff we need to be talking about. That's what I would want to hear, you know, from our our staff saying, you know what, electrical goal cost us $50 million. Is that something we really want to invest all that in? Or do we want to use 25 thou 25 million to do uh maybe a hybrid of both where we can spend $25 million for some seismic instructions for some of our elementary schools and middle schools. You know, I understand we're trying to trying to be clean and we trying to do all that stuff. And I think yeah, we can do that once all of our schools are taken care of. But if we're talking about, well, yeah, Cleveland has, you know, all electric and Jeff has all electric and

222I and happened in our elementary schools crumble. Who going to care about the all electric at our schools or if our middle schools are crumbling because we worrying about all electric at our schools? We cannot do it all. So my thing is let's try to make sure that we have enough dollars to spread around everyone because if elementary goes goes down because we have unreinforced masonry who going who's here going to care that our ID Wells or Cleveland or Jeff have all electric? Please raise your hand. I appreciate the passion. I I I just want to emphasize that I'm not saying that it's not a good idea. I'm just saying that according to the framework, the board is asking us to do something that has not been done to our record in another school district

223in the United States. So that's all I just want to emphasize is that we will be doing something that has not been done before and that comes with the financial cost. Not saying that it's not a good idea. Thank you for flagging it again. I just want to point out we did have this discussion and the majority of the board agreed that we wanted to stay all electric. That doesn't mean it's the right thing to do because majority of us I understand what you're saying. Hold on. So if you saying if a if a elementary school tumbles down No, I'm talking if a middle school if a middle school crumbles because of unre unreinforced masonry. Are you going to say are you going to be okay? Well, you know what? I'm okay with that because

224majority of us said we want electric schools. I think not. I think not one person going to go to a kid funeral like, "Well, you know what? I'm cool because we have all that educated our schools." I will say we I'm just going to go back to our conversation about um Benson because we actually had passed the policy before Benson had even been built or constructed and it was too late. So, we went ahead and put in um fossil fuel infrastructure which we pass this sweeping policy. Um, and the the answer was that to change it out, it would be like we needed to really leave it in there for like 20 years or 20 25 years to get the return the return back. And so it I mean that was hard. We just passed

225this policy where we made a big commitment and then like but we're going to let Benson go because um to redo all the plans and everything else would have been too expensive. Um, and I will just say, Director Holland, that it's not 50 million. And I I actually think once we get with done with this presentation and we get to the last line in the memo here that there's actually um I don't think we're going to have that trade be making that tradeoff of all electric, but I don't think it raises that much money either. Well, I I don't know how much it is. Be nice to know. All I'm saying is that we have over a billion dollars in deferred maintenance and if whatever we can use to save for all for the other

226schools that we have that's that's that's that should be our priority. I understand we're getting the schools rebuilt. I think that's great. But we also have to look at all the other schools that needs work. We have elementary and middle schools that need work now. And if we can save some so we don't get the the the some of the creature comforts of all electric. I rather worry about having safe schools in all of more majority of our schools than having some creature comforts of all electric in two or three schools. I want to just say million dollars per school. It's not it's not a huge diff differentiator. Well, that's 24 million. How much how much can we how can how much can we get done with 24 million at our elementary schools? We also

227have a city code that requires us to build without fossil fuel phasing them completely out by 2050. So we that's the state of building right now is we everyone's going all electric. That's not be because it's a fad. Uh it's usually regulated and it's regulated here in Portland. Yeah. Well, it's not regulated right now though. Big particulated right now. Okay. Uh for the sake of time, we are past time. We have uh Cleveland next. Um let's have them finish the presentation before questions and then we will um we need to expedite the questions really quick because we are past time. Thank you for your patience and staying up so late. Good evening. My name is Eric Gerting. I'm the senior project manager with office of school modernization for the Cleveland High School project and a

228Cleveland high school graduate and with me I have a Abby Dy from our Mumm architects and Studio Petrey uh design team. Um and I'll go ahead and get us started and then Abby will take over on the rest of the presentation. But, uh, we're here to kind of review, uh, the site opportunities and constraints and the proposed design, um, and then look at updated floor plans, athletic fields, and our budget and cost reduction efforts. All right. Um so tonight um the presentation we shared that it will start with a few slides that you have seen very similar versions of at the last presentation just to um uh keep a through line in the uh storyline and then we'll be adding more detail. Um in general we are continuing to follow all the aspects of the

229um board framework um that we mentioned at our last meeting. Uh so if you'll recall the Cleveland site is extremely constrained. We're on three different lots um all arranged along Powell Boulevard uh which is also a state highway. So that has contributed from the outset to some of the complexities of um designing um a comprehensive high school uh for our students. Um so again we brought up some of these constraints um at the last meeting. Um and uh the small site where the actual school is located is four acres which is um much smaller than any other uh high school site in the city and the current building which is much smaller than a comprehensive high school um for the edspec completely fills the site. So um what we will point out here is that

230they have the opportunity to create a secure uh space uh in this new design a secure outdoor space and um also some opportunities to reduce construction logistics u based on efficiencies with the site. We think we can go down um reduce excavation as well as reduce um the um number of cranes on the construction site. Uh the image on the right is uh the same one we showed you a few weeks ago um showing that large um courtyard in the center of the site. So, we've kept the building itself very efficient, organized in two uh bars or two buildings to the north and the south. Um, and the one change, if you're tracking this presentation to the one we showed a few weeks ago, is that um the approximate building square footage is 297,000 square

231feet. Uh the difference is that in the ensuing few weeks we've been um uh dialing down on our plans with um PPS staff and they've asked us to look at uh going with not the um uh sort of the recommended gym size but the preferred gym size. So that is a larger gym that allows for um athlete safety to make sure we have full runout on all sides of the gym um as well as full capacity so we can fit all 1700 students as well as staff um for events and also um uh use those spaces as resilient um safe harbors um in an emergency. Um so that is why that number is bigger um based on that recent feedback. So the image there we go. Um so again this was an image of what

232the court central courtyard might learn uh look like. So um really transforming that site that is so um busy and full um along Powell Boulevard and creating a um opportunity for students and staff to actually move in and outside within a secure zone during the school day which is not something they can do now. Um similar to the previous uh presentations we have shown you um the sort of organization of how um the building program stacks up to. So the educational specifications is shown on the left in gray. Uh Lincoln High School which is a common school that we're all referencing is shown in red and then Cleveland High School in green. Um so in general you'll see um you know some small variations in each of these uh categories. Um just to point out

233a few of them. You'll notice in the fine and performing arts both Jefferson and Cleveland are showing a very similar amount of square footage which is larger than the edspec. That's because the um size of a 500 seat theater that's shown in the edspec is does not it's not something you can actually draw and put 500 people in. So um both those schools have have designed the tightest 500 foot theater we can do. It's a little bit bigger than the edspec. Um few changes you I mentioned the uh uh gym being slightly larger and then um uh we have in the um educational support moved um some square footage from um let's say computer classrooms into the CTE program which is under core program. Um I will point out it's very small but in the

234wraparound services we are including both the health center and the teen parent center. I think we just got approved or notice in the last day or two um that we will have um we'd already talked about the health center. We have the memorandum of understanding from uh Moma County Health that they will um continue to operate the school at Marshall site and then come back to this site. And then for the teen parent center um our plan is to design a smaller center but that can still meet any capacity needs in this area of town. Uh we um these are new information uh floor plans. Um these are uh a little more detailed diagrams that we were able to um accomplish square footage reductions by kind of a trimming of the building. So the bright

235yellow that you see is that trim that we showed you last time in three dimensions. Um so that adds up across all the floor plates. Um this is the lowest level. Um so on the um uh north side, the pink areas in the upper left are where the teen parent center and the health center are. They'll be on grade at 26th Street um for access from outside the building. Um on the lower bar you see the gym both gyms that are on the main um kind of lower level of 26 street grade of the site. Moving up oops moving up through the building. This is actually uh level two which is the main entry level. The entries are on the right hand side which is the east side of the building off 28th Avenue. So

236we're up off entire level because the site slopes 20 ft. Um the light blue you see is the uh student commons area which will wrap across the connector space um and then overlook uh the gymnasium which is what that big X is. And then the theater and performing arts are located in that dark purple area in the lower right hand corner. Okay. And then moving up through the building, um third level um starts to have more academic spaces, classrooms, science labs, and then that dark green that you see in the upper right is the uh media center and library. Um providing a lot more, you know, the educational specification takes into account a lot more of the um uh robust learning spaces that we have in modern schools. So the the kind of flex learning

237spaces you see are a combination of enclosed and open spaces that um offer more flexibility in the classroom. And then the fourth level moving all the way up um you see more classrooms, more flexible spaces as well as um CTE rooms and programs in the purple in the lower left. And on the um athletic field site which is four blocks to the east of the school. Um, last time we talked about some of the cost reductions we're looking at, which are reducing the size of the fieldhouse as well as consolidating storage. Um, we did not clarify, but I want to just reiterate that that fieldhouse actually includes a batting facility which can be used as a multi-purpose space. Um, and we have to have a little bit more infrastructure on the site because we are

238so far from the main building. We have to have bathrooms and things like that here. Um, the scope also includes um, a new practice field in the upper left, um, updated field lighting and replacing of the field turf. Um it'll be a little bit wider current track size, but um wider field to allow better field sizes for those field sports. It's a oddly narrow turf field right now. Talk about our uh our efforts with uh Paul Park. Um just wanted to say that um you know we um mentioned last time and and director Brim Edwards wanted to make sure we you know brought this in this presentation. You asked that last time so thank you. Um but I can say that the district has uh started conversations with Portland Parks about this and we've made

239it known that Pal Park is a real priority uh for Cleveland High School athletics and we're working with them to um you know create a solution. So, uh, this is a preliminary diagram that we have that's showing, uh, improvements at Pal Park that would include, um, rebuilding the the existing baseball field and including, you know, multi-purpose field for soccer and lacrosse and then also adding a softball field adjacent. Um this is really, you know, the preferred um approach uh for the Cleveland community and and keeping the softball and baseball programs together on one site across the street from the main school. So this is um kind of what our priority is that we're um pursuing. Uh but we if you go to the next slide, we do have um kind of a an alternate plan

240uh that looks at if we minimize improvements at Powell Park that we um are looking at an option to um do field improvements at Hosford Middle School, which is um you know just a number of blocks north of Cleveland uh for a softball field. Um it does not fit a baseball field, but uh we could fit a really nice softball field there. So, um, that's also part of our study and part of our conversations, um, related to baseball and softball improvements. So, I just want to make sure we have that. Next one. And then, uh, yeah, then here's our updated budget and, uh, looking at the, uh, board approved comprehensive plan budget. And again, to note that this is including that $20 million that's already funded from the 2020 bond. So you could subtract 20

241million from those numbers to to what would be coming out of of the upcoming bond. And our savings um you know we're looking at total project budget um between 450 and 462 million and the savings range there is is roughly you know $18 million to just under 7 million. Uh we're also noting that there is a separate allowance that's been carried for the improvements at Pal Park um of $15 million. So just want to um note that uh as well since we were including the POW Park information. Um I do want to say that you know the the savings range that is uh has been developed. We have um the teams developed over 32 uh costsaving strategies um in this study. Um and the range um is talking about some of those strategies have more

242aggressive uh design approach some uh strategies require decision- making by the district. Um so that's I wanted to describe why we have the ranges. Um some of it um is going to be developed further with design. So if we have more detailed design then we have more detailed price information. So, right now we're looking at these ranges, but then we'll be able to, you know, get to somewhere in in a single column as we move forward. I'm I'm personally really excited about this one. I love the interior courtyard and then um was happy to see that, you know, 80% of the the on slide, I'm not sure what number it is, it has the the bar graphs um in every case the ED specs are exceeded. Um, and when they're not, they're very, very close.

243Um, and just having been in the building recently, um, I'm really really supportive of. I just can't wait to go to the opening. I think it'll be fantastic. It's welld deserved. The community is here. Thank you for being here. It's late. Um, yeah, it's really great. Um, on the Powell Park piece, um, Have you submitted that rendering to the parks bureau just said top this? Um well I I wasn't in that meeting but I know that um and and our chief operating officer who's not here tonight he he participated in that meeting. So I'm not exactly sure what was shared but certainly there was a conversation that he relayed that you know he did communicate um that it's a priority and they have regular meetings ongoing just in general for district operations and coordinations with

244parks. So those conversations will continue on a regular basis. Thank you for your time. I know it's late and appreciate you and all the work you done. So if there's board if there's any questions you always feel feel free to email them in and I'm sure there'll be a timely response. So thank you for your work. I appreciate I'm just going to ask for the same I asked for the from the previous teams. anything over or under the edc just so where you're over sure and and there you know Abby mentioned a couple spaces that are that are like that um the graph is relating to the minimum requirement so just to um re refresh um folks that there's there's ranges of sizes of space so what's over edspec is actually very minimal they're just

245sort of within different ranges of the EDS spec but we can provide that Great. Thank you. All right. Yes. Yeah. Going home's a privilege. Please take it. Director Wong, before we finish that topic, I just wanted because there's some confusion about how much this is a question for Chief Kori because she knows this question is coming um because in in the in the um overview memo it has um the project costs which are about of the current ones reductions um which gets us to about 1.3 but then at the very end of uh the COO's uh memo he says leaving a balance of 28 million to 176 million for additional modernization initiatives. So, if we think that we've got that 190 already um set aside for priority investments and um deferred maintenance, this 200 176

246to 208 is also available. I'm just going to get confirmation on the record. So, which puts us up to 366 to 398 for those priority investments for for the elementary schools. Correct. Yeah. Yes. Director Edwards, that is correct. And I know that there's been some confusion around using the term modernization, making people think that we're going to go out and rebuild a middle school or an elementary school, but th those dollars are going to go into the same pot for priority investments that will be decided on by all you. So that's a lot. it actually there's almost twice as much money for that that 900 the 190 million pot um than because I know we're all hearing from people about seismic issues and we know about the HVAC and the heat and the cold. Um,

247but I just I want to make sure that everybody knows that like there's there's a piece of good news in addition to whatever savings in addition we're going to get that we will have at least 400 million which is a significant amount of money. Thank you for pointing that out. Yes, thank you for highlighting that. All right. [Music] um for the sake of time because next up we have the second first reading of the ethics and conflicts of interest policy 5.10.066-P 66-P that was referred out policy committee. Um director Bib members I'll ask you to introduce. I'll speak because this is the first reading and then we found we had we had a first reading um at the last meeting um and then in the um at the time Chair Wong raised the issue of

248school um people who had been uh worked at our school system that after their board service might want to come back that this might penalize them in ways that um people who had worked in the classroom or in a school um serving on the board um based on that discussion, we came up with some alternative language so as not to penalize those um individuals and knowing that um if you're applying for a job in a school generally um that's in the spring and that would be before somebody ended their board service. So at the policy committee meeting we um modified the the current change to the ethics ethics policy says current board members and those who have served as board members may not apply for or accept any offer employment from the district current that's

249current board members. And then we just added um this language to address the issue that um chair Wong had raised and I appreciate uh the committee staff and the policy committee liaison Liz Large. We came up with additional language that says in the last six months of a board member's term exceptions can be granted with majority approval of the board of education. To seek an exception a board member must send a communication to board members stating their intent to potentially pursue schoolbased employment with the district and the board should leadership will place the request for an exception on the agenda of the next meeting of the board in the nor normal course of agenda setting. No application for discussion or acceptance of district employment should occur before the board approves the exception. Um and because

250this is a substantive change to the earlier amendment u we're having another first reading. So go back out for the 21 days. And really the purpose of this is just to add um you know greater transparency and reduces speculation about favoritism or imbalances of power that may exist or have the exception existing. So thank you for everyone's cooperation and this is a this is our mulligan for the golfers in the group. All right. And then next we have um the two policies. The board of education policy. Oh, sorry one. Sorry, my bad. Misreading here. Um the board of education policy. Director B Edwards. Go ahead. Yes. So um as you all might recall when we were um doing a replacement for the appointment of um a vacant board seat, we discovered when we looked at

251the board policy that explains the procedure that actually we had a sentence in the U board policy that actually did not line with current statute. Um, basically the it said that we could if nobody came forward, we could appoint somebody who didn't live in the zone, which is not actually what the statute says. So, we're striking that sentence. Um, we've had no public comment during the 21day comment period. Um, and the policy committee recommended passage. Yeah, thank you for that reminder. Um, is there any public comment for the first policy? I forgot. Do we have public comment for first readings? No. Okay, just second. So, uh, do I have a motion? So, moving back to the board of education policy. U, do I have a motion and a second to adopt resolution 7078. Uh, thank

252you. Director Holland moves and director Brim Edwards seconds. Any board discussion? Do we have any public comment? No. Great. To pass or just All right. We will now vote on resolution 70. I'll speak slowly. 7078 resolution to adopt the revised board of education policy 1.20.010-P. All in favor, please indicate by saying yes. Yes. Yes. Yes. Yes. All opposed, please in case say no. Great. Resolution 7078 is approved by a vote of 7 to zero. Uh now we will um vote on the consent agenda. Um there's one item I would like to actually move out of the consent agenda. It is resolution 7081. And the reason for that is because I am not going to vote oppose it. But I want to bring attention to the Smucker's contract. Is there any other items that any board

253member would like to pull or move off the consent agenda? All of them. It would be the Smuckers contract. What did you say? I said all of them. I'm gonna have Director. Director Wong. I'm gonna have a question about one of them, but I don't have um not to be answered tonight, but doesn't need to be pulled out. that can be voted in totality. Sorry, I'll give you time for that. Yes. Um, all right. So, do I have a motion and a second to adopt the consent agenda, which is resolution 7079 to 7080 and 7082 to 7093. Motion. Director Holland moves and director Split seconds the consent agenda. Okay. board discussion on the consent agenda. I would just like to make a comment about the Head Start for the early learning and how much work

254went into all of that and how much work they do and I just like to call that out. Nobody's here, but maybe somebody's watching that they are they are wonderful and there was so much in there and as a former preschool teacher I just thought how do they do it? So just thanks to them you director Edwards my um issue of questions I have and actually this is probably a request for the board um related to the interd district transfers um There's a lot of incoming and outgoing and we also have some schools in which the majority of the school aren't actually PPS within the PPS they don't live within the PPS district and as we um are talking about enrollment how we're staffing schools um I think this should be part of our discussion

255and if it wasn't so late at night I'd want to have some of that discussion now because I think there's a lot of very interesting information and also some places that um we're going to be looking at reductions in schools Um, where are schools that actually have majority of students who are PPS students? Would you be willing? It's a future request. Okay, perfect. I like that. All right. Um, we will now be voting on resolution sorry 70 79 to 7080 and 7082 to 7093. All uh in favor please indicate by saying yes. Yes. Yes. All oppose please indicate by saying no. Thank you. The consent agenda as amended is approved by a vote of seven to zero. Um the next item up is resolution 7081. Uh the specific issue I wanted to bring up was

256the uh Smuckers contract. Um I brought this up two years ago if you remember. Uh one of the big reasons was because um I mean besides the fact that it, you know, may not be the healthiest option, the the superintendent then said we could probably look for a healthier option. But the reason I brought that up is because it's it's all peanut and peanut products. And if you know anything about allergies, um peanut allergies is one of the worst out there in terms of like there's a high percentage that kids can result in or it can result in aniflectic shock. Um, and so having this in our schools is just one of the things I want to flag that it is a safety concern for a lot of our students and and a growing population

257of our students uh is the number of peanut allergies and severe peanut allergies increasing unfortunately. So I want to flag this as as an option is because the the previous administration said there there is definitely a potential pathway to explore different options and I want to flag that as like we should hopefully look for different options and I will probably this is probably the last year I will be voting yes on the smokers contract just to do vote on it now. It seems like no no I'm not I'm going to vote yes on it today. I'm just pulling it just to to bring light to it. I definitely don't want to be legager a single point at this time, but I also just want to point out as someone who regularly works lunches on Fridays,

258as you all know, from K through five and see how kids eat, it's often the only vegetarian option. And um a lot of the kids don't like it and I just hear a lot of complaints about the um sort of thawing what happens after those things thaw um because they're frozen and then our kids get them. So, I think it's worth looking at, not just for the safety reason, but also because I think kids just really don't like them and they have to like kind of force themselves to eat it in my experience and complain about it a lot. Well, I I I think the head of nutrition is looking at different options from that nice really good letter that that child sent. So, student. Great. Thank you. All right. We will now vote on

259resolution 7081. And do I have a motion and a second to adopt resolution 7081? Director Bid my words moves and I'll give it to director split. Uh seconds the adoption of resolution 7081. Uh guess we had our discussion, right? No one wants to discuss more. All right, we'll vote on it now. Um all in favor of resolution 7081, please indicate by saying yes. Yes. All opposed. No, wait. No to opposing or yes. Sorry. Okay. So, you oppose. Okay. Sorry. Thank you. All right. Resolution 7081 uh is approved by a vote of six to one. All right. Um, for the sake of time, if there's any other business or recommendations for future board members, please email me. Uh, with that, unless anyone is opposed, I would like to adjourn. All right, this meeting is adjourned. Thank

260you.