001all right let's get started uh this work session of the board of education for March 18 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 two weeks please check the district website for replay times um all right good evening welcome thank you all for being here um uh uh I know director suvin and director green will be joining us virtually tonight yeah here great uh before we get started um last week we we passed a resolution celebrating um uh classified and non-representative staff week and um we recognize people who were here who have been working for us for you
002know 5 10 20 30 50 years um and I just want to also pass out uh Janice Hansen was our our board appointed auditor wasn't here this last week so we we delayed this um I I first I want to start with apology due to budget cuts we couldn't get the gold medallions are this big and so we settle with lanyards which are just as nice because they're actually more useful than gold um and this is for five years so thank you Janice H for being with us or five years A Plus [Applause] thank you for staying and if you want to go home feel free right if you work for us or five years you can go home early um or more uh yeah all right next up we have the consent agenda um
003right now we're going to vote uh on the consent agenda and if there's board members if there's any items you would like to pull for a separate discussion please let us know now so I don't have an item to pull and and I support um all the items on the consent agenda I do have some comments when we get it on the table thank you uh Miss Brash are there any changes to the consent agenda no thank you is there any public comment on the consent agenda no all right do I have a motion and a second to adopt the consent agenda so moved director to pass moves and director split seconds the adoption of the consent agenda Bo will now vote on resolution 7067 and 7073 through 7076 all in favor please indicate by
004saying yes am I gonna get a chance to say something oh yeah I'm sorry that's okay quick comment it came so so quickly um so I wanted to just briefly U mention something about the field trip were um going to be approving tonight I'm supportive of them and I'm also um looking forward to later this spring having a discussion about Middle School redesign and also um the Capstone projects so there was a district complaint about the field trips and what was happening at the schools while students were gone gone on extended trips and there was an agreement with um School communities and the superintendent at that time to um do two things things one to ensure that the students who were still at the schools for an extended period of time that they um would
005have their um learning be uninterrupted it would just continue on and the second piece um was that um from an equity standpoint that um all of our eighth graders deserved a um opportunity for a Capstone trip or travel um may not be two week but that um we know our students benefit from that and because of Co that got interrupted and I I'm going to be interested in finding out where where we are I know we've made some progress but I think from the standpoint from this board when we look at what our Equitable opportunities for our students that we um keep to our promises that were made which is we're going to try and ensure that all eighth graders get a get some sort of Capstone trip or travel thanks great thank you all
006right uh we will now vote on uh resolution 7067 and 7073 through 7076 all in favor please indicate by saying yes yes yes yes all opposed please indicate by saying no stent representative consi please indicate your vote Yes extensions the consent agenda is approved by a vote of to zero with student representive voting unofficially voting yes all right next up we have the uh presentation discussion about graduation rates for the class of 2024 with ap and IB as well as CT Pathways data um Dr armst superintendent Armstong would you like to introduce this item yeah absolutely thank you chair Wang we realize that this is last year's data and we're in a different Academic Year but this is an annual update to the board and so I have members of my um senior leadership team
007that will introduce themselves before they present thank you School Board my name is Christina Howard and I am the chief academic officer I'm pleased to be here this evening to discuss the four-year graduation rates and five-year completion rates for the class of 2024 I believe we're loading the slides now um I am joined by Dr John Franco chief of schools Miss Margaret Calbert assistant superintendent and Dr Philip H stit the senior director for 912 academics we look forward to hearing your questions and ask that you please hold them until the end of the presentation our 912 academics team will also be here in a couple of weeks to provide a more in-depth presentation on Ninth Grade onrack advanced coursework in CTE at this point I will pass it to Dr Franco our chief of school
008I think he's still loading the presentation you're really fast hey car I'm trying to get on here I I guess so okay I'm there I see myself I only went over the agenda SL was so fast okay directors evening so in in my experience as a former High School principal and now currently as the chief of schools every graduating class has a specific character in unique set of circumstances that defined their High School experience and so just would like to acknowledge and call out this current or last year's class of 24 they are the class that ended e8th grade with the start of the pandemic they experienced their entire ninth grade online and then finish their senior year with a work stoppage in Winter ice storm nonetheless they persevered and experienced admirable success so as
009you can see here on this chart the class of 2024 the four-year graduation cohort percentage is 84% it's also important to look at the five-year completer numbers which was 86.9% the red is the fouryear and the blue is the fiveyear we're still in the mid 80s within graduation and of course our goal over Arch inly is 100% of our kids here in PPS graduate 90% graduation rate as a district is definitely within reach we are above pre-pandemic graduation rates each graduation each graduating class if you think back to it between 2020 and 2024 saw different graduation requirements because of the context given this looking at comparisons because we look at data all the time between the class of 2020 and the last year's class of 2024 rates make sense given the similarity in graduation requirements
010we also here in PPS as we should we do require more rigorous coursework to graduate than Oregon diploma requirements and we continue to work with students to graduate and complete in the fifth year and Beyond I think that's important to note as well so I do realize this slide may be kind of tough to see but just wanted to highlight just um just a few things the first is just want to call out a few of these a few numbers because these are distinct groups that we do hone in on and pay uh attention to our American Indian Alaskan native last year's percentage was 47.6 our black African-American was 76.1% our Hispanic Latino group was 73 9% and then a multi-racial underserved was 79.5% and those are the four-year cohort graduation numbers I also want
011to point out that that native students who participate in Indian education they do graduate at significantly higher rates than our Native American students who do not participate and it's a roughly 20% higher rates for those who participate in um uh Native American Indian education and I will turn this piece over the next slide to uh assistant superintendent Margaret caler good evening directors um superintendent Armstrong and student representative conavy uh part of what we've done over the number of years is look not only at graduation rates but measures of post-secondary Readiness um students demonstrate postsecondary Readiness by meeting one or more of the criteria of the criteria that you see in front of you these criteria came through um our high school Success plan which uh High School uh principles along with central office staff originally
012um built in response to measure 98 funding uh that looked at high school Success um we update the plan um periodically we're in the midst of a plan that I think runs from uh through 2026 there are specific strategies about how do we uh prepare students for postsecondary Success um when you look at these six diff uh six measures just want to um point out that uh number two up here about completion of with a C or better of three or more International baloria courses we have two high schools that that provide IV coursework and that's at Cleveland and at Lincoln we have um the remainder of our high schools offer either advanced placement courses or dual credit courses and I just want to also share that um dual credit courses are uh are earned
013in a couple of ways some of them are on campus um so at a school site and that's some of the numbers that you will see and then uh with Jefferson in the middle college the students uh also take classes at PCC so some of those data are a little harder to capture because it's captured on it's um on the transcript and not necessarily in uh the uh other ways that we measure so as we go through some of the Dual credit courses that we see um in real time like enrollment uh is not does not show up but for all the students at Jefferson but the on the transcript they're there so you'll you'll see slightly two different measures as we go through um the other piece that almost yep the other piece I
014just want to say is that there's um the Career Technical Pathways where we see three or more courses in the same pathway uh and we are very aware of the graduation um data around s successful completion of uh the uh CTE Pathways and that it makes a dramatic difference in students U graduation and post-secondary success and then finally you will see the sixth uh uh the fifth piece is around the seal of Biol literacy which I'll speak about a little bit more on the next slide and then the sex sixth piece is around um performance on uh nationally normed standardized tests um so what you'll see here is over the past four years um postsecondary Readiness in the overall rates um the uh in this particular Slide the darkest purple is four years ago and
015the lightest is most recent for the class of 2024 so we see that um postsecondary Readiness um over the past four years has changed um and has decreased somewhat over the past four years um we are seeing that uh the ab uh AP and IB attainments last year is comparable to four years ago in 2021 um overall it is how that shows up and and and is broken down by um students by race it we're not seeing the same level of performance um by race as we are uh by our white students and our multi-racial not historically underserved there's some specific strategies that we're using to address this um and we uh that I want to speak to and that I also want to speak specifically about the Seal of bi literacy um some specific
016strategies that we are using to address post-secondary Readiness are um some examples that we have are new courses that were offered this year so for example at McDaniel High School all soft sores take um AP seminar uh at Grant High School all sophomores take AP Human Geography um and some of the some students are piloting apsr at Franklin what we see as a strategy when we go broadly and provide um a AP or IB course for all we're seeing an increased enrollment and increased success and it breaks some of the predictability by race um at at uh excuse me at Cleveland at the junior year we're seeing that they are using not only um uh junior language arts but also biology for IB for all and that that is a strategy we're starting to see
017um again some success from students across uh racial categories and um also students receiving um special ed services and uh elll um the other part that I would just say that when we look at at uh courses across grade level at a Grade B and at uh Jefferson you have reading and writing 115 which is the junior language arts class and then Senior inquiry which is a college ofel class at the senior year so where that entry point is we're seeing at McDaniel they're looking at sophomore year at at an AP forall course at um Cleveland and Jefferson for example we're seeing an IB or dual credit for all at the junior year and then we see a lot of um college level course work at the senior year across a great band the key
018is to remove barriers which is um which leads to focus preparation in the freshman and sophomore year so that students can not only access college level coursework and and advanced coursework but then find success these measures are for students that have um C or hire in the courses so in that in those Realms um we are also doing things about how we how students enter uh high school and then how are we providing uh critical supports so that can we can address their gaps learning gaps um that may be coming out of the pandemic so that we can accelerate learning change trajectories and have students be prepared for to access and complete successfully college level course workor um I want to turn it over to my colleague Dr phage thank you um I'll talk a
019little bit about some of the work that we're doing across the 912 uh Spectrum to make sure that our students are uh ready for graduation and and Beyond so in the next slide um you can see a visual that represents our College our postsecondary Readiness Continuum uh we'll talk more about this in April well we'll dig even deeper into nth grade success CT and AP but we just wanted to offer a brief overview this evening so um as you can see postsecondary Readiness begins with our e8th to nth grade uh transition which includes our eighth grade success teams counselors and teachers collaborating with each other as well as leap into ninth grade which is our uh summer program uh in ninth grade all of our students are assigned to a community which means that for
020the most part students share the same uh group of core teachers our ninth grade success teams meet regularly to collaborate to review student data to provide interventions and to build relationships our high school students especially nth and 10th grade are expected to receive high quality instruction through the adopted curricula and to uh be provided with the support they need to be successful for advanced course work uh starting in for the most part in uh 11th grade all of our high schools offer CTE and advanced courses as we see these as essential components of the high school experience uh throughout high school students also receive career exploration and postsecondary Advising um as well as activities connected to their postsecondary plans next slide so here you can see um information about the college enrollment trends for our
021students this data comes from the national Clearing House there is a lag so the numbers that you're looking at for 23 24 are not entirely accurate will will go up uh by a few percentage points as you can see there was a noticeable dip for the class of 2020 perhaps not surprisingly since then enrollment rates have begun to rebound um and while the overall College enrollment rate uh H has not reached the pre-pandemic levels uh we are seeing some promising results for the four-year col going great um both for overall students and especially for historically underserved uh students so as I mentioned before we'll come back in April to provide more information about uh CT CTE AP as well as nth grade on Ninth Grade success but we're also open to answering questions this evening
022if you have any great thank you questions I have a question do we have an idea um it's around the numbers of students that are homeless and how that might impact the graduation rates because I I believe there's additional uh supports for homeless students but do we do we know what the impact of that University of students is on the graduation rate we have um we the state as part of the reporting process does uh include a a graduation rate for um homelessness I don't have it in front of me I we certainly can get that for I had another question about Jefferson students um do we know out of the um census there the population how many are actually taking advantage of the Dual of credit and then how many African-American students are taking
023advantage of the dual enrollment opportunity so we can I don't if you don't have that if I could I would take that information later I think we can speak in general terms and I'm happy to get you specifics so one of the pieces that happens for Jefferson in particular is that there are dual credit courses that happen at the junior year and in language arts it's reading and writing 115 that is uh a dual credit course that is taught on campus um with PCC it's it's aligned to PCC curricula and then in the senior year all students take uh PSU senior inquiry uh which is then with PSU which includes language arts and social studies so at that at the broad space of that is all students so this is part of the middle college
024it's not a program it's a school it's the entire school so everybody's expected to take advantage of the classes what is less um clear in the data that we're showing and sort of a little harder to track is are the pieces around um uh when CL students are taking classes at PCC right so um that's what's unique about the setup at Jefferson is that you have students taking dual credit at on the Jefferson side of the street but then also walking across and taking classes at PCC and those get transcripted they're not in our data system in the same way so we it's lagging for us to gather that information but we certainly can get um get you some more details about um the percentage of students are taking advantage of and completing the middle
025college diploma which uh ties to a minimum of 12 college credits C Graduation oh fantastic yeah I was really curious I didn't realize that we were that classes were offered on both sides of the street so thank you for clarifying that I kind of want to dig in on funding for some of the programs that you think have been really helpful particularly I've been thinking a lot about measure 98 which I have this assumption has been really helpful um in um helping us to have both supports towards increased graduation rates and CTE um so I'm just curious what impact you think measure has had um on these programs and then I might ask some followups related to other funding streams and if they have a role as well yeah I'm happy to speak to that
026uh I would say measure 98 has had a tremendous impact um our ninth grade communities are funded in large part or exclusively by measure 98 um our College coordinators who are working uh with a with a particular focus on in supporting our historic service students are funded uh through measure 98 and we attribute some of the increases in four-year College enrollment rates to the work that they and and their teams are doing um so measure 98 has been a tremendous success and there are lots of different iterations and and levels of funding that that that they Pro that measure 98 provides um in followup I'm just curious if there's um funding that comes from the student Suess act because I know they have some sort of dedicated funding that goes to different things I don't
027know if it also goes to supporting increased graduation rates or not and then also if there's federal dollars or Grant dollars that particularly support this work I mean I'm just trying to learn sorry yeah mesh 98 focuses exclusively on high schools and does include eighth grade um our student attendance coaches are funded through measure 9 measure 98 has supported CT expansion um it it has certainly supported Dropout prevention and and and and increased access and success in advanced coursework regards to sa are you talking uh director split specifically like student investment account SAA the Student Success act I think it's the student yeah I think the Saia is the account yeah so there are specific pieces maybe not necessarily predicated to high school but more so on the lower levels in in reference to Sia
028like if you think about academic interventionists instructional coaches like those are some big big ticket items that um definitely lead up to as we think about high school graduation and postsecondary grad the other piece um that is new to high schools in the last couple years is is Title One funding and so um it we've had uh Roosevelt has become a title one high school for example and um Alliance High School so those resources allow um you know Focus support for students and connections to school uh in order to help support um students get connected to high school and then also also complete I had one other lineup question if that's okay but if you'd rather be not um the other question I had was um I know that uh that we have a fairly
029high level of opting out that happens um for the ESS testing and at the high school level in particular and I was just curious if you think that creates any issues with um being able to track where students are or if you feel like there are other mechanisms that you have that could kind of capture that but help you find those students that need the extra support especially ones that choose to opt out so you don't have that particular data point so what other what other ways are you getting there I I can start than Margaret can try man um I would say um yes I think that is we I mean I would say it's not it's not specific to PPS I think high schools in general struggle with osas participation when you don't
030have that level of kind of Norm National assessments um that is a data point that we don't have so you know things that obviously we like for example ninth grade on track is a big piece that we look at um also the you know the infusion moving forward of of curriculum beded common assessments will be a leading indicator right of how we are doing uh progress wise and I also say too uh we just shared kind of some of the post-secondary pieces in terms of students who graduate enrolling in two and fouryear uh universities um I think that's an important piece as well and then also you like our kids take the SAT right I would say pretty consistently because that's just something that we offer uh looking more in depth about how our students
031are doing on that particular assessment is going to be a a big data point for us moving forward as well and we look at it as well but I think if if we don't get the osas participation moving forward that's going to be a big piece student represent kav yeah I think my question is kind of regarding around how many high schools participate in like the partnership with PSU with like the senior inquiry do you have the exact amount high schools that participate go ahead three so uh Jefferson Roosevelt and McDaniel U all have the senior inquiry class which is a partnership with PSU that allows students to earn I think up to 16 uh college credits and then my next thing I know we have like CT it's a really big thing for our
032high schools I've heard from lots of Middle School students that they really want to participate in like a lots of CT programs our high schools have so definitely strongly encourage if there's ways we can kind of include our middle schoolers or other middle schools we have in PBS and CTE programs I think that would be really helpful for them AB absolutely we absolutely agree and we want our young people to begin thinking about some possible CT Pathways as as uh as soon as possible uh so those conversations are definitely uh underway and also just want to reiterate what Dr Franco said about the the value and the importance of having a coherent curriculum is that it does provide opportunities for common assessments to be used as a way of assessing and monitoring early and regularly
033how our young people are doing academically as opposed to waiting until junior year to figure out who is on track or who who who isn't our track and so uh we're building systems that will allow us centrally but also uh locally at the school level at the PLC level at the ninth grade success Team level for teachers to activ actively reflect on how students are doing with regards to mastering these key essential skills thank you have a hopefully quick question on page 10 of the presentation um it looks like there's a trend on both sides that there's a decline in two-year enrollment in colleges and an increase in fouryear enrollment in colleges I was wondering if you could expand on that like what what does that mean or if we know yet I mean what
034what it means is that more of our students are choosing to go to four-year universities rather than twoyear programs um part of that is exciting uh because we know that the uh completion rate of students who are attending four year universities is higher than for students who are attending twoe uh um schools the likelihood of them earning a a degree is is much higher you're probably wondering about why that's happening and that's a that's a good that's a good question uh what we can do is look at some of our um exit surveys to try to glean a little bit about our students decision- making what I'm taking away from this is that more of our young people have the the confidence uh to embark on a four-year uh post-secondary Journey uh which is exciting
035and I think a testament to the work that our counselors and college coordinators and teachers are are doing to prepare uh our graduates for for that thank youor B do you have a question questions Margaret would be disappointed if I didn't um so I'm glad to see that over the last eight years the reach of what students has have access to um both College um college prep classes but also uh CTE classes has um expanded um I'm gonna also note that I'm disappointed that PPS is proposing no longer supporting all of our high schools with a position for a career coordinator um because I think one of one of the strengths in the program is if you looked at this data 15 years ago when I was very active in this issue um it was
036very um uneven about what students had access to college prep classes um there were very few CTE classes with the exception of Benson um and um there weren't any clear career coordinators and PPS made a consistent push to all high schools um having both college prep and CTE career coordinators so um I'm hoping in the budget process we don't back away from that um and I've got a this is a data request made before the meeting but I'm going to ask that we get it afterwards since we couldn't have it this meeting but uh because I think it'll provide the board with um I think more relevant data for us to dive into in terms of what strategies we should be funding and um where you know if we need to um change strategies or
037accelerate them um but getting the additional data by High School um and then the actual number of students who are um in each of the we just have percentages um and sometimes that doesn't tell us a lot um but for an example the reason why I want to know for the high school so say we have a high school in Cleveland that's doing IB for all it's like is that um are we getting then most high school students getting that CER better in what would be a college prep class and we can't really see that and so having aggregated data instead tells us that overall you know the numbers are changing but they don't tell us like that's that's the strategy that we should have at every high school maybe AP for all or IB
038for all whatever the version of is it sounds like we have something but is that actually effective in increasing um students exposure um so I hope we can get that um data and then I had a question about um our measurement because just comparing it to the the past in my understanding in the my recollection is in the past that we used to be measuring whether for example in IB you got a fiber bet fiber better mixed up between IB and AP but a certain standard and it seems like now you're saying the standard is C or better and I'm so are we comparing apples apples to oranges because they're different standards so for example the standard used to be like most public universities would accept an AP if you took the test AP test
039of this this level or an IB test if you got this number and now it seems like what I thought I heard to say is we're measuring um it by whether you got to see in the class for better and we've switched off of that other measure so I think um two things I appreciate the question um I think that as we've looked at um we want to provide access and then also success like I think that's what you're driving at and I agree wholeheartedly like saying we're going to enroll students in a class is one thing saying that they're successfully completing and have an opportunity to get College the potential to get college credit is a different thing one of the things that happened as we expanded dual credit opportunities um was that we
040wanted to be able to say you know can we compare what this looks like so it's not quite there I hear what you're saying and the Dual credit that that happens is by a grade and a completion of the course so we did we kind of tried to level that so we could compare across are we seen the same level of academic success within the courses um the additional lever that you're asking is what percentage of our students are taking the uh IB or AP test and um we can certainly provide you with that information as well it is not 100% of the students so I think that's to your point um uh as well is that a subset of students actually take the tests we're trying to get to you know uh encourage that
041um the other piece that I would say is that when we're looking at you know dual credit versus AP IB um when you're talking about what does it mean to earn college credit um when you're in a dual credit class it's performance over time and AP and IB is performance on a specific date right is it is on a test and so I think that part of what what we are working towards is one can we compare across these three measures and then two can we refine so we certainly can come back in and say of these students how many received a three on an AP or a five on an IB for example isn't that what we we did last year so I'm just are we looking at different data sets here no it's
042the same so you've normed it so that's all the Seer better yes even though we used to do the they two slightly different things one question is how many of our students are earning High School Credit in advanced courses and then the second question is how many of them are going on to earn college credit by successfully passing AP exam with a three four or five I think the measure for the board reporting purposes has always been SE or better in these courses but on the agenda for April we will dig into the AP data and I'll just tell you that um it's looking pretty good yeah I mean I I would hope we do both things as I know having students being exposed to college level courses um in and of itself helps them
043prepare for college level courses um and for many of our students the ability in a free public high school to earn potentially a whole year of college credit um by taking the exams and passing them is is huge um so for me it's like not either or but like do we both both of those um because that is a huge gift that we can give to our students if they are earning even every even you know three college credits um are you gonna pivot away because I would follow up just tiny one on go ahead I'm just curious if we offer yeah breathe I was going to curious if we offer financial assistance for AP tests or IB tests for kids that needed take them okay thank you yeah that was just going to um
044at some point you said you were going to say something about biliteracy the Seal of biliteracy which used to be one of the standards but I don't did you say something or did I miss it is I did not say it thank you for bringing it back so the one of the pieces that we notice is that of the measures the Seal of Biol literacy has has dropped for us over the last few years and so we went back through to say what is what is driving that and so one of the things that um that happened um is that uh starting with the spring of 2023 so not this last graduating class but the previous one um students had to demonstrate Proficiency in English as well as their um their first language um and
045that what's challenging is that we don't have the same number of ways of measuring English proficiency um that we do for other languages like so the stamp test or using all the other pieces so you have to create portfolios demonstrated in both languages and that um has been a challenge for us to do over time so we're working to build that back up but there was a change in what that what was required by OD to demonstrate a seal of Biol literacy and the challenge is not in the F the first language is it actually in this in English and what what are the standards that we have to do and what do we have at our disposal to actually demonstrate that so we're working to to buttress that but they can still they can
046still earn it we just aren't measuring or not including it in this report no it it is actually it's in the report it's in the appendices it's the seal it so it's it's it is we we Consolidated the postsecondary Readiness in the slide deck itself but it's in the it's included in the pendes as one of the slide so I just wanted to note that you see this decrease or in 2023 and that part of it it's that it's actually that what the reporting requirements changed and we're still adjusting to those changes in the reporting requirements I just hate to lose it because it was a way in which um a home language became an asset for students AB thank you uh director suvan you have any questions trying to get back here um um
047no a lot of good questions asked especially that biliteracy one um it seems like you should be able to find a a test like people must get tested for English all over in other countries I think the challenge is what is the four areas um so it's the listening from what what has been shared with me is that it's what's hardest is to get a listening test that is demonstrated so you have to demonstrate in Reading Writing speaking and listening in order to have the biliteracy and so again we are adjusting to making sure that we are um we can do it through portfolio work and there are ways mechanisms to do it we are we are building that those mechanisms out in order to because I to all of your point the the goal
048is to demonstrate and value multiple languages and and to see that it's an asset for students yeah and I also like you um I forget which one of you said but you want to provide access and success and so I think I've heard you before say you do a lot of counseling on um people who are taking AP courses um to make sure they're going to be successful is that true AB absolutely and U just to build on an earlier question about how measure 98 is useful in this regard one thing that we did last year is to add a position in all of our high schools called learning acceleration specializ is building on some of the work that was happening um in in in k u K8 space and um a learning acceleration Specialists
049uh work to provide individual student support to encourage students to take Advanced courses they also work with teachers around professional development um and they work with counselors uh as well so they are leison they are uh supporting students and they are uh making sure that our students are not just recruited into advanced courses but also have the support that they need to be successful in those spaces so um absolutely access and success yeah thank you thank you dror [Music] Hollands I just a kind of followup question with the um the seal by literacy issue um the guess is that the number of students and their abilities hasn't really dropped over the years is the testing protocol issue right um is because I mean it it's kind of concerning because we drop from like oneth of
050our student getting it to like 110th and that it's kind of a big drop so this obviously you know from you say it's the OD change in rules is there something that the board or policy could also help that along it doesn't have this doesn't have to be answered now but something to kind of throw out there is there something that the board or policy could help along to kind of get this because we would like to recognize that b bilingualism is an asset so thank you any further questions I want to thank you all for your hard work this uh great presentation a lot of good data and uh I'm sure we'll be chewing on this for quite a bit thank you see you next month [Applause] all right um next up we have
051uh an update on our high school modernization projects I guess I'll hand this over to superintendent Armstrong yeah thank you absolutely as you know the team's been working over the past two weeks to prepare this update um that was um passed through a resolution so thank you for that uh tonight we have Chief young Chief Operating Officer who will introduce uh his co-presenter and any other uh presenter he has and I will turn it over to Chief young thank you thank you good evening directors uh we're here tonight as requested uh to provide an update on the high school modernization projects uh specifically we want to highlight how the project designs are being updated to reflect the direction that is in the board's uh cost reduction framework including targeting an approximate building area of 295,000
052square feet so I know we don't have a lot of time so we have three uh three short presentations from our project teams uh and we welcome feedback from the board on whether what you see tonight that that is looking like that is representative of what the direction is that was provided by the board in the framework um or if we need to make any adjustments as we go along and then also as requested uh we will be back with more updates and additional detail at the April 8th and April 22nd meetings if there isn't any initial questions I will scoot out of the way way and we'll let the first team come up and begin the presentation start with the Jefferson team hello board members superintendent uh my name is Steve EOS I'm a
053senior project manager can you guys hear me a little closer um senior project manager on the Jefferson um modernization project I think we have ke lock ler we should uh online um and then we have Natalie mler uh our Bora uh project manager on the Jefferson project um quick intro as well um obviously you're going to hear from all three projects um I think we have a little bit more detail in the first one because we've been kind of going at this a little longer um but hopefully some of that background including kind of the edpc information will help kind of level set for all three projects so I'd like to now hand it off to Natalie okay so today we're going to go over the site constraints and cost reduction opportunities specific to Jefferson
054High School um the PPS comprehensive education specifications alignment the teen parent Center the commitment to PPS climate policy the all electric infrastructure alternatives to lead gold certification and then additional options trade-offs under consideration kind of in alignment with the board's framework um for Jefferson the site conam are um pretty tight uh we have an existing building location to the south of our site um we have a cross block requirements through zoning um to connect the two um North South Streets on our site that flank our site on Kirby and Commercial we have Demolition and construction access requirements because of the existing school and then we have a smaller building print footprint which challenges uh creates a challenge to fit all of our program elements such as the theater the main gym the commons the health
055center the teen parent Center and the sped classrooms which all want to be on that ground floor um to the right on our screen um we're looking at the footprint of Jefferson which is about 145,000 square feet compared to Cleveland which is about 176,000 square feet and then ID wall is at 206 so we have a little bit of a tighter site um some of the site scope that is not in service to student athletes athletic team and is under studi to be removed reduced from the project um we're studying the potential removal and reduction of the new parking area south of Alberta because it doesn't necessarily um Aid in student athletes and athletic teams um we're looking at a potential reduction of landscape improvements to the curvy Grove which is um the red area
056to the north of the site on the site plan um that's between the par existing parking lot and the site because it's not for athletes um and they're also looking at the TPC which we had as a separate site building but we'll be moving into the school instead um to save cost um this is looking at kind of how we're handling program so this is PPS comprehensive education specifications alignment um we have an edpc minimum building that would require 284,000 grow square feet um at the end of 50% DD which we was our phase that we ended in December um we had an ed spec plus building with 311,000 gross square feet feet and then we are um working on the program through the Board of Education requested framework and we are um this is
057301 but we've been working on this and we're now at 295 716 for the um gross square footage and that's a reduction of 15423 um and then the chart to the right kind of showcases how that is differentiated across the program elements um so helps to align um with the Ed minimum um as part of that we're also looking at potentially adjusting certain programs um such as the dedicated Community partner spaces um including the SEI coordinator offices partner offices are part of the itsc and will remain um and then Indian education um two athletic team rooms um but three would remain student mediation office student government office Library classroom and school archive room um the areas that will be potentially reduced would be the theater we currently are we were showing a thousand seats at
058the 50% DD level um but we'll be reducing two to 500 seats per Ed speec um dance studios will be reduced by 700 square feet each um in alignment with theater stage size um that's 500 s feet larger than what J JHS has now um General use locker room count would be reduced to a th000 lockers from 1700 and then the choir room would be reduced by 200 square feet to um to align with its speec um in terms of the Teen parent Center um the Board of Education framework guide guidelines state that the project would be would include a teen parent Center if there was a demonstrated need for the school um the team is working with school and District leaders and exploring opportunities and needs um for the health center um uh we're
059going to maintain the 50% TD size of 1750 um and keep that space within the main building um and then commitment to PPS climate policy all electric infrastructure um we're going to maintain that commitment for the school um and are only setting building options that maintain that standard alternatives to lead gold certification um the project will seek Sustainable Solutions that are practical maintainable and cost effective and additional options trade-offs to save costs or square footage the design team is studying VAV mechanical system Solutions um structural options and building material selection um in terms of next steps we'll be looking at the building size and the Ed specs um we are uh test fitting the proposed Space Program into a proposed building footprint that fits within our site um and then the Jefferson Administration team will
060be test fitting it to its master schedule um with proposed classrooms to the new space program and then in terms of construction costs the design team will be exploring alternative mechanical and structural system options and rlb who our third party cost is developing a cost model based on updated site plan and Space Program um yeah so if there any questions certainly for any of those items we can go back to uh those topics to review it in more a little more detail is um one quick question and this actually applies to all the other projects as well but um one thing I'm a little concerned about is kind of the the lead gold standard because one of the um I guess I have a question about that because I think if I understand correctly the
061lead gold standard also is indoor air quality and um I guess my concern is if you know reducing lead gold standard could that mean possibly like for example materials with higher voccs you know for mahide or or other off gasing Benzene and things like that um yeah I guess that that would be my concern I don't know if again I don't know enough about Le gold certified toing a same but I'm just curious if you could provide some background with that in terms of Endor air quality yeah now that's a great question and it's actually exactly what we've been discussing internally with our planning and edpc and kind of connecting kind of to the instructional side as well as well as with maintenance because air indoor air quality is critical but there's also a lot
062of measures that actually kind of provide additional longevity and then obviously there's whole Energy Efficiency side of things so in some cases our standards actually Define a lot of requirements like uh Energy Efficiency uh in particular in other areas lead actually provides a really helpful framework I think like you're you're saying in areas that we don't have we haven't dialed in the standards as much or we have a harder it's a little more difficult to kind of manage or track them so to some degree I think we're we're not looking necessarily at wholesale abandoning of lead as a system but we're looking in particular at the certification process does that sort of add some additional cost well we know it does to some degree but um is there a way that we can kind of
063more flexibly use sort of the lead system potentially um but I think we see a lot of value I think that's kind of where we've landed we've actually compared it to other kind of sustainability systems and I think the familiarity familiarity inhouse with our design and Engineering teams is very helpful certainly so I think we're tending to move in in that direction it's just a question of how we Monitor and how we kind of track it one of the things we're trying to um analyze with lead gold is what are the the lead gold credits that we would be pursuing just to try to get lead gold certification and so uh the indoor air quality is a credit that we could um or you know the concepts in that credit we can apply them to
064the project by making sure that we include them in the drawings and specs for the contractor during construction and we would track it just the same as we would if we were actually going to get lead certification in the end so um our Architects and engineers and contractors are very used to seeing those requirements around lead certification and we can very easily incorporate that into the specifications for the project around low low vocc materials and um indoor air quality tracking and things like that thank you was very helpful questions uh yeah I I appreciate your creativity around you know building to lead standards without pursuing a certification because we know that certification there is a cost to it and I'm not sure if you know there's a return on investment and we're looking to save
065costs wherever we can um so if we could build you know all electric which is in the plan and to the standard without seeking out the certification I think that would save us um some money and I think with lead also aren't there in air quality is one of the elements but there are multiple elements that you can sort of trade and you know you could make tradeoffs in certain areas and not in others um I had a couple questions one um let's see looking computer dark on this on the slide that shows the red blue green comparison of the Ed specs to what's in the drawings currently there were two areas where the Ed specs are more robust at that those are in the General Ed where it looks like the Ed specs call
066for the pro when you're comparing the program 50,000 versus what's in the plan now for General Ed my comment is that in General Ed and in education support the spec is higher than and I just question at Jefferson why we would choose those two areas to to not build the Ed spec 2 that's just one question the other one is about the teen parent Center I thought we'd had some discussion about whether or not or assessing whether there was a need for teen center especially because you know we're hearing about you know fertility rates dropping and teen parent rates have been dropping for many years and so I thought that that was one area that we had discussed um looking at and assessing it on a building by building level um and those are my
067those are my questions thank you um I'm actually going to bring up our program specialist Amber um the audience to kind of answer your question about General Ed versus and education support yeah thank you I I really that of of all of the on that slide you know the science the edpc has met Performing Arts the edpc is exceeded but in General Ed and education support which are what we know are needed at Jefferson are both less than the spec so that's my question is about why would that be um so Jefferson specifically has a very robust dance program that is not accounted for in the edpc and so to retain the spirit and the functionality of that program you need to offset some of that area with some general education or some education support
068rather than just adding if that makes sense so to bring the total program down to the 295 needing to find ways to reallocate areas to mostly accommodate dance okay I went to Jefferson so I know um very well about the dance program yeah um it's a great program in fact it was funded about 300,000 a year in the late 70s when I was going by the national um Nea um okay so that that describes then there's the reduction of the capacity of the seats for the theater does that also how does that tie into having this robust dance program but not enough seats for the parents to come and watch their children dance my understanding is currently uh Jefferson does rent the new Mark theater for large dance performances each year and uh our previous
069design did have a thousand seat theater to accommodate those larger performances at the school I think with these reductions and kind of the T the assignment we've been tasked with reducing down to 295 and aligning with edpc that was one of the elements that did get reduced back down to edpc um so we're still exploring opportunities to I think design a theater that can Flex like if it is it 500 seeds could it Flex up to a little bit more without increasing the area and the footprint and I think it'll also come down to some of the cost studies that we're working with our uh rlb estimator with um of what that final size and C capacity of the theater can be but regardless of a thousand seat or a 500 seat that stage and
070theater can absolutely be designed to optimize dance performances excellent and is that are is are 500 seats on par with our newly modernized yes Franklin and Grant okay thank you yes 500 seats are for new construction modernized high schools I think there are some renovated high schools that might have slightly larger capacities but for new builds like Jefferson it would be a 500 seat for edbc can we say what that number is what is the um sorry thank you for that question sorry to just jump in um what is the theater number for Grant Lincoln do you have those compared Lincoln is a 500 seat theater I don't know off the top of my head what rant or some of the other schools were I worked on Lincoln so I know that well yeah but
071we can get those numbers in fact I think we have a cross check kind of comparison of all the schools to date thank you director solivan I to address yes what is um Jeff's seed in capacity now is it 500 the current theater does exceed 500 seats at Jefferson now um believe there's an upper balcony that's underutilized um but the lower level is utilized more and it does exceed that 500 seats currently so it would be different okay and looking at that same chart that Michelle was looking at General Ed Administration and counseling education support are lower on ECT lower than ects those are mostly rooms right like classrooms correct so for the general education it would be offsetting some uh general education classrooms to support more more robust CTE which you're also seeing reflected
072there and then the reduction in building support is for the most part a handful of teacher planning spaces that get offset um to accommodate some of the others specialized programming in Jeff as well okay but we have to have sure that be sure the teachers have room yes um just for comparison our previous design at 50% DD in December had zero zero teacher planning spaces so with this uh reorganization we've actually reimplemented five of the 10 edpc teacher planning spaces to better align and accommodate for the sharing of classrooms out of full capacity so we're improving okay great thank you you're welcome were you gonna respond to something the TPC question uh the team parent Center question that you had Michelle um that uh sorry director to pass um we are working internally across all
073three um projects to um work with the staff who are responsible for the teen parent program to Define what um demonstrated need means and to analyze the um that demonstrated need at each site to make the determination so um we don't know tonight whether um any of these three buildings are going to meet that definition yet or not because we haven't lished it thank you that makes sense yeah so actually question I saw you trying to thank you my mistake so um I appreciate the questions have been asked before because it answered some of mine um I have sort of two sets of questions some specific to Jefferson and then some that are um kind of a cross project so I'll ask it now during Jefferson um and I won't ask that later but they
074kind of apply to all I I'll start with that one there's a couple places in here that um it says um additional options tradeoffs and design team is studying things like mechanical system solution structural options Building Material selections and then there's also um some other um items that could be potential cost reductions and I'm wondering is there like a PPS workg group that's sort of sharing across the school um rebuild so that each school is not having to do their own sort of investigation and exploring of like what are what are high quality lower cost materials or systems so just that's that's a general system more of like how are we supporting the individual projects maybe this is a question for you stormy yes sure um we are um the three modernization projects throughout ever
075since November when we started looking at these C production studies we've been working extremely closely together um along with our um colleagues on the fam side so the the ones who wrote The Ed specs and understand them really well and and all of our lessons learned as well as our facility standards which really addresses more more of the materials and the um the quality of our um systems I guess Building Systems so um we we are you know they're not each going back and forth Just within their own project Silo to talk about you know building skin quality we're we're talking about it as a group Al together constantly pretty much um I'd say three times a week at Le I'm glad to hear that so shared shared learning um or collaborative knowledge is always
076better um let's see direct depass asked my questions about the edec space um the um on slide four uh this is more the outside space um both PE and sports um it looks like there's some a studying of making some reductions but that they look to be more sort of auxiliary um items versus like a reduction in sort of field space or anything like that so reduction in landscape improvements um change in the parking lot so those are things that wouldn't reduce the because of course Jefferson's the school of champion um we don't want to be reducing um that outdoor that outdoor space right that's correct yeah that's exactly so the reductions are being made are more ancillary ancillary that's the word okay so I just want to confirm that and then um on the
077just a slightly different variation of the um sustainability question um I didn't see in any of the across three high schools any um um mention of the sort of mass Timber versus concrete and um Steel versus concrete and steel and that seemed in at least the Cornerstone report that was a savings place and I know now would tariffs on steel maybe it's not a savings place but I'm it was silent on it so I'm just curious about that particular piece we are studying it um we don't have the cost data right now that one is um because it's not in the Ed speec you know it's it's a it's harder to show on a slide the only information that we will really have about it is related to the cost um and so we're not
078there yet with the actual cost savings associated with any of the um changes to the Space Program either well it looks like director toass has her handris I was goingon to say there is mention in your um presentation about embodied carbon though and so we might look at the costs as one indicator and we might look at the impact of embodied Carbon on the other so it might be nice to have a like a a nice look at what each of those scenarios whether it's you know Mass Timber or steel concrete what the environmental impact and what the financial impact great and I just this is one last piece and again this this isn't Jefferson specific um more District specific um and so I want to be really clear this isn't Jefferson specific because I
079know you got to set in instructions um to reduce the square footage um but the school board um did receive uh late this evening or right before the board meeting a letter from Tamara Brown from the who's the interim Indian parent committee chair about them being moved out of Jefferson and sort of once again them not having a permanent home and they asked me to read this but they asked somebody to read it the meeting but instead of reading it I'm going to ask that we just posted as Public public comment if that's okay um it's um outlines just their sort of continuing to be itinerate around the district and not having a permanent home and again this isn't Jefferson specific I want to just be clear about that this is really a a district
080um responsibility for them to to have a home um so I I'm just gonna ask to have it if that's okay to have it just posted with um as public comment to our thank you um represent casab yeah I'm just concerned about the potential reductions for the Performing Arts I believe we heard very clearly from our students their support for those spaces and why they feel like they need it so I really hope their voices are really a part of this decision making and then on page six just for clarity are the spaces listed there are they being reduced or completely removed I was just wondering if you could provide more um or provide me a better understanding on happening with those spaces yeah I think as we're working through some of the space programs
081and Designs uh we're looking at adjusting some of these areas so while they may not have dedicated space there may be other flexible spaces that they could be accommodated by specifically SEI and Indian education however um the athletic team rooms student mediation student government office Library classroom and student archive room uh are currently con being considered to be removed I just want to clarify too that these um these updates that we're providing you tonight are a pretty you know they're kind of a blunt response to the framework right so these aren't anything that um you know from our standpoint we consider as decided these are the framework that we've been given this is a response to the framework and so these are the kinds of questions that um we'll need guidance from you all to
082um to confirm these changes or to uh to make the decision to keep including them once we have the cost data to go with IT director Holland yes thank you this is I think uh I don't know who who just spoke um but I think this is one of the reasons why getting reductions and recommendations from our osm department was was so important because now it seem like they're throwing it back on us as far as well this is the framework you gave us when it was repeatedly asked well what recommendations do you guys have for reductions before we start coming in and this is so I don't want I want to make sure that we're clear these are based on reductions that we said but they were we asked multiple times what recommendations does
083the osm have for these redu for reductions to this for the school buildings and when I say that I'm saying that as osm department is the experts there's they're the ones who have done seven other schools we have we're not experts we haven't built multi-million dollar buildings so I hope that this continues to be a collaborative effort eort and how we reduce these costs and not just try to not just saying oh well this is the board gave us and this we're coming back I'm hoping you also come back with these are our recommendations as well actually I'm a little bit confused because the instructions were to Design Within the the framework and I didn't get a sense it was coming back as a cost it was like um this this is doable we can
084still build high quality high schools that meet the specifications that we've set um in a cost- effective way so that's um I I to to me that's from a level setting I I don't see it coming back of like us being like well we like this piece but we don't like that it's like here's the framework um we we all like very much committed to the to the Ed specs we think think that every school Community deserves to have that um and we know that we also need to reduce the cost in order to pass the bond um so um I just personally just it's hard work and appreciate it happening but I I don't see this coming back that we're going to be voting on individual items that's not what the resolution said and
085and frankly that would delay all of our school projects so um I see this as you know continued You' getting input and keeping in mind our end goal which is the high quality high schools that is similar to and Equitable to what the other um high schools got and um we're going to have reduced costs because you know we knew that because otherwise there are no high schools if we pass the bond I have a comment so Jefferson isn't on this Bond um the the Jefferson was on the 2020 Bond and it passed overwhelmingly obviously um I also personally appreciate the opportunity to kind of have a conversation about this because the buildings ultimately will reflect the values of our community we're here in some wearing some hats of representing the community I also want
086to just provide some historical context um because I've I've been around a long time and I attended Jefferson I've lived in the Jefferson catchment area whenever I've been in Portland and Jefferson has been disinvested in for decades and decades and the outcomes prove it and so just as a note to self talking to myself too and all of us up here and all of us out here I just want to I want to just let you know how important it is to invest back in this community to to make the high quality spaces to do not to Short change the general add um opportunities to really lean into what it means to make decisions differently than we've been making for about 40 years maybe 50 or longer and so you know yes we want high
087quality we want a high quality building that could serve the community that lives in and around catchment area and um and this has already been approved by voters so it's just a matter of I appreciate the conversation because it's a chance to express our values around climate and environment and education spaces and what it looks like to have reduced this and extra that so I I appreciate the opportunity thank you thanks for putting your time into this thank you you I I have a very strong desire to let that be the last word but I did just want to thank you all so much because I really feel like what you did was exactly what we asked you to do and it might not feel easy or feel really good but that is what we
088asked you to do to reduce the footprint to make them uh to make these three schools that haven't been built yet more in line sizewise with Lincoln um and then figuring out how to make that work um and so I just want to say thank you and I'm really excited to hear from Community about what they think um about this as um we go forward and just that's it I just you did exactly what we asked you to do thanks I I just want to respond with that and and this is probably before uh director spit time but we had asked him to do something before differently and they did not do that and so when we gave them the framework now they're coming back to doing based on that but we had actually asked
089the osm department to come up with recommendations that will show a reduce in pricing a reduce in the the the cost of this before we actually gave them the framework so I was want to make sure we're very clear on that this ain't something that oh we told them what they're doing and they're just coming back to doing them this is after we had asked them to do something they did not do that and then we gave them framework and then they're coming back under the mon thank you director Holland um with that I want just thank you and um yeah thanks for all this hard work and and this great report so thank you very much uh the next update is for the wells project hello I'm Donna bazo I'm with ppsm I'm the
090senior project manager for the idb wells high school project with me I have Bora represented I'm Becca Cavell part manager with the Bor team for idb Wells okay thank you for having us um so this is our outline um similar to the Jefferson project we'll talk about site opportunities and constraints as for did um and we will give you an update on the site and building organization and the responses to the board's framework um you will find some similarities between what we're saying and what the Jefferson team said and we'll also give you some next steps for this project um so the IW Well site is very different to the Jefferson site we do have a lot more space but we have some very significant constraints which are worth talking about um including a 60-foot
091grade change from the uh East to the West um very about four tall stories just to give you a sense of how much great change that is across this site and that does Drive some of the site organization and the next slide shows uh some of the existing components on that site including actually shaded on the the west side of the site um the rii elementary school north of that we have some existing fields and then on the Well site itself the existing building is going to remain occupied during construction of the new school that in itself is a very significant constraint and you can see the existing track and field which is now going to stay on the site and is also um a a significant element and between those two you can see
092the Portland parks and recreation swimming pool which is um the biggest rock in many ways in the redesign of the site we're um have on the North side South Southwest Capital Highway which is the secondary access into this site the school front Vermont Street and it will in the future from front Vermont Street we're getting access vehicular access bus access um and pedestrian access to and through the site um is another one of the major constraints that we are addressing in this site design and you can see a few photographs on the right hand side we have that huge grandstand which we'll be studying there's a farmers market at weekend but most importantly that pool that many in the community just just love um and needs to stay um so here we have a before
093and after and I have the next slide is a larger after but on the uh left hand side the plan for the site that was approved um last year in the comprehensive plan that we are now re reviewing the major change is that track and field you can see that it was reoriented north south um and instead of that we're now going to keep it as you can see on the right hand side in its existing East West configuration and we've dotted on in rad an outline of the existing school on that right hand side to give you a sense of the relationship of the new buildings to that existing school and how we're we're threading a pretty needle there isn't much space to put a building on even though this site is huge and
094as a result of that this is a four-story school so here we have in more detail the proposed site plan uh the track and field again in its existing location um the parking lot is going to be somewhat expanded to replace spaces that are going to be lost um the existing access road all around the site to the north and around to the the east or the the right hand side is going to be retained but we have to relance Escape it so all those little green dots and new trees and so we're losing parking each tree equals one lost parking space you think about it that way so we have to replace the Lost parking spaces but we're trying to um reduce the amount of site work we were doing previously there is a
095plan still to uh resurface all the fields okay our next slide shows the proposed building massing on the site so in the forground we have Vermont Street and that Blue Block is a four-story classroom Wing which is cascading down that very steep slope and to the north of it in yellow we have our Athletics facility that's the two gyms Wells only has one gym right now it's getting two gyms per Ed speec that's what that shows and purple is the new theater at 500 seat theater and the new Bandon choir rooms and between these two sets of of program Mar we have in white kind of tucked between the two the new comments um at the heart of the school so that's our our basic building organization on the site now we're going to transition
096and talk about the education specification in a slightly different way to how Amer and the Jefferson team just introduced so um we have been instructed in the framework to reduce the building area to approximately 295,000 grow square feet and so just talking through each of these bars from left to right the 261,000 gross square foot bars is the existing IW Wells High School so it's smaller than the proposed Ed specification which would have the building be 281,000 gr Square fet the approved comprehensive plan from last year set the size at uh just around 311,000 grow square feet and so the new board direct framework directive is to find way a pathway to 295,000 grow square feet and we've done that in multiple ways and I just wanted to take a moment to talk about General
097Ed classrooms um and to the Jefferson report on it's reducing HS Jefferson and ID WS both have very um uh elective programs which are recognized in other parts of the specman so it's electives that are shifting from janed into other places for Jefferson they shifted into Dance So In performing arts and for IW Wells the electives shift into CTE um Wells has the most robust CTE program in the district with the exception of Benson so um what we are using to make our building a little smaller include reductions in these I'll just read them quickly we have a band room it's smaller than we had intended but it's still exceeds the adspec uh recommended size we have a lot of CTE spaces we've right sized those and we've managed to take two rooms out without
098deleting programs we have uh uh teen parent Center reduction that you can see here we've reduced the number of flexible learning areas we've reduced the numbers of teacher planning and collaboration spaces and we have reduced storage um we're still meeting atpc in these areas um and then I want to speak about classroom size general education average classroom size so this slide represents all of your schools um the orange bars are each of the three schools that are in front of you today uh we're all aiming at 950 square feet per classroom as our average general education classroom size the bar the little lonely green bar on the far right hand side is the existing average side B which is 840 square feet and on the very far left side you can see the education spec
099standard um which is a little higher than I 950 square feet but you can see that none of your modernized high schools have achieved the Target that we are committed to achieving in the three high schools that are being modernized now and now um you you'll hear Echoes from Jefferson here so on your this is on the board's framework for the climate policy and Lead gold certification on the climate policy we also are maintaining commitment to the O electric infrastructure and are exploring alternative mechanical and structural systems so that's to the mass Timber versus Steel issue we're studying those more concrete um and Lead gold we're seeking Sustainable Solutions um and I think all of the conversations that Happ previously are absolutely pertinent to ID Tob as well um on Community Partnerships for idb um
100you have asked for the health center that we would only include it if there's if there's a commitment from a provider and to the teen parent Center that we would include it only if there's a demonstrated need and stormy talked about the demonstrated need issue that's underway right now IW Wells currently has neither a Health Center or a teen parent Center and so these expirations about need and about providers are extremely important to this community and of great interest um so um finally on next step slide and I just want to make a point here there was a packet that I think it was a preview packet that was sent out had some additional slides which are not part of this presentation and we're not nothing wrong with the content it was just too much
101for the time that we have um and so this is my final slide to talk about the our next steps and very similar to Jefferson we are in the process of test fitting the space program that we have proposed into the building footprint and we're feeling pretty confident that we'll achieve that Target um reduction that framework identifies for us and the um idb Administration is testing its uh Class Schedule Master schedule against our proposed number of classrooms so that's underway we can report back on that next time and construction costs we have Hoffman construction as our partner in this project and they are um in the midst of developing a cost model um including looking at preconstruction services and we had a long conversation today about Construction Construction schedule staging it's amazing how much detail
102you have to get into to think about things at a conceptual level and finally we too uh bullet before are looking at alternative facade systems mechanical and structural systems thank you any questions yeah let's um guess go backwards from where we started last time start with director Holland do you have a question um I don't have a question I actually have a uh um appreciation that U for making some of our those General aspects higher um and it's great that you actually show us what we actually have done and show us what we are looking to do even better I think anytime you are building multiple buildings and you you know you learn from the first one and then you get better and better and better so I just really appreciate that part of of
103that um that's showing that hey we are doing a little bit better than we did at the other schools for our general aspects and showing us that we don't even have our as X for General a at any of our schools anyway those things are so important and it's that communication is is great I just have one question um when we talk about the pool and the space around the pool is there any way to integrate some of the stuff that we need I don't know maybe over the top of the pool or is that just additional cost we are exploring we we probably need to replace the pool support building um because um the current locker and changing facilities for the pool are in the basement of the existing school which is going to
104be demolished in order to make way for other site development and so a new um pool support building that will be as minimal as possible will be provided and we believe that that can also probably be used for school activities in the nonpol season which is the school season so so it works um so that's one area where we can definitely leverage um building over the pool um is is probably cost prohibitive but we'll continue to look for opportunities and the last thing I ask for about this one is when we talk about the elevation piece um I think was going from east to west yeah east to west and it has a 60 foot slope um I'm assuming we're utilizing at the end of that slope as well for space as well we are
105we um don't want to use the term basement um but we're stepping down the slope um and Le leveraging the slope to maximize how we access the site um and how making the most cost effective use of the slope to get the most access to the slide that makes sense so when I said that our four story classroom building is stepping down the site it's doing like a a one a step down halfway through its length in order to maximize the use of the site kind of like a old old house like they have sunken living rooms yeah okay thank you that's it thank you thank you director all director solvin um can you go back to the slide that had the bars on it the bar the classrooms or the whole there we go
106of the classrooms this this one that one yeah okay so the the green is the edpc for classrooms correct okay and the live green is the existing okay I be Wells okay yeah so you're you're almost up there I I get a little worried on on both that they're kind of cutting sounds like teacher planning areas and I know teachers hate walking around with cs carrying their stuff so um just want to make sure teachers are involved in this we have teacher planning rooms um in our program that intended to support um to support teachers working in their classrooms um and so with print printer hubs and so on so they don't have to run back to one printer Hub we have distributed printer hubs to support effective classroom teaching and um the as Amber
107me mentioned on the Jefferson team it's had teacher planning uh rooms added back into its program to support the most flexible use of that school okay because Happy Teachers make happy schools abolutely okay thank you thank you thank you director svin uh director spit split um thanks again for doing what we asked you all to do and it just warms my heart to see what's possible um I did have a question it actually came in via text message from my what is it a um the it's not Grand Marshall that's a parade who's the head of the marching band drum major drum major my husband was a drum major and he has pointed out that 400 square feet seems very small for a band room is that the amount it was reduced or is it
108legitimately 400 feet if if the classrooms are 950 you're saying it's less than half the size of a classroom 400 feet would be miniature for a bandr I know so I'm sorry if the slide wasn't clear I can go back to it here so so the the the edpc bandr size is actually 2200 square feet with an option for a 2400 foot classroom much better and we aspired even greater than that to a 2800 square foot classroom which was approved last year in the comprehensive plan and so what we've done is we've just pulled back slightly to the larger edpe room which is 24 2400 sounds fantastic much better than 400 thank you so much for the clarifying represent kab yeah I have no questions I just want to thank the team for their hard
109work and I look forward to hearing the community's feedback on this I director to pass yeah just a a couple of um comments I really great to hear that the students will be left on site and I hope maybe that's a gold standard for our rebuilds um when it's possible um we had a former board member that would have been very upset by a small band room he was a a jazz drummer so at ID Wells would of us Wilson and the last is a question about geothermal capacity so if we're building on a slope and we're trying to meet these climate um you know specs meet our climate policy and our wishes for the future is there any any way to um capitalize on the Underground on to to put in a geothermal system
110if we're thinking big stealth mechanical engineer yeah I know I'm looking at her um and I know that like Portland State has a they have a system that works that is a geothermal system I don't know if there's any others in Portland but I was just wondering since we have that slope if it could be employed um the the slope doesn't play into it so much as the the actual footprint of the site that you have available for the geothermal BS um so it's certainly possible I think it's probably been studied um as far as cost and um life cycle cost it has been studied and it didn't pan out but that doesn't mean we couldn't just revisit it for a moment and we do have a requirement to invest one and a half percent
111of the project funds in green energy technology and I believe that GE is I think it has to be a like a um actually a hot geothermal Source not just have that we just have a heat sink yeah you thank you for that I don't have any other comments but thank you for this really helpful director b bs thanks again for your your work um each of our schools are so different and that really struck me when I looked at slide seven because when I used to take my kids who they went to a um very constrained uh footprint for high schools and when they used to go out to Liberty High School they were like is this a college campus and when I look at this picture sure it's like like the one of
112the great assets of IW Wells is just the the footprint and what you can put there and all in one place so um I'm excited that you found a way to really utilize all that space in a way to be S ins service to um the students I asked some other questions that were sort of across the um cross projects um and I may have missed this on number 11 slide 11 under the climate policy says team is exploring alternate mechanical and structural systems is that what connects to the all electric system or what what systems are you referring to there so for the me um so to have a mechanical system that is electrical there are a variety of types of system that one can have and we had um established what we thought
113was the basis of design in our previous effort and we've been revisiting that with input from PPS and from facilities specifically about what is maintainable so there will be an electric system it's just a question of which Electric System so that that's the mechanical alternate mechanical system that Coster function both that you're focused on yeah both cost and function and long-term maintainability okay um and then on structural systems we are uh we're actually using for ID Tob um a structural um steel as the basis of design for the building but we are will be studying alternatives to that so that's to establish Baseline but given the situation with tariffs and materials and so on we need to keep up we we're at the point in the design where we can maintain flexibility we don't have
114to make a choice now we can push that down the road until we have more certainty about price um and about appropriate systems and and about you know carbon footprint and we can do all of that study we have time to do it um our team has um access to rlb um the third party cost estimator who's doing the estimate on the Jefferson team and they're doing on behalf of three projects a study uh to report on tariffs and the potential risks including a sort of local market report on that so we're anticipating that we'll see that pretty soon as well great um and then on the health center um so I've had my kids in both schools that have health centers have a a school-based Health Center and one that didn't and I know
115that currently if well if you're on the West Side basically St if you're at either l or RB well students who need to utilize a school based um Health Clinic are told to use take a bus to go to Cleveland or Benson um so I'm really hoping if the there's a demonstrated need um which sounds like there is that um a provider and I'm wondering if maybe not one of you three but somebody has an update on where we are with securing a provider we don't have an update on the provider um do have the principal here and I think she might like to say something if that's all right okay hi there I'm Aisha conning I'm the principal of ID Wells High School thanks for giving me a couple minutes we have been working
116really hard to find a partner for a Westside school-based Health Center we believe there's a great need we have the largest or one of the largest um Refugee immigrant populations in Portland attending IW Wells High School and oftentimes our students need support um health support medical support and are asked to take an hour an hour and a half bus across town There's four School Bas health health centers at um four different comprehensive high schools on the east side all within a couple miles of each other and there's nothing on the west side so I have been actively involved in trying to partner with OSU um Providence molom County we definitely need a school-based health center on the west side and I just wanted to second that I know that obviously it's a board's decision that
117fits within your framework but I think about the time that's needed to complete the design and then the amount of Years it'll take to get to completion and I just certainly want to believe that there'll be some possibilities and Partnerships within the you know few years and so I really hope that you all take that into consideration when thinking about your framework is that just the timing of things and the guidance of a confirmed partnership and a small window um and then what may come to be before the high school is even complete thank you prous B thank you on that subject and great to see you principal for being here um on that subject I certainly agree that we should have a student Bas based Health Center on the west side I'm wondering about
118if there's a way to be flexible about where exactly it is and I realize we're talking school-based Health Center and it should be at the school I totally understand that but um with the site constraints that you've mentioned is it possible this is something that becomes a something that's on the massive amounts of property PPS has in that area um that can be built separately later um or is it something we can look at like I think about where that immigrant population is centered in the community and we have Jackson which has a surplus of space I mean we just fit another Middle School in there recently um so I'm just curious if there's any room to ever be it looks like she looks like she's gonna answer if there's any room to be creative
119or if it has to be in this building well my hope is that um it would be in the building and one of the things that I heard the team say is that there's a priority for CT programming and so I know in definitely spaces that I visited in um Health Centers also serve as workspaces for students that are in those Health Pathways I don't know if that's planned for ID Wells but uh yes absolutely we have an award-winning CTE Health occupations uh pathway and program the largest in the district and we're partnered really closely with OSU for that CTE Health occupations program so we've been courting OSU however there there are some funding issues as I'm learning always learning in this job that school bath health centers are not particularly profitable um so that's
120part of our Challenge and I wanted to ask Becca to speak to the space um the school based Health Center space that um is in somewhat in the design so um in the test fit that we're doing right now this sort of next step we are assuming that there is a health clinic and so we are um trying to in the building um and while we do have this lovely big site and it could potentially go somewhere else on the site a reason to have the health in in the school itself is twofold one is students are more likely to engage with the services of the health clinic if it's in the building particularly students who want to be kind of shy about what they're doing why they're going um and also because we do
121have this potential tie in with the CTE program having it all in one facility is where keeping the kids in the school thank you that makes sense to me and I would just say what you just said was actually kind of what I was asking can we be creative and if we can do it within the existing require with existing parameters that we've already been talking about today all good I just thought we were going to have to add it beyond that so thank you for clarifying thank you and I was gonna wait to the end to say this but I I'm gonna just insert it here quickly I hope that I know that there's also um Community meetings about um just the redesign of some things I I would hope that there are some
122things like even going back to Jefferson in the in the dance or the theater that um the what comes up from Community is taken into account with at least some flexibility to um extend beyond and specs if there's a tradeoff on something else and so um I think of iwl is the same way and so and I'm sure with Cleveland they'll there'll be something there too and I think that that's one of the reasons why we have Community groups in the in the dags while still also looking at the the framework as a guiding document but not that we're so you know um you know stuck on the framework that there isn't an opportunity to engage in conversation about a you know well if not that then then what Dr alens I saw your hand
123up but is it about the health center yeah and director uh she basically ask the same question that we can be creative in ways we can you know maybe we use it like for the CTE program and then when we do get a work a relationship you know to be able to bring it to full usage then it could be um flexible enough to you know turn into that at a later time thank you um this is just a sight question um one of the other um cost reduction strategies in the Cornerstone report was reducing the amount of basement space and I'm curious I forgot to ask for Jefferson but is there basement space being planned for this and have you reduced it as part of the following the framework oh we we've radically reorganized
124and rearranged the building on the site it previously had a basement that um it still has what one it's got a partial subgrade if that makes sense because of the stepping site other than that it has no BAS so so you're using the slope yes as kind of like a daylight basement yes but we don't want to use the basement word but yes but it's so Southwest Portland we love our daily abasement in southwest Portland great thank you thank you yeah I just have one more thing about the health center I'm fully supportive of the health center um I think it makes sense that we have so many on the east side and none on the west side that we need one on the West Side um I guess my question is does that require
125an amendment from the board on the language of that or is is that because I mean like would it be something that like a demonstra need no okay okay so I would just say especially if the idea is that we have it as like Flex space until somebody's identified that could do it used for the CTE or something like that which is what you seem to be leaning to anyway never mind if it's not that then don't worry well if they don't have a school-based health temporarily you need space for the school nurse which is the alternative um it's not at all the same just to be clear but if you're still hunting for or trying to land a provider that that is what the space is that they use it for in the other
126schools yes and we do have a followup meeting with OSU on Thursday so we're still in talks with OSU as a potential partner and we can absolutely design a clinic space so that it could imagine what it would be if it wasn't a clinic um I think that would be a very useful way to go about this exercise um Grant High School built a clinic and then the operator backed out and so that space is used for something else I think we should design this building with that in mind great thank you very much I just want to also throw out kudos to The Architects that were able to Pivot this thing faster than I can build Lego so thank you thank you it's pretty impressive all right we've got our Cleveland team coming up
127good evening directors my name is Eric gerding senior project manager with osm for the Cleveland High School modernization project and Cleveland High School alumnus and I'm Abby Daisy I'm the principal in charge for our combined maem Studio Petr architecture team so we will um I'll start by uh discussing site constraints um as you know Cleveland uh High School is separated across three different sites um all along pow Boulevard which is a state highway um and so um those uh sites total 11 and a half acres which would make it the second smallest uh site in the district the School site itself is four acres this view is from the opp excuse me from the opposite corner um of the other image this is from the Northeast side on 28th Avenue looking towards the existing building
128um the two to three story existing building fills the entire site as you can see uh there is next to no secure outdoor space for students to be outside of the school uh there's also no extra space for construction Logistics and things like that on this site and the reason I'm revisiting that is just to help understand that the framework we set up um a year ago in the comprehensive plan set the stage for a very efficient Set uh School plan that takes advantage of the site um what you can't really see in this image is that it is also sloped there's about a 20 foot grade change between 26th Avenue and 28th Avenue and we are that's both a challenge and a um kind of a blessing because it's allowing us to um make
129some different decisions about where things uh coincide with grade um so on the right you see our proposed design um for the school this is very similar to what we shared um almost a year ago with Comprehensive plan and um so we've organized the school into two um very efficient um buildings um on the North and the South side of the site they frame a outdoor um space which now creates the um only outdoor space available to students a secure outdoor Courtyard um these buildings are also organized um to allow um their for stories um so they're very efficient and then they allow uh daylight to all the learning spaces and what that lets us do is create this Central Courtyard space um which allows uh learning and teaching to flow out into the outdoor
130space uh lunch to come into the space which is a function that the school does not have now so looking ahead to the board's framework um we have um been going through just like the other two schools very similar um sets of um elements and we will uly walk through those recommendations right now so for contractor cost reductions uh we're working with uh scansa uh USA building who's our cmgc contractor U working with them on what we call our general conditions which are sort of all the things that they need to do during construction to support the construction efforts um looking at trying to get efficiencies there with our Tower cranes uh specifically there's a high cost with Tower cranes so we're we're trying to reduce down to one if we can um also just
131looking at the costs of uh worker parking during construction and management Staffing and just being really efficient uh with our construction planning and support um and also just want to highlight that the uh the function of the contractor feed um does reduce when the overall project uh construction costs reduces um and then within equity and Contracting um we have acknowledge that there's a premium cost uh in that plan to meet our uh aspirational goals for certified business participation um and we're just working with uh scansa to put together a procurement plan that could maximize uh you know those goals but to minimize additional costs and so we'll be coming back with more detail on that um so we you know with our constrained site um we've had um I would say limited opportunities in terms
132of where we could build which is why we came up with this very efficient uh set of four-story buildings so what you see here in yellow are the zones that will be reduced reduced in terms of square footage um we've found 20 or we have reduced the building by about 23,000 Square ft to bring it to the 295,000 foot Target um so while these little yellow slivers look rather um small at this scale um because they are each four stories tall um and you your know entire building with wide they're actually add up to um a full amount of savings um and we're able to meet the requirements of the edpc as well as the Cleveland specific needs um in this we do have some subgrade space um because as we mentioned we have the
133sloped site um we were able to reduce the amount of that space um most of it is actually in already excavated space where the existing uh locker rooms are underneath the Cleveland ship um we also will just note that the uh electrical room for an all electric building is slightly bigger than what the edpc allows about a thand squ feet bigger um we've been able to um work that in and still maintain the 295,000 square feet um so just in terms of specifics um what we are imagining might be changing in our proposed plan um would be changes to three general education classrooms and one science room so these would bring those counts down to the edpc recommendation number um previously the numbers had um been based on some of the preferred edpc spaces and
134some of the Lessons Learned in past projects which is why the program scare footage was above what we're proposing today uh some changes to Extended Learning spaces the size of the athletic spaces and the Performing Art spaces again reducing those to the Eds speec recommendation numbers rather than the preferred or the Lessons Learned spaces um looking at the loading dock and some of the custodial backa house spaces for more efficiencies as well as the size of the health clinic and the team parent Center and um the indoor track which was a feature we had inside this building um because of the detach nature of the rest of the site features so with the health center um we did receive a letter of intent from Moma County to continue operating the Health Center Cleveland High School
135uh at the modernized facility and also um at the uh Marshall campus so at Marshall campus there is a Health Center space uh in that school and so um they said that they would come with cleaning program during construction and then return back to the new school um and regarding the team parent Center um you know like the other projects we're still working with PPS staff to get a better understanding of what the demonstrated need is uh for the team parent Center Program um we are uh looking at the possibility of uh providing that is currently in our U area program but just at a reduced size where we can still meet the program requirements but perhaps not U allocate as much space as we've done on other projects all right um the athletic site
136as you know is uh four blocks away from the main site um so we've designed in a Fieldhouse um to accommodate some of the features that we can't rely on since the existing High School is not adjacent uh we are proposing that we reduce the size of that field house and reduce the number of Team rooms in that space from three to two uh we had also located a um originally it was actually part of the Fieldhouse we Lo relocated the um storage into a separate uh lower cost facility and now we are proposing that we'll actually integrate that under the grand stands um in a more efficient way um and then in terms of lead gold um and all electric infrastructure I think this is the same that we've heard with uh Jefferson High
137School and idb Wells so we are um looking for all the opportunities we can to make the healthiest school for our students and the environment um while reducing avoiding unnecessary costs um and of course we have the all electric infrastructure and then we are looking to optimize all the other pieces related to that including the mechanical system and the structural system and then um this is our last slide just sharing a few of the other things we're looking at in terms of reducing cost um we had a raise loading dock which was requiring some extra excavation on the north side of the building um we're working through a way to uh not have that be the case um also reducing some of the storage spaces that had grown in the preferred um program um we're
138also working very closely with our contractor to simplify our exter material systems and optimize the structural systems between um across the buildings thank you that's yeah thank you for the presentation I'll open this up or questions I have um I have a question just so I've heard from Cleveland um parents a couple teachers about concerns about the Performing Art spaces and then the athletic spaces um just to clarify those spaces they meet the Ed speec but they don't exceed it like they had in the previous plan yes so they meet the EDP correct okay thank you representative canavi yeah I think my question was kind of regarding like the specifics of the reduction for like the Performing Arts kind of like what does that reduction look like yeah so in the um preferred program that
139we had established with the comprehensive plan um it affected just some of the sizes of spaces so for example you know the size of the blackbox theat or the size of um some of the support spaces say the band room we already talked about that today so it would be um making those rooms the size that they are in the edpc which would be very comparable to what you would see at a Lincoln High School or McDaniel High School you director suvan um yes I see to remember in a earlier meeting that um this site would not work for steel and concrete that we would have to use Mass Timber is that correct um it will not work for tilt up concrete because there's not enough room to lay down concrete and then tilt it
140up um without closing powel um we currently have a structural system the south building uh where we have the larger spaces the theater and the gym we're um currently looking at all uh steel and concrete structure um so we have larger spans it's more efficient there and then the north building uh we have been looking at a very efficient approach to U Mass Timber and given the current economic climate that maybe means we can hedge our bets have little feach um also in the original or the first drawing where you cut off the little slices in yellow to make it smaller um does that just mean you're cutting all the rooms a little smaller or what we're able to do is look really closely at our floor plan and because of the areas that we
141are reducing from um like I said the um the three classrooms for example we're able to um reduce all of the of the overall Bay length um while keeping all the classrooms at the same size we had been designing for which is about 960 square feet per classroom so we do have fewer classrooms that we were able to put other program pieces in those areas near the yellow cuts okay thank you yeah quick question um with the reduction in the field house from three to two teams does that still allow accommodation for you know like for example our non cisgender students to have the accommodations that they need yeah we'll have some um some single occupant spaces for changing and restoring okay thank you questions uh thank you and um just having been at the
142dag where you walk through the framework uh with the community I really appreciate the thoughtfulness in the approach of um delivering a awesome High School um that meets the ad specs um and purchases costs and um I'm gonna ask I know the answer but um the basement because I know that there's site considerations and there was a basement contemplated so can you speak to that just um so like we said you know there's a grade change on the site so from 26th to 28th Street it changes by 20 feet which is you know essentially one story a little bit more um so we have areas that are open to the courtyard and to the adjacent streets when they're on the west side of the site and then as they move further east some of them
143start to come underground uh We've reduced the amount of that space in the north bar it's entirely already excavated because of where the locker rooms are in the gym so like we're already down at that level below grade um the space where we have put um program in the South bar that would be um kind of underr if you will it's the locker rooms the spaces we don't want to have Windows into to begin with so it's the most efficient place we can put them on the site okay so you produce that and then I don't think this was part of this exercise but um can you speak to the other like pretty major cost reduction you did through the change in the schedule yes um or is that it's been revealed hasn't it yes
144yeah we've yeah we've uh um you know talked to the design Advisory Group about that um it was um you know when we brought on um scansa as our contractor on a kind of limited contract basis last fall to do an estimate uh with a design team at the end of our schematic design phase um the original 2020 Bond plan um allocated a two-year construction duration uh for the Cleveland project um really kind of based on historically how we've done uh two-year U construction durations on Grant Franklin and McDaniel um and and that's kind of what our approach was it it if actually if you go back into the details of the comprehensive plan that that the team produced uh last year uh it did highlight uh challenges in making that schedule work uh because
145of the the severe site constraints that we have at Cleveland um and then when scansa came on board and put together their estimate which you know includes a detailed construction schedule and all of their requirements that they need to to build those the structure uh during that duration um they they highlighted um a significant extra cost that would be required uh for overtime and and sort of a a lack of productivity uh more or less to meet that two-year schedule on on the tight site that we have um which more or less um translated into you know six 10hour days for workers um over many months um and so this was um um in the magnitude of um around almost $40 million of just direct labor cost of overtime in order to meet that schedule
146um and knowing that we have a limited budget the uh what came from that effort um if we were to maintain that schedule then that that additional cost would have have to come out of the construction cost to cover that that labor overtime premium uh the other thing that that uh introduced was um just a a high risk uh higher risk as far as just uh worker safety for working that many uh months uh weeks on end you know over time also the impact on our neighbors and the community of having uh long shifts six days a week um on our site and so there's a proposed uh schedule extension um to go into a third year of construction T duration in order to uh alleviate um that overtime cost so that we wouldn't have
147to take that cost out of the actual project um and so we've realized um that savings just by extending the schedule and so what that does mean is that proposed schedule would would um equate to a three-year uh relocation for the Cleveland program at the Marshall campus so I asked you that question not because I like the three-year schedule and I know it's disappointing for the Cleveland Community but I I don't think people would have seen it otherwise and this is so it's part of also that um every all the schools are adjusting somewhat so we keep within our budget because um if it's 40 million it wouldn't be the school that um that we would want to deliver for the Cleland Community um so I appreciate you going through that and again it's a
148cost reduction that other people that the the broader Community might not see um but it's so it's part of the the trade-off and everybody trying to get to delivering our high schools high quality high schools but umin our budget I had one last question um about uh outdoor spaces so I didn't I don't see anywhere in the schematics um either Hosford or pow Park and given that was um part of the what the board approved and actually how you I think meet your basic title n requirements is it just not in the schematic what what happened well yeah currently it's I mean we that was um we we have been given authorization to to study that and to uh work on conceptual designs for improve potential improvements at pow Park uh for baseball and softball
149as well as an option for a softball field at Hosford middle school and so um I know there's been some shift in kind of the conversation around that scope of work how it's uh identified within the bond um up until recently it was kind of its own sort of line item and its own uh potential cost and so we've been treating it that way as far as um not including that in the the pricing of the actual Cleveland High School U modernization uh but we are that work is being done in tandem uh by the team um we also see that there's potential potentially most likely a different method of Contracting and constructing that work that could would likely be outside of the full modernization contract U so there's some nuances there as far as
150um you know how it may be U designed and carried out executed as work uh but we we have proceeded with with doing those studies and now we're going to start uh opening conversations with with Parks about those ideas so just I can summarize so it's not show up in in the materials that you know we we submitted today okay I think it would make the community feel better if it was in the materials um and I know that when the staff report and also like what we're telling voters is that it's included and um because this is our our big swing to get it sorry to get um have all our high schools get what they need I was just counting the fields at uh idb Wells and there was like five five fields
151in addition to ten and so um I just hope we keep moving everything together because we are messing and communicating to voters that they're going to get their finished product and we're we're happy to provide I need to be helpful yes um no thank you and we can provide the board with um information about that that great thank you I really appreciate all the work that you put into this this is very impressive report and um yeah just super appreciative all the work I mean did amazing work here um before we end here I just want to kind of remind everybody kind of our Northstar the reason why we're doing all this right it's just for everybody who's paying attention um is you know one of one of the things is one of the benefits
152what what we want as a board is to make sure that all our new high schools Jefferson Cleveland and Wells gets everything what every other high school has gotten and may probably more because there's a benefit for going last right um but at the same time you you know reducing costs but minimizing impact to features or hopefully no impact to Features but just also a reminder for like every 20 $30 million that we can save that could mean potentially another Elementary School that could get an updated HVAC heating cooling system or uh uh important upgrades that they need so I just kind of remind you know whoever is watching this just this is the whole reason why we're doing this is to make sure that we maximize the amount of dollars that we have the
153limited amount of dollars to affect the most as possible so I again with that said truly appreciate the work that you put into this and thank you you're welcome thank you all right uh next up we have the first readings uh we have two policy proposed uh sorry revisions ah yeah that were referred out policy committee meeting um first up we have the Board of Education one. 20.01 z-p and the ethics and conflicts of interest policy 5.1.0 66p director M wordss could you walk us through these proposed revisions I'm gonna run through them how about that run through them please much better okay uh so the first is the Board of Education policy and um when we were planning for the de vacancy that was created by D director Scott's resignation uh we looked more
154closely at the policy and discovered that um there is something in our policy that does not align with state law um so it this is a very simple um striking of a language uh from the Board of Education policy that says the language we're striking is if no eligible Zone resident declares interest in the vacant position the board shall appoint an eligible resident from the district at large and that's not allowed uh by state law so we're we're striking that so that's the first one that's coming out for the first reading um the second one is a uh revision to the ethics and conflict of interest policy and um this is um adding a new section it's it's this policy has um lays out a number of ethics and conflicts of interests guidelines for um
155for board members for for staff and um it's adding a new provision that um relating to restrictions on board members employment by the district um and just adding the language current board members may not apply for or accept any offer of employment from the district and the key word here is current um and the rationale for this is and this evolved from I inro brought this forward and brought forward something that had a longer cooling off period or waiting period um and we've adjusted it um but given that the board oversees the superintendent and has approval and oversight of all of the district spend this policy creates a new standard that board members must wait till their board Services over before looking for employment at Portland Public Schools um and also that um the district
156can't offer a current board member a current board member um employment while they're a board member after they're done and this is a change so there had been a a year long cooling off period which um is is sort of a standard cooling off period in a lot of other places um based on it and uh director Holland sent a number of questions in suggested a shorter um a shorter cooling off period he actually suggested six months I believe um but then also asks a number of legal questions we checked with Council um the legal questions weren't questions of impingement on on board members um and then ultimately in the committee discussion we elim idated any of the cooling off periods so you just can't be a current board member when you're applying for a
157position again um just the power the power dynamics and you have influence over um the superintendent and District staff so it's just adding very one sentence to the ethics and conflict policy thank you uh director Sullivan um yes and Julia you know I I voted to bring that um in this form but it somebody mentioned to me that that would mean that if you had a teacher on the board and their time was you they're finishing their last year they're not going to run again there's no way they could get back into Portland Public School because you have to apply you know pretty early before the at least before July 1st so it wouldn't mean you'd be working but you couldn't even apply for for the job so I don't know the whole thing just
158seems maybe unnecessary to me that I can't see who it's protecting yeah I just director S I think I was the one that mentioned that I just want to kind of reiterate the majority of our employees I just wanted something to for the policy committee consider uh the majority of our employees are school-based employees right they work and that means they work school calendar year and so for example if a teacher or principal or EA or whatever would want to apply for the board and he is planning for like a four-year sabatical to to do work on the board again remember teachers don't make a lot of money uh not enough um uh but more than a board member does yeah exactly they would have to be working for free anyways the the whole point
159is that because the application period for typical school districts is from January to April right and but a board's term is not up until June 30th which means that that board member could no longer apply during that period which means that they would have to be taking a five-year sabatical and and that's a that's a penalty for a lot of our um employees that potentially could not afford to to wait five years unless they you know go to another District uh my personal case like for example if I decideed I want to go back to Benson I would not be able to apply I wouldn't have to take another year off or go out of District which is what I would never want to do sorry not never that's a strong word I would prefer
160to say in PPS yeah I I may I go because um I haven't spoken yet um I didn't vote to pass this on to the whole board um on the basis of I I also didn't think it was necessary but more on um an overreach and a question about governance versus management and the um the board doesn't make any hiring decisions except for the superintendent and the internal auditor we don't make teacher um we don't make teacher decisions or any other senior staff decisions and I I do believe we need to hold ourselves accountable to you know to an ethical standard but I think that the policy doesn't really get at I don't even know how we would enforce it so I I I would be I I'm not supportive of the policy now and
161I think your reasoning pushes me even that much further but it's absolutely the decision lies at the sup superintendent and her staff to hire um to people brim Edwards and then I'll go to Holland after oh I don't know if you want to respond first and then I'll go to Holland Dr so a couple things um so we I don't see how it's overreach we have a whole policy on ethics and conflicts um the best ethics rules are written and implemented not after there's an issue but before and if you look at the work chart of the district the um the board is at that top of the or chart or the org chart um and so um and I'm going to address the school B issue because I I thought about like okay what
162what would an exemption look like because that seems reasonable so I think it's worth having discussion about um because I think the contemplation was like central office based um positions and I think when we consider that also consider what it would be like if you were a principal interviewing a sitting board member and we may not think we have like we only do one thing but actually we do a lot of things I mean tonight we had the you know conversation about the superintendent's evaluation but we do a a lot of things that impact schools and um it just sets a higher standard um I think it I'm open to like what you might S Suggest and I also think we have to think about the power that we may not know that we have
163um that we in fact have do have a lot of power we have power over their budget over Staffing you know what we advocate for what we we stay silent on um so I guess I you know this is the first reading so uh we welcome additional discussion thank you director Hollin uh yes um I just want to because I director at the past said something I wasn't want to get some clarity when she said we only employee we hire is the superintendent auditor um but we actually have actually influence on who the superintendent hire as case on point and she was looking to add additional staff member on on you know the board was like yeah no we don't agree with that so even though we don't directly hire but we actually do have
164influence um over who the superintendent hires which once again I think that's a management issue versus a Governor's issue but we we have made we have made those decisions we we also um as as you know um have to terminate um employees as well um and we annually you know renew the renew the contracts is that board packet that has like everybody listed um again I I think it would open to like what would be a reasonable thing also recognizing that we do in many ways touch every school and have a lot of influence over that and how do we how do we minimize like not use our undo influence from our positions um so I would welcome your thinking and directors Sullivans as well have been in that position great thank you I have
165one final question and I'm just wondering if this has come up in our recent history or I mean I'm not not sure what we're trying to solve for it has it has it been an issue again I was um I shared with you an article where um a board M had been um hired and for like a brand new position in the central office and it did it wasn't while he was currently a a board member number but it caused some a lot of questions and I think um sort of spoke to credibility of the district um with the broader community that somehow a board member kind of got a sweetheart um position that was created for them and I'll just go back to the the best ethics and conflict of interest rules are the
166ones that are written in advance not in response to um so that and we h we have a framework actually at the state that in many cases the ethics rules were written in response to um you know people legislators going to Hawaii and accepting a lot of gifts and um which really damaged The institution's credibility I mean they fixed it but um it was afterwards and not without a lot of damage you know that still goes on that you know people still think there's these lavish parties and entertainment and gifts that like aren't allowed now because it's split under 50 bucks thanks yeah um and thinking about it sure I'm deeply familiar with we call it revolving door um that's a policy with legislators that when they leave office they have a cooling off period
167before they can become registered lobbyists in the state of Oregon for example and you see in DC they don't have that and you do at least I don't think so and you see frequently people leave Congress and then get these like kushy high-paying lobbying jobs after they've been in Congress for a while and so I certainly see how they um operate in other settings I do find it interesting I I don't know how to think about it at this point um but the idea of somebody who's leaving and wants to go back to teaching um I see what you're saying about the interview process being challenging in that case but also if that's someone's livelihood and they've taken a leave to serve on the board or something so I will take advantage of the 21
168days before we can reconsider this and listen to public comment very carefully um because um just because I could see somebody being in that position um and maybe there's a place where we can find some sort of um you know process Point um where like we have this as the general rule of thumb but there's some sort of process for an an exception or something like that I don't know I'm just throwing things out there haven't thought it through but I'll be paying close attention for the next 21 days and like I said it's it's seems like standard practice to me because I'm used to it at the legislature um but open to a conversation about it as we pursue our second reading thanks representa c yeah I would say I'm generally in support of
169the policy especially what uh director bedward saying was sometimes our influence that we don't even know we have especially on our staff is really important but I would definitely love to hear if the superintendent has a perspective or any thought around this oh I I don't have any thoughts or perspective um just thinking of myself eight months 18 days in the role I don't I don't have the history or the experiences at this point to determine if the policy is helpful or hurtful so I just encourage the board to make the decision that's best for them yeah just quickly in response I mean I get in DC with the the lobbying and stuff and Landing a high Kush pay job but I just want to also point out every job in education is underpaid period
170overworked and underpaid and that's something to consider too so um thank you any other comments all right um thank you director BM medwards for introducing these policies and running through them all right next up we have um oh yeah sorry um just kind of reiterate really quick uh the policies proposed uh will be rev um will be posted on the board website and the public comment period is uh going to be a minimum is required of 21 days uh contact information for public comment will be posted with a policy the board expects to hold a second reading of the revised policies if they are revised um which is a vote to approve them on April 8th thank you all right next up we have our budget work session on school based resources superintendent arong would
171I'll hand it to you yeah absolutely I have the team coming forward just a couple of updates that we're going to provide it'll be the preliminary School Staffing it'll be on our preliminary reductions list and then our legislative actions so welcoming up our Chief Financial Officer Michelle Morrison chief of schools Dr John Franco and chief of staff deah fory thank youo budget I think you sorry thank you I'm sorry the agenda as I discussed uh or quickly outlined is an opportunity for us to share and discuss with you preliminary School Staffing and what was received to our schools I'm sharing discuss an updated preliminary reductions list I think I had shared earlier that there had been some changes so we're prepared to walk you through that and then share and then um engage in discussion
172around our legislative updates thank you for having us here tonight we're going to move fairly quickly you've had these materials in your packet now and I assume you have sent questions or will be sending questions um and Dr Franco is going to walk us through some of the changes as we moved into the Staffing um process with our principles okay all right so um as you can see here you know our Focus uh through the throughout this entire budget process as we're looking at an immense reduction is to maintain Investments that have the biggest impact on student outcomes while supporting fiscal sustainability in our system and then with that you'll you'll see throughout this presentation this notion of school flexibility and stability as much as possible next slide so I just want to just highlight
173just kind of some a few big pieces here is uh the first bullet in terms of we intentionally did not raise class size across the board I think that's you know a big piece and that is very specific to all grade bands uh we did see some bumps in FTE removed based on school status so regard regards to CSI or TSI designation uh we have retained strategic School supports although in some cases at a decrease level for example all schools will have at least a 0.5 FTE for uh a school-based instructional coach which if you talked specifically uh with principles they'll say that the instructional coach model has been uh extremely supportive um also the flexibility was added to allow principles to accommodate needs in their school with some allocations uh enrollment decline contributes to
174about 9% of school-based FTE reductions and then we have adjusted our preliminary School Staffing reductions uh the plan based on feedback so adding overall 37 FTE specific to schools and that ranges uh specifically to uh instructional coaches uh uh student interventionists also um adding back some non-formula APS and then also um some very School climate support specific to the Middle School uh pre kindergarten programming is continuing at the same level and also our Equity formula which we're very proud about is also not changing next slide so if you look here at the element going specific to grade bands we'll talk a little bit about this so um you know an adjustment we did made in in terms of Staffing allocation was this notion of blending in Upper Elementary grades and so that is very specific
175to fourth and fifth grade or I would say this to Upper Grade so that's three four five right in terms of the intermediate levels um kindergarten educational assistance uh are still in play um and that's but that's very specific to Title One schools with uh class sizes of more than 20 also schools retain support from their instructional coach that was an addback where all of our uh Elementary and middles uh will carry an instructional coach also our our IB supports are no longer allocated due to lack of IB Pathways to Upper grades um uh at the middle school level a minimum class size of 15 students uh has been established so if you think about the the Staffing uh ratio and again when we say um when we say this is is that um we
176have to look overarchingly at how we schedule and so the reality is if we have class sizes lower than 15 we really have to look on whether or not we offer that class right in order to save um money in that area uh dual language immersion supplemental resources are aligned to enrollment based need and so that I mean that's a big piece uh we believe in our DLI programs of course and so uh we are Staffing them accordingly and that's based on enrollment so we're not seeing a a reduction from that Vantage Point um the title one supplemental resources are reduced from a base of two to one so what we've generally done in the past is that we've applied what we call a bump right regardless of enrollment and so we're taking away 1.0
177of that FTE in regards to the bump for title schools uh schools will retain support from instructional coach es and they also receive discretional FTE as I mentioned a little bit earlier to be used for either instructional coach and RJ coordinator School climate Specialist or so social worker so that's where that flexibility piece comes into play so we we coin that in terms of the allocation as a 1.0 climate uh addition which they have some flexibility to use based on some uh School autonomy there uh next slide so at the high school uh and I just mentioned the the the minimum uh or Target of a minimum of 15 and and I will say that there are exceptions to that because we're very cognizant about L of program specifically at the high school level and
178so there are exception pieces in play there where if you're going to offer a class of lower than 15 it has to be approved by a senior director of schools um the reduction of the career coordinator funded by General funds so high schools they also and I want you to so high schools also do have support of a measure 98 funded College coordinator as well and so what we did here is we applied a 0.5 license FTE allocation which schools could ultimately determine on how to use so if they wanted to convert that for example to a 1.0 pfsp position they could do that so they have flexibility in regards to that can you say it P PF sorry that's our um class ified um uh positions correct thank you it for the career correct
179you're referencing the union correct so that is correct so the 0. five we we allocated a 0. five licensed allocation and so that is a pat potential license however if a school wanted to say convert that to a full-time could but it wouldn't be a license it would be a pfsp position uh multilingual Learners so itinerant staff we'll continue this is a piece too with our MLS we want to make sure that all of our MLS across the district are receiving support so we do have itinerant staff because you know how we allocate you know it's not always in 1.0 increments because we just don't have the numbers across the board and so we may see a school needing a 0.25 right so support for a uh ELD teacher and so that's where their itinerate
180staff comes into play uh waiting has changed so all schools receive FTE based on student need and then for special education um and I Know Chief buo um talked about this at his last presentation is that we there are no significant changes planned um in terms uh for special education next slide okay I guess I'm just running through it this whole thing so central office uh Personnel non-personnel budgets um will be reduced next school year and uh non-personnel reduction so we're focusing on you know contracted Services also PD professional development and travel uh we we are still in a in know that um uh Chief Morrison will go a little bit more into this in terms of um you know we still have more decisions to make from a central office perspective and uh those
181that information will will be coming next slide so as you can see here um this first piece and we did this last year as well in regards to the 40 million and our principls or our school schols wanted to see this as well so we have um gone through an immense budget um engagement process not only with community and stakeholders but with um you know building staff building leaders and so at our first proposal you could see the percentage here of what it looked like in terms of the reduction percentage wise it's it was roughly a 7030 um but based on feedback and and more engagement sessions we're able to close the gap um in regards to the percentage of central office versus um School related reductions yeah i' just like to can we go
182back to that slide please yeah to expand on this just a little bit central office I think for some um of our staff and our community members they often think of just people like me that sit at the central office and look over um our programs and really that can impact facilities uh Transportation all of those support services that do direct schools so directly impact schools so I just wanted to clarify that when we're talking about central office it's really about more Central um Department supports for schools next slide so we have some additional considerations that I know you guys are already aware of we've shared this before uh we are planning for a 25% reduction in title one and some of our other Federal programs just giving uh the information we have so far
183from uh our national Partners uh additional Federal programs may be reduced we're especially monitoring carefully for our nutrition services program being a fully c um District at this time and then other programs that have aligned with this bu budget that are um going away they're just ending it's the end of their Grant term so those Also may impact um what we're feeling in our schools and central office all right Deborah cfy Chief of Staff before we get into um this slide I just wanted to give you a little bit of a federal update um after weeks of uncertainty at our federal level the uh Congress did pass a continuing resolution which allows uh fiscal year FY 2025 which we're in right now um Appropriations that provides level funding for most of our key K12 formula
184programs including idea Title One title 4 a and reap however in an unprecedented move Congress did not include what is known as an explanatory statement which provides detailed explanations of specific funding levels and priorities that government that Congress intends and that means that the administration will have more discretion in allocating those funds um unfortunately title two falls into this category so hypothetically and we're watching very carefully and closely the administration could provide less than uh the level of funding that they had allocated prior in this um current in this current budget um also to note at a state level um on Thursday our um attorney general Dan Rayfield alongside 20 other Democratic Attorneys General filed a lawsuit against the Trump administration's plan to dismantle the US Department of Education um so now we will go
185to and I'm sure that's a very brief summary of what's happening at a federal level just to know that we are continuing to keep a close close eye on what is occurring at the federal level and how it affects K12 school um you've seen this slide before we are in mid-march now uh the ways and means uh co-chairs budget is going to be released very very soon hearing different um stories about when that might occur um and then we see the May revenue forecast coming on the 14th and then adjourn statutory adjournment date of July sorry June 28th next slide please so this is a list of many of our key bills uh just just to let you know that um in March and in April the Ways and Means Committee is going on a
186a road show this Saturday they'll be in Gresham Saturday March the 22nd they'll be in Gresham from 10: to 12 at the mountain hood Community College theater um on April 16th they will be there there's other places that they're going to I'm just talking about the ones that are more pertinent to us um on April the 16th they will be in Salem um and that will be an evening session from 5: to 7: in hearing room F they will also have virtual options uh Roseanne after this meeting will be sending all of you the links so that you can sign up to testify uh or to submit written testimony we obviously are available to help if you're interested in doing any of that um this week or actually last week the governor released uh her
187accountability bills uh which house bill 2009 and Senate Bill 141 um superintendent Armstrong held a press conference last week to agree with the concept of accountability we all agree of accountability is necessary but also to U again advocate for a funding level that is adequate U at Le the very least obviously we'd love more but at least very least adequate to serve uh our students so we don't have to make the $40 million of cuts um on March the 27th the state school fund bill which is Senate Bill 5 5 516 um is being heard and if you're interested um superintendent Armstrong will be there if you're interested in attending March 27th from 1 to 2:30 please let either myself or Lisa Merck know and we will uh get you hopefully get you on the
188the list but at very least you can come down and support us next slide lots of work words on this page just to know that this the last legislative forecast was um on February 26 the result is that Oregon has a little bit more money looks like a lot to us to them it's just a little bit um and that means that we are still expecting a kicker at the tune of $1.7 billion do and this is when we all sigh deeply and audibly and say imagine what that could do for our school in the Constitution however so there's no plans to change that this year the next forecast as I said is going to be released on May 14th and that um usually serves as the foundation for the legislatively adopted budget that's all
189we got Now's the Time for discussion yes any questions split I have a few I'll we keep them tight I know it's late especially director I'm always confused about people's titles leader chief chief thank you everybody's different um Chief Morrison I know especially you get sleepy on us which is fine sorry we always have you late um so I'm curious of a few small things um how do you forecast about the classes under 15 like in advance do you just look at what enrollment was this year and decide to cut them for next year or do you have to wait and then make like fall decisions no that's a really good question so we get enrollment projections via Port States so that generally happens uh in the fall and So based on those specific uh
190projections that's how we staff right for the 15 students in middle school and high school class so so what happens is that because generally what happens as a school is that they get their Staffing over Arch inly based on the number of kids that they're going to have so if I'm talking specifically at the secondary level then they kind of go through and they kind of had preliminary conversations of what potentially a schedule could look like and then they have to decide and remember at the secondary level kids forecast already right so Rising um sophomores or Rising Juniors or Rising seniors they're forecasting for certain classes like we know we're going to offer obviously the core those are very specific things but you can collapse core classes as well where we get into sticky situations
191is around elected classes right and so those are the pieces because that really truly depends on a student's level of interest and so if a student if students forecast at a lower level um principles now we're saying is if you forecast for a certain elect of class and it's below 15 you can't offer that class so we make that decision now right um unless there's an exception great which just a just is a great opportunity to understand then why when high schoolers are coming home saying I can't get out of this elective class and I have to wait a week or two it's because you know schools were staff based on the course um selection sheets or the forecasting and the enrollment that came in right and so that's how they spent their their funds
192if you will their budget and so to be uh a robust conversation in the fall when it's time to get the schedules thanks for clarifying um I'm also curious about the I know you had mentioned this before but now thinking about it again um the forecasted 25% Title One reduction amount that you're already accounting for in the budget um when I found myself asking a question I know you don't know the answer to we won't probably ever know for sure whether will have that 25% or not but um do you have a time when you'll feel comfortable saying that still hasn't been cut so let's proceed as though it hasn't been cut or do you think we'll just hold on to that money just in case something happens mid year that's a good question and
193I think we're working through that as is with as administrators and how to support schools as they're doing their whole school planning um I do think that we're planning to stop at that level knowing that if we do get affirmation of a higher level of funding then we could choose how to supplement what's happening in schools um it's very difficult when it's tied up in Staffing specifically to be more flexible so this is the time that we're making those commitments to folks who are going to be working for PPS next year and then finally um one more question and one very quick comment um you talked about flexibility being extended to principles and I was just curious if you've Revisited any Poli policies or expectations to make that happen or was it just the ones
194that you mentioned as far as like allowing three five blends to be flexible and instructional coaches was that it on the flexibility or was there a more General generalized flexible approach yeah I would say that that the overarching rule is principles do have flexibility when you're talking very specific to like General gened funds but when you're talking about like student investment account Sia there are specific stipulations that we have to abide by so for example um there's flexibility we're saying like at the elementary level we just using this as an example is that you have to maintain a base uh so they were allotted um were able to add back another 0. five to make their their instructional coaches whole out of 1.0 we are also able to specifically add back Based on data like
195uh interventionist siia because they're funded through SAA that means they have to be interchangeable between the two so we couldn't say hey I'm going to take 0 five of that and then allocate it to be a classroom teacher because that's siia specific guidelines for that but I will say this is that if you wanted to take you know if you wanted to collapse a class size and maybe use some of that FTE to F to complete another support position like or something like that there's flexibility I how to do that thank you for sharing and um I think a couple weeks ago I made the point about trying to see more flexibility on Arts and Music and it doesn't sound like you did in this case but I'll continue to mention it whenever I have
196a chance um and then finally my comment um I really hope we're doing some action alerts because PPS has like a huge email list I assume ahead of the state school fund hearing might be an interesting opportunity okay great great thank you for being on top of that love it thanks so much for letting me take a lot of time AMU any questions um I'll just I have like quick question I guess I know there's a you know a lot of I think um conceptions out there you know about Blended classrooms and just I just want to say you know straight up front Blended classrooms can work really great I've I've seen them be very successful and has been very uh helpful for a lot of students especially very with very diverse Learners so I
197just throwing that out there Blended is not a good or bad thing it can be great um I do I guess my my ass is concerned when we have teachers that you know there's a difference between a teacher that has been teaching Blended classrooms for years versus one that is transitioning from teaching a single grade to Blended um are there are there's like I guess this also depends on School site but other there do we have supports for teachers that are transitioning to a blended classroom yes and so when we decided to put forth this proposal uh we wanted sorry the whispering I I heard Chief Gori so one of the big pieces right because we don't and I and I agree with you and we also do have Blends currently right in some schools
198Aster's one for example Beach is another been very successful in regards to the Blends but when we presented this as a as a you know a potential Avenue to save um um it's going to be coupled with support and that includes um OTL support in regards to curriculum making sure because that's it's another piece and I would say also OSP and OTL support in regards to what does the pedagogy look like when you're talking about having a colle classroom and so we're still working out maybe more Logistics in regards to a PD plan of support but yes long story short yes there will be support great thank you director Sol um yes it look like all high schools will have College coordinators now is that correct so they were they were given they were allotted
199so they do have a college coordinator support via measure 98 funding but that's entirely separate what we allocated was a 05 which they can license FTE which they can use for a college coordinator or career coordinator so it really depends and this where some of the flexibility comes into play where based on the schools uh needs high schools can determine how to use that okay but with both sources of money everybody will get one everyone will get a everyone has been allotted a 0 five licensed FTE for that F okay but it's flexible and you said the equity formula stays the same can you explain exactly how that works yeah I will try to explain it all I can say is this is that and Dr Adams and and his team could explain a little
200bit more about the formula in itself but I can I what I in in a sense is what we say with the equity formula is that um it's a formula derived to basically uh follow um schools with are most historically underserved students so if I were talking specifically at the high school level um we know so one of the big pieces like for example at the high school level if I were to use um grant for example which is about 2200 students but their their school of poverty percentage is roughly around 25% which previously would not have qualified two years ago for our Equity formula or received any additional FTE support but if 25% at Grant amounts to around 600 kids right so so that that is so it follows the students and so with
201that comes a potential um FTE bump in regards to support so the equity form is intended to do exactly what it's called in terms of equi is really follow the students are most historically and it really just means more FTE correct you say that so simply and yes that's exactly right all right thank you let me just I just want to follow back up on the collagen uh career um in just to to be clear on on what's being said is that we had 1.0 allocated out of measure 98 this school year and we had an additional 1.0 out of General funds that funded uh career coordinators and so what we did then is say here's a 0.5 allocation that can be used to either cover an employee that's licensed or a full-time employee that's
202not licensed and that was based on feedback and Survey results um from our building admin team so uh we've heard that some schools have added back a um career coordinator some may choose to do um other things based on the needs of their building and so that's that flexibility piece but I just wanted to bring that back forth Just to be clear on um on that so that 0 five when did that get added back has that always been available because it specifically in the Staffing manual it says we are not giving schools a one FTE for career coordinators yeah um so did that did the half thing get added later or is it just no you've identified that they got it for something else and now that if they and they were using it
203for something else that they would have to go cut to something else in order to yeah so what the change was just based on the feedback was the flexibility to use that again to to make a 1.0 career coordinator or utilize the0 five as as the college coordinator I'm I'm still confused you get subsequent to our last meeting they were given up five it's just like you have the flexibility to use that whatever you but they already had it and then whatever they were using it on they would have to stop doing that and yeah so it's not an add we didn't add back what we did do because it was it was part of the proposed initial reduction was the 0. five what we did say based on the feedback is they principles were
204asking some more flexibility how to use that yeah let me just but they're not getting addition they didn't get additional point five it's like you have a flexibility to use it but it's not like they got a five that then they could use I see your point I think the I I I I see where I may have created some confusion let me just try that one more time I'm sorry so um the the thinking of a school that had a 1.0 allocation out of measure 98 for um uh College coordinators right and this is the licensed one and then a uh 1.0 allocation for um career cordinators which is the unlicensed and so um the flexibility was that you're no longer um um obligated to have that 1.0 be that career coordinator if you
205wanted to do a 0. five College coordinator to add as opposed to the career coordinator you now have the flexibility to do it um so then you would have a well you're right this is from buildings in terms of some of the things that came up for them and and ways in which they wanted to staff their schools um and I will say too um throughout the process like this is these are one of the pieces around engagement and and seeing you know with with buildings on I mean the the reality is is that we're also able to because of part of the initial proposed reduction was for example these class size at the high school level by one and so by Able by Able by doing things like this unfortunately with you know things
206like the um you know the career coordinator is that that allowed us some flexibility to be like okay we're not going to increase class size you know by one overly at the high school level um but at the same time and what you've heard is that that increased flexibility you know without having certain stipulations on how to use the less FTE they do have has been appreciated right and I know we're hyperfocused right now on the college versus career coordinator I just want to take the opportunity to say that both roles are valuable in the system and that isn't the only decision or flexibility that principles ask for there's other positions out there where you know how they choose to EXP their FTE based on the needs of their building will look different from school
207to school but what we're already hearing when we asked is that uh that there's some functions um I can't say across 100% but most of the schools will continue to have career coordinator type functions and so we can also um bring that back a little later once you know all everything is settled but um but so yeah I just want to make sure it's not like that's the only flexibility the High School principles had I know it's one that's come up for the board so um to tease it out a little bit more I think made sense but there are some it's a totality of FTE that they could choose to allocate based on their needs yeah add one more okay let me yeah make check out everyone first representa C yeah I think my
208question is regarding how would the 25% Title One reductions look like directly in a class or a school well it varies by school depending on what their allocation was and and so one of those midst steps that Administration took as we were approaching these budget reductions is kind of a school by school snapshot of the overall impact of the reductions between uh the change in enrollment that a school might be experiencing the other factors title change es to that school so that we could see the total number of um positions that would be impacted and then we started to work through that to minimize the impact to schools so um there was a lot of thought that went into that and uh a lot of feedback that we've heard um to help us be very
209thoughtful about how we're targeting federal funds moving forward and then my next question is towards like the superintendent are you planning on having any reductions or C or Cuts towards cabinet level position oh that's a that's a great question so across um senior leader say cabinet though I need to think about that there has been some changes and I'm in April will be presenting a um updated or chart to show where some of the um reductions existed and um a a redesign of a different approach to work so I'll be preped to bring that in April and then my next question is what does like the bond uh the budget engagement look like between principles and their school communities yeah it's a great question so we um create very spe uh slide decks for schools
210uh very specific first for staff but then also for community and so there is an expectation obviously that we need to hit for um all Community stakeholders within the school and so whether it be um you know through PTA meetings primarily through PTA meetings is is where we're finding a lot of those conversations because we're talking about community members that are investing exactly what is happening and and and they know because principles are very um forthright with with delivering some of the information and how it impacts but when we do a staff when we do like for example our ISR our staffing release to principl the next day is when they're engaging their staffs and so we have a very I would say rigid but we have a timeline with the level of Engagement but
211then also we provide talking points and slide decks for and what does that engagement look like between the principles and like their student body yeah I think that's a great question I think um I think it would probably vary from from school to school I would probably say it's more a me specific to to budget may maybe more so at the secondary level where they're engaging using for example um you know ASB or or student body kind of that those particular types of things but I that's something I can I can get more information if you thank you um thank you for the presentation um I had a question well I think the college coordinator question was asked by directors Sullivan and brim Edwards I was kind of confused about what I heard I think
212it's been answered um Title One impacts also another question but um in terms of the minimum class sizes which schools are going to be impacted and maybe said another way are schools that have low enrollment are those schools I'm curious about those particularly Jefferson but there's other schools across our system that are under enrolled yeah so and that's a a question director Edwards uh brought up as well um we'll have to go back I'm concerned about like the the the schools that have higher student need sure you know higher numbers of kids on free and reduced lunch in terms of the the minimum class size yes how being able to those how that minimum I thought it was an interesting way to report the data too as a as a minimum not a maximum because
213we hear about maximum class size but yeah I'm just curious how that might play out and which schools are going to be like feeling the the most impacts and are those schools that are feeling the most impacts closer to Poverty yeah it's a good question and so just so you know that our timeline is like we go through scheduling workshops with principles in April and so that's really where we're going to get a better idea in terms of okay what are the what are we offering from a class siiz perspective or program perspective and so it's it's hard for me to comment on that right now just based on the smt release but once we go through those particular pieces we'll get a better idea of um you know how many classes were we forced
214to collapse or not have based on that class siiz piece okay and then would you Circle back with the board on on some response um the last question is um you said there's decisions that are made between an instructional coach uh resj coordinator um restorative justice coordinator rather climate Specialist or social worker are those made at the building level by correct administrators yes okay yes so so for example so the for middle schools for example they were all given a 1.0 climate FTE which they could use for resj it could be for an SMS those that's the flexibility that they have there but that's all entirely based on what the principal wants to do okay are those are those the way those allocated are they predictable by race in terms of what a what a
215principal decides to do with them at the building level I'd have to can you Circle back with yes I can Circle back with that and and know that because the smts just closed like we're analyzing the sorry it's called the Staffing management tool it's where they okay you know they get their eyes their Staffing and then they have to go through and and decide how they're going to allocate their FTE and then Clos is so then we kind of look at it and then we have scheduling workshops that come up as kind of another check and balance supporting them on how to actually schedule with the staff that they have so yes I can Circle back thank you John can you repeat the climate FTE um the full titles of what those are yeah so
216here let me so it's um resj or RJ coordinator or it's a Resto I thought it was a rest rest Justice restorative justice not a racial Equity correct restorative justice court and get my acronyms all mixed up so it can be um School social worker or restora of Justice coordinator or um an SMS position it's like a school climate position like a student management yeah it's listed as instructional coach restorative justice coordinator a climate Specialist or a social worker corre in your presentation that's correct thanks um so I have just a statement um and then a couple questions um so having been through some of the absolutely way way worse than this times at PPS I found that transparency is key to building trust and credibility in the district and a sense that we're all
217in it together um and that especially true like nobody's um fewer people seem to care when we're adding to the budget because their piece of pie isn't shrinking or it's not having an impact on their child but intense interest of what's happening when cuts are being made that are going to directly impact students um so I'll just say it's disappointing we don't have a heat map tonight because I feel like we're we're talking about something we haven't even seen yet um or we don't have any way of knowing so for example I think pass this question great about was that impacting I'm noticing that now in this Slide the district is promoting Blended classrooms which it hasn't done in the past because actually it said no you just said good strategy it wasn't a strategy
218the district supported and now we're promoting them and um I'd like to have some transparency on like where those are because I can I can imagine where they are I can imagine where they are um and our community should see what schools are going to get the blend Blended classrooms and to understand since most schools don't have those currently what sort of supports we giving teachers to actually deliver to gradal of perence um and I it's it's a skill um but we it hasn't been a practice at PPS so um what kind of supports because if we're getting $2.6 million doll from promoting Blended classrooms there must be a fair number of them um so I'd like to see that I'd like to see how all plays out because I think it also would answer
219this question because I still don't know what we're doing with career coordinators because right in the Staffing manual it says we're not giving you an FTE um but again if we had s like what what got sent out to schools or what we are saying is the Staffing how it plays out we'll be able to see that um we'll also I think be able to see where where there's inequities um perhaps geographically across the district um I also ask for the list of 37 FTE that in Slide Five it says that we've added this back to schools and it's like that's Creed I wonder where they got it added back like I'm concerned about the southeast gu Coalition schools at 10 no but the answer I got back is that we're not going to be
220able to give you a list of schools where those 37 were added back um tonight we'll okay um but people are being are going to be undersigned being laid off I mean and um we're hearing from a lot of communities that are impacted um so the other thing this kind of fits in the the transparency I think we have to be really cautious when we're talking about flexibility for principles um because what I've heard from the school Community Viewpoint is like there's actually really not flexibility the district has made a decision based on resources and I'm not screen when your class size gets to a certain level like 34 at fourth grade we're not going to give you additional um FTE like we used to your flexibility now is either have a high class size
221or do a blind and I think there's a lot of portraying principal flexibility as this is a positive thing when actually they're making some really hard choices and I just think we have to be the central office the Board needs to be um honest about like it's not this great thing they're getting flexibility it's like you're getting fewer resources and you're going to have you know you might have to cut something or take something else um and that's your flexibility so I again I think how we talk about it is really important same thing with the career career coordinators um so there's a qu there's going to be a question at the end of this one I stated earlier that I'm opposed to PPS breaking their promise that they made to the Southeast guiding Coalition
222schools um some that were really heavily impacted by boundary changes um and also by program changes en closures um and so the district is proposing getting getting rid of that breaking their promise what are the supports that are being given and again because we don't have a heat map we don't know what it it is we don't know what the supports are so for example I've shared this previous but because lint was made in all Spanish School and that's if you're in the that neighborhood boundary and that that's your neighborhood designating school and say you're in special ed um those a number of students who are now going to Maryville and so Maryville has had it having a disproportionate impact and part of that FTE that we had that came about from that was to
223address situations like that or where you had we changed a boundary but because we had a SI a sibling um Legacy rule It's a Long Trail so they still they still have lower numbers so I'm curious like how we're gonna support those schools yes some and some of the lowest socioeconomic neighborhoods and most diverse neighborhoods yeah no it's a great question and I will say that that regardless of um not having that 10 FTE setcps is that they're still a part of the process in regards to requesting FTE based on our limited set aside bucket and so like for example you know we had our first round in mind you there's a piece that we go through and there's going to be a few more iterations of this so the first piece that we did
224uh recently was really about technical adjustment so in other words I mean you reference the cor program lot there's a and I would say too with the secc schools there are pieces very specific around that money was really or that the FTE was a was a bridge right so you don't have loss of program so that you don't lose those particular types of things so those are what we would deem as technical because we don't want that to happen and so know that that if they put in request and it was technical by nature meaning um B we made a mistake based on the allocation or could mean a loss of program that those are requests that will look to honor right um and then we're also going to do another iteration Kam May and
225actually do a spring Readjustment based on enrollment to kind of see where we are at and so that could also mean so you think about things that we do in the fall we are going to apply those pieces earlier in the spring and so that could mean right that we move some things around even more there to accommodate um you know where we see you know large influxes of enrollment but then also to see okay so as's our projection off maybe we overestimated where you are you're actually coming in a little bit lower enrolled and that is in conjunction with what we're also going to be doing the fall so um and know that our all of our principles they submit requests and we have to look at look at those specifically and our first
226round was just based on technical adjustments are they able to meet cor program are they able to do the things that the set aside bucket was was used for specific forc and I just wanted to jump in really quickly and say that um just sort of a reminder that um like we're we're all on we're all on the same team we're all the district so when we talk about you know promises made or the district I mean we've we redesign our system to be more responsive based on the feedback that we heard from administrators and so I think that there is um some celebration in the fact that um we're committed to being responsive we're committed to listening we're committed to putting every available resource um back into schools I mean we have $40 million
227to reduce I mean that's a significant number and you know of course any loss of any person any position is significant it's impactful it's sad it's disappointing but to say um that you know uh we're not standing on our our promise I mean we we're not able to we don't we don't have the funds nor the FTE or the or the resources and what the team and I set out to do is to be responsive to individual needs and so I guess I'm sitting and wondering the question are we resp responding to needs of buildings or we responding to interests of the board I think we're responding to the needs of the schools which is why and you know I look around and I think director Wong and I were the yeah are about the
228only people who participated in like a year and a half of meetings but not sat in the community conversations that we've been involved with over the last what eight to 12 weeks we've sat with our our folks from a variety of positions to hear directly what they need from us to make this process work and so I understand that there's process there's uh things that predate me there were commitments there were promises but I'm thinking about like this Academic Year listening and hearing what's coming up for people and moves that we need to make to be more responsive I think for me my priority is to serve uh those who are in the building who are like intimately involved with planning skills schedules situating students in classrooms interacting with communities than commitments that were made
229a couple of years ago with a whole different budget and different resources that frankly we don't have available well I did ask I I I just I did ask um Dr Franco about um like who who decided and it was like the larger principles and it's like okay if you're not a principal of one of those schools it is like that would be a lower priority and I don't think principles were like we don't want to give it to the southeast guided Coalition but it it would follow down the priority priority list if you're not one of those schools but we as I just say we did we did make a promise and but this is also about why transparency is so important because when people can see it like you made a technical fix
230well that would be good to know but no I'm just saying nobody knows and so there's a lot of conversation in the community is this you know Southeast going to get stuck again like we always do um when people say that this has been the most transparent process that has happened in the last several years and then I continue to hear well transparency matters I mean I think that's what we're moving to do I mean no it's not perfect and we're still building and I think next year will be better and the year after and the year after but hearing the early on feedback that uh people feel like we're moving the needle on transparency and communication I think is something uh worth noting I just just really quick I give my 20 years experience
231I'm just saying the sooner we can get it information out the more it helps the Comm School Community process through it because it's not the information is not out out there I mean it's just so thank you director B Ms yeah I mean you're pointing about transparency is good and I I hear you too I mean we there I've seen great work in terms of transparency has been obvious um I just want to kind of add a little bit perspective because I know this this set aside fcg scgc FTE has you know been a Hot Topic but I just you know this is my zone I know it very well and one and your Zone too I know it very well but just to add like a little bit of perspective one of the I'm
232sure that if you showed all the parents this same Choice it would probably come to the same conclusion is that a lot of the the scgc uh that were allocated to certain schol Schools they're also adjacent to very high need schools that were not part of the SGC but are neighbors and we're talking about I mean I know some schools in my neighborhood that you know there's pockets of very high poverty um there's some schools that are reporting 30 plus 30% plus uh special ed and they were not part of the scgc process and so when we when we present this case being like Oh do you want to keep your 10 scgc positions and in order to do so we have to take from you know this high High sped school I mean I
233I'm sure most parents would agree this is a choice between bad and worse right and this is very difficult so I think um if we can show these you know like to your point we show like oh yeah this is where the needs are um that would help a lot but I I I just I am saying that out loud I have seen the needs and I seen the choices and they're not good and that's why like I am not pushing for the 10gs but I I do want you know some discussion around but at the same time I understand why they have been allocated elsewhere because the needs we need to respond to our students and I think um there's a lot of schools that were not part of the scgc that have greater
234needs and I um unfortunately so and that includes if I just may add that also includes um schools that lost Foundation funding you know I think there's this belief that because they're high SCS that they don't have uh students and have a tremendous amount of need obviously not like our designated schools but they still have needs they lost FTE as well so creating some flexibility for them to be able to build in like maybe a reading interventionist to be able to interact with students because maybe they lost 2.3 FTE from um fundraising is the right thing for us to do on behalf of our kids right like our our our kiddos who are impacted by um multiple um things going on in their life shouldn't only benefit from supports by going to a school that
235um is a designated school right and so you know and then the the conversation about Blends we with our class sizes we have some that are high average and then we have some that are really low and so when we looked at blend we weren't looking at okay let's take those large class sizes and divide them out so that we don't add another let's look at where we're low I mean we have a Kindergarten class with seven students for next year so far last count you know that's that's not an anomaly we have class sizes that are super low at some of those grade levels and so blending them together so that um we can save an FTE was also the right thing to do and and I I take offense to the fact that
236that there's an indication that that only happened in our communities of color that's not what happened at all and so we'll be prepared to show data on that but I also would hope that the board is expecting that we're moving with intention with our students and community in mind because any other implication that we're not doing that is just completely unjust inappropriate and quite offensive frankly I didn't say that the students of colors were the Blended classrooms I said I would want to see the schools it's techically the lower enrolled schools that that have like single strands that are being they're generally being Blended and again this is why having transparency to be able to to see that and I think that's what we owe it to our to our school community and you all
237have visibility to things that we haven't seen so it's hard for us to understand what the choices that are being made or the trade-offs thank you I was hoping I had the last word but well I guess we'll move on um thank you for all the information you provided that was really um very helpful and all the passion that you see up here is because we care about our kids and our students so thank you all um all right we the last thing on here I did have a request from a couple board members uh to move their committee reports to the next meeting um I don't know director Bri I didn't ask you yet okay so we will we'll follow up later but uh so we don't have any of those unless there's other
238issu oh director Sullivan yeah I I will give just quickly the audit committee's next meeting is scheduled for April 15th at 5 o'clock and I will provide the board with a preview of that meeting's agenda at our April 8th meeting so if you love audit committees you can come next April 15 love a yes great yes um thank you director suvin all right with that we are adjourned