001patient as the meeting kind of went a little bit longer all right uh the meia the public meeting of the board of education for October 17 2023 has called for all items being considered this evening are posted on the PPS website under the board and meeting tabs this meeting is being streamed live on PPS TV services website and on Channel 28 and will be rep played throughout the next two weeks please pleas check the district website for replay times once again good evening again um tonight we'll be receiving two updates from staff one on the stun for PPS and the other one on the implementation of the equity action plan first we's start with our considered agenda the board will vote on the cons agenda members if there are any items you would like to
002pull for discussion we will set those aside for the next time we meet which will go to a regular agenda item Miss BR is there any changes to existent agenda no board memb any items you like to pull do I have a motion in second to adop this all right you get it you get it director hold on director the pass motions director green second any discussion I should on the PCC is that are are those courses for Jefferson or those all district students if nobody has the answer here I can get it I was curious also because I didn't I want to say Jefferson but I want to make sure I could find I guess we'll let you any other discussion all right the board will now vote on resolution 6780 through 6781 all
003in favor favor please indicate by saying yes yes all oppos zo director Silverstein yes all right absence no abstentions the cons agenda is approved by vote of 7 to zero with student director sste unofficially voting yes all right update on the the next item is the update on the fun for PPS our first update tonight is the fund for PPS superintendent Guerrero would you please introduce this resolution sure thank you chair good evening directors uh this is the first of two Updates this evening uh we're focused on the fund for PPS uh for folks uh you may not remember this was the fund was established in 2019 a nonprofit organization uh intended to uh support the district's goals through fundraising uh for our district tonight we have a couple folks that are going to be
004providing board an update uh first Victor Victoria L probably recognize uh she serves as our chair of the fund for the PPS board uh she's also the founder and CEO of L Media Services her day job uh andan Garcia you know him as our chief of staff is his day job but he also serves as the president of the fund so between the two of them they're going to walk you through a presentation thank you superintendent so um I also have uh Robin uh Fon here who's our director of strategic Partnerships at PPS um so I'll turn it over to Victoria to get it started thank you thank you J and thank you superintendent hello Bo members and superintendent Guerero thank you for having me tonight I am Victoria L and I'm chair of the
005board of the fun of the Portland Public Schools as you know the fun was launched on 2019 to Rally the Portland Community and business to support expanding opportunities for our kids helping the PPS Vision to create vibrant environments that will help to demonstrate Excellence our kids are our present and they are our future our hope it has been an honor to work on this board especially through the pandemic and to help our successful campaign to raise direct support for families and need Jonathan will share a brief overview of the found and thank you for all the work you do on behalf of the students so um as Victoria alluded to um there are a number of priorities that the F for PPS is focused on but at the at the at uh in the aggregate
006or the the main focus is to nurture a whole child uh right we are in service of public schools uh the fund for PPS is uh to ensure that our students um experience Health Joy self-expression curiosity and learning we're doing that in a number of ways um I will highlight uh four major initiatives uh the fund for PPS is focused on raising money score the first one is Healing Center Schools we know that our students continue to need mental health uh Behavioral Health supports and so we are working with the office of student Support Services to really lean into how do we create schools that are not necessarily focused on trauma inform practices but healing centered practices which is a shift uh not only for the district uh but one that philanthropy in our conversations
007uh have been very um interested keenly interested in in that shift right because again especially coming out of the pandemic um we need to focus on how do we heal and not how we um continue to uh focus on the trauma as Victoria alluded to or named of uh at you know we we were found in uh at the end of 2019 uh and in early 2020 uh the pandemic here so uh our shift became about raising monies for what is what we consider a CR the crisis relief that effort of of Crisis relief continues um now and we continue to support uh parents and families who need Services services like you know I don't have enough money for rent I don't have enough money for uh gas Rel electricity our team Works uh closely
008with our social workers across uh our uh you know our schools uh and who are the ones that are in you know on the ground if you will uh working directly with families we are also focused on Arts education and enrichment and I think that's a really important um uh opportunity for for not only us but funders uh to to get get excited right uh about uh about participating in um in in partnership with PPS uh I will note last this last year um the heart of Portland was um uh funded funded by um the fund for PPS supported by many of the sponsors that we brought to the table and the last one uh that we are focused on is the inspired sustainable schoolyards this is in alignment with our um uh CL respons
009the climate crisis here at PPS and so we're focused on you know how do we make sure that our children have green sustainable yards that they can play with you all know that there's a lot of uh pavement out there um and uh we need to begin to shift that um and and obviously the board policy calls for that and our fundraising efforts um include that there are other areas um whether supporting the center for black student Excellence Affinity groups career exploration uh and and generally just innovation in the school district what what I what I'm excited about the fund you know what the fund brings is private dollars to be able to innovate right these are dollars that we can uh use uh to to support um things that you know districts don't necessarily
010always H have the money or the uh the supports to do so what has been our impact and uh we have our annual report where is did we get hand up we have we put it in the board book it's on my desk I'm sorry oh sorry so we have hard copies for you and you also got the annual report but in terms of our impact you know just there there are many ways to talk about the impact but I I really want to lift up um a couple uh voices one is from our one of our social workers you know what was powerful what's powerful about working with our social workers many times look I meet with parents all the time we're students but I don't know what resources to provide so they tell
011me you know hey electricity but you know what can I do as social I don't have those resources fortunately again in partnership with us uh we are able to make uh supportive families uh in that um our Visual and Performing Arts again another example of our impact um we uh supported uh in the devel velopment of the master Arts education plan being able to bring in funders to uh uh help Define design that with our teachers uh and then our climate Justice effort um you know we continue to provide students opport many opportunities to get involved in the response to the climate crisis and again These funds um that are secured through philanthropic gifts support um uh these efforts now there are two aspects to the fund for PPS there is the local school foundations
012and the PPS parent Awards as you know you're all having active conversations about the future of local school foundations and PPS parent Awards however I wanted to make sure to provide you a snapshot of the dollars that have been raised and the amounts that have been regranted via the PPS paring Awards um and and I think it's important to know that every dollar that is raised in local school foundations and uh given to parent in the parent fund Awards none of that helps operation expenses for PPS these dollars 100% go to so Jonathan back on that slide ask so if the equity or the parent fund Awards there 62 schools the other funds that buy PPS positions how many schools is that impacting how many schools are 30 oh there's there's 22 active foundations this
013year um it might have been a few more that year and so those I'm just turn that so the independent foundations are the ones that they send just their 30% to they send their full check plus their yeah and that's the 960 and how many schools is that that's eight eight okay can you go can you say that again so said so this is the so independent foundations are eight foundations that are nonprofit they have their own independent nonprofit status okay so they operate independently okay uh those eight raise you know fiscal year 23 $960,000 okay and then but of those funds raised they they can keep 10,000 and they they keep 33% oh they keep no sorry 66% 66 okay so they just it's 30% 33% off the top except for the first 10,000
014ex minus okay and then how many Affiliated foundations are there there's 22 this year there may have been 25 represented or something in 2023 so there were 30 30 schools that got 2.5 that have 2.5 million and 62 schools that got collectively they got 1.1 right it's there yes and some schools that have foundations not very many of but there is like a diagram where that there are some schools that get okay some schools that do raise money and also get parent funds so yeah maybe hand yeah and so the next slide here is the dist the the districts the funds financials um I I want to note that you in your package you also got two documents here uh one is called Candid 20 2023 seals of transparency guide and this one that just
015has the name of the fund for PPS so guar is a reputable organization that helps um nonprofits uh be transparent about their financials and other um uh major issues so uh 990s uh Etc so this document um is available online um and it's provided to you I'm proud to say that the fund for PPS is at the top meaning uh Platinum transparency uh and so you can read through you know what that means there um the fun you know know accepts Gifts of any size from Individual donors corporate gifts and business sponsorships philanthropy and ink kind gifts and here you can see the sources of revenue for the last two years sure so this three this 377,000 that's what was raised outside of the foundation funding correct you close it up and what was the
016expenses for that we brought in 377 what the expenses that we that was paid out yeah great question um you look at our annual report um on page 10 you can see those expenses there so total expenses of 371 y yeah 3,00 371,000 now is that what was it just says program I don't know what that yeah I I'll Define these three and Robin correct me if I'm wrong at any point program is dollars that were sent directly to PPS to support student program so um those are things that support like the heart of Portland um that supports um students or families that are needing you know that response to anything that is you know a gift to the district or gift to Family Management um as you all know we have a a fund
017for PPS has an agreement with PPS or PPS reimburses some of my time some of Robin's time so that is what was reflected there so those $57,000 are actually going back to the district as well so the $112,000 that are left are fundraising this is paid for our uh fundraiser accounting software and accounting software um so that's it's the very small operations that the fund for PPS oper uses so I'm proud to say I think 99% every dollar goes back to PPS or students in some way a little bit I trying to get the to out so and there's not I don't see numers on these um but if you go back to the slide that has the the two charts uh yeah that so is it the 2.5 and the 1.1 that's all money
018coming into the fund no I'm sorry it it's just the 2.5 in the one well so in fiscal year 23 let's look at fiscal year 23 so 2.5 million plus the 1.1 from the parent fund all that comes into the fund for PPS for basic balance sheet so this has it in so the parent is the upper numbers that is that that's money that is coming into the fund and then the 1.1 is going out or is it 3.6 million coming in I'm trying to figure out what your total budget is because on the next page you have 377,000 what is the total amount that comes in so all of these monies come into the fund and then they're that mostly it all comes into PPS and and then is in their Finance accounts some
019of them they're paid directly to like alternative schools like the PPS parent fund Awards might be paid directly but so basically all of this is in and then out okay you say all of this are you talking about the the beginning the the top piece all of these dollars come in through the fund and come back into fund Awards those aren't coming in from the 62 Schools they're going out to the 62 schools no they but they come in they get raised from this group well that's what I'm asking is the 2.5 the the total 2.5 no this is 2/3 no but is that the total that comes the total that comes in is 3.6 and a third of that gets sent out to the parent fund Awards and 2/3 gets okay so this so
0203.6 is the total well actually it's about four million including the second corre page about 4 million and then 2.5 of that goes to the schools that have foundations which are about 30 and then 1.1 million of it goes to 62 other schools have to right yeah okay okay well that concludes our presentation to the board and we would like to thank all the donors and volunteers who support our kids at PPS and the F for PPS is working to unify philanthropy supporting PPS students we know it's a big responsibility it's a lot of work but serving is our honor and our pleasure I had a couple more questions um so what are you know when we talking about heal funding piece and the purpose for the fund what are some of the things we
021looking to do to increase donations in um that's a great question um chair Hollands I would say you know I will acknowledge that um so prior to coming to the district you my job was fundraising at a at a school district in San Francisco and so I know the power of philanthropy and the impact that it can have we unfortunately in 2019 when we launched that had I would say big aspirations and the pandemic really took us took took an impact so we we shifted again focused on the crisis response um and since then I think it's been you know a year and a half two years um we've been trying to uh find different ways to engage philanthropy differently spring we hosted our first uh you know fundraiser event um which I thought was
022really success was successful for our first one um thank you to all the philanthropists that that supported um I think we want to continue that and as you alluded to uh last year I think we can do a big one um I think that's that's definitely the goal number two is we acknowledge that our Board of the fun fund for BPS um again appreciate Victoria's leadership um Can can grow and so we're Act L um engaging with a numerous number of of of potential board members that include uh SE Suite Executives from some of major companies and organizations in the city of Portland um we we know that that's a an Avenue to to engage philanthropically ultimately I think the question for our community is how and how how and how much should they invest
023in PPS and in the fund right and I think part of the challenge right now is that that political discourse that's happen the future of fundraising um so once that stabilizes I believe that we will have a once we have a clear future about the fundraising at PPS I think then we could help donors you know really find their niche in fund rate in in giving two PPS and that CU you know what I what I don't want to do is tell anyone I mean obviously as a fundraiser your your job is to move people in a certain direction but I also recognize that being part of a school system you are you're the world is your oyster in terms of what you want to invest in right um Athletics Arts you know the list
024can go on and on and so how do we help find that Niche for for those donors I have a question kind of on those lines if um where so the long what what's the long game what would be an ultimate you know success story uh let's say in three years and um where do you see the biggest gaps and service or what are we solving for I guess with this F yeah that's a great question kind of obvious but um not to me yeah I'll start with your first your last question first I think the focus of the fund um just like a lot of or of fundraising organizations that support districts they're really in this in in in they they sit well in that space of innovation right that that that place where
025the district's leadership District's staff have ideas that they want to try what we know is that you know when you try things with public dollars there's a lot of scrutiny yes right um and so I think the beauty of private Investments is that you know um that we can play around we can get a little dirty you know with some of that I'll use uh I'll use one fa forward or fail forward right I'll use one of our examples which is the PGE investment that we got right um PGE came to us or not to us we we we came to an agreement where they invested in our efforts around climate Justice yeah now this was before the climate crisis response policy that you pass and so they they went on a you know they
026they took a big leap to say we want to support this because they were really excited about the idea of developing a curriculum that was focused on the climate response um and so you know that allowed a little bit of flexibility right we were to bring teachers to help create that curriculum they partnered with Executives and other folks from PGE and you know I just remember the story of like they PGE has a uh a bird watcher of some sort position and they came out and they you know talk about their role and the importance of being in there and that will impact time of justice so I think those are the types of opportunities that the that that the fund really creates your first your first question was about longterm again I think you
027know I think the the reality is that um the last few years have been rough for the fund in in the sense that it hasn't been able to really Define its voice right you are still the fund for PPS is still in some ways competing um and I don't say that in a negative way competing with organizations like all hands rais right uh and so especially with philanthropy right why am I why should I invest in the fund versus if I'm already investing in all hands rais and so for us it's it's about it's a matter of counting the right story right and so I think over the last uh few months uh our team has been really working on trying to write that story and tell that and and have it have that story
028um speak to you know who we want what we want to create which is you know our dollars are going to support the children in at Port Public Schools I think the PGE example is excellent because I know they're also in addition to developing the p12 culum for climate Justice they also have um some of their giving us going towards CTE and uh de veloping like uh careers that start at high school level 2-year associates degree fouryear degree in ETC so I I'm not sure if any of those funds are being deployed to help high school students um engage in stem Fields I believe but I know that they have that PGE is investing in the future yeah director staff had a question um I had similar questions what you guys have I won't make
029you repeat the same answer again um but maybe putting it in a little bit broader context let of these conversations last year and I was on you know the fund is for me the future of the fund goes hand inand with anything we're doing around foundation policy reform um and you know I'm really interested in knowing um what other districts have successfully done so you mentioned San Francisco but I'd be interested in just you know if if I think it's pretty easy you know a staff person could could pull out what are five out of 10 most successful sort of filling ropic efforts going on in large urban districts and and what are the r because I think that helps us understand the possibilities and then really saying what does it take to get the
030fund for PPS to that point because again for me I I I would like to see some changes in our foundation um policy but I'm not willing to support those changes without um transferring some of that you know to the fun for PBS so really exploring that question what does that take Andes is that just the word saying will allocate you some money for additional fundraisers for additional growth for additional capacity is there more to it than that I know Portland is notoriously difficult around philanthropy because even though we got a couple big corporations it's just it's not like San Francisco it's not like New York it's not even like SE North Carolina right um so anyway I just I'll put that out there as that's my frame as I sort of look at this
031entire policy yeah I think there's a lot of great examples of where districts have an Education Foundation working in partnership with them purposes of rallying uh Community stakeholders business Community uh philanthropy and really they're supporting sort of the edge of uh District transformation in the most cases right our past District yes we had the benefit of um folks in the technology industry who understood what we were trying to do the school district so they did things like fund our Middle School redesign redo our playground cafeterias internships at tech companies launch new CTE programs and video game design like there was a lot of excitement for coming in to innovate with the school district that created opened up an Avenue that then we could figure out give us some time to sustain and scale out um
032so you know it was it was a really powerful mechanism you know I could give you examples my prior District before that the Boston for excellence very heavy academic policy oriented sort of focus and you know worked hand inand with the district over a decade in pushing that District's literacy practices for instance making it the best examples around so you know there are a lot of examples uh you know there's a lot of potential in the fund um if sort of weaken Galvanize around uh what are the areas you know that we can prioritize and support the fs growth uh you know by tapping into many networks in the community or that you may know so one of our one of the folks that we are uh I they they I can't name them yet
033because we're still working through some stuff but um someone that's agreed to join the war is an executive from um the the Portland chamber right and so with with a real deep access to to that business Network um and part of that conversation with them is how do does the Portland business Alliance and PPS or the fund for PPS partner or Works more coherently um to to think about those those strategic Investments because the reality is you know we have a lot of folks that do give to PPS in a variety of ways it is the power of unifying those dollars to make the biggest impact that we're trying to get to have have we have we engaged with any community development financial institutions in the city you have a suggest yeah I have several
034okay I'll follow have a question um two questions uh so looking at the the 4 million the 2third of the benefit go to the the schools with the higher incomes and then one looks like about one3 go to the lower income schools and I'm curious if you've done like any future planning about what what would it take to to instead of giving five to 15,000 to um to the schools that are getting the grants um but are our lowest income schools generally inserting mostly more students of color what like what would that take for the fund to do that what what what amount I think we focused more on initiatives like that to like Galvanize the donor because I I think sometimes times when you talk about the amounts for schools like the business Community
035feels like that should come from their taxes State funding so it's been more about like what will enhance the experience of students and Ure that we're we're prioritizing with the racial equity and social justice lens what those initiatives are how it's going to impact I guess I'm looking at it from just from the sort of policy maker or the student of school experience of the schools that are getting less money is like what I'm just like interesting what like what would that look like to try and close that Gap so that all schools are getting from the fund which hopefully that would be I mean there's a way to express that to to donors in a way that is compelling but I I would be interested like what sort of planning is happening around that
036or is that being left to the school District um so that' be one question I have it's like what's the size of that Gap and then the second is and this is just going back to um so the founding of the fund uh I was on the board when it got transferred from All Hands raised which before that was support schools foundation and the two most critical things the Portland schools Foundation did for PBS and our students was one they were the Gathering Place for thousands of parents so they put tens of thousands parents in the streets um in the wake of measure five um so they were really the place where people went if you want to like support PPS that's where you went and the second um thing was they were always played
037a leadership role anytime we had some external money asked whether it was the Coalition for school funding now to get to up the state school fund or the local income tax search charge at mon County or the first local options which translated into actually you know hundreds of millions or billions of dollars um and since it's got transferred that hasn't happen I guess the question is do you envision that being something that the fund a rle for the fund or um should there be a separate entity that's created that does that because it's it's like a missing piece in the larger community and I had lots of conversations with Dan Ryan and he transitioned the fund to All Hands raised and it had they they helped a lot less um but it's like hey there's
038going to be a vacuum because this is a huge rule with the what the school's Foundation paid played so I'm curious about you're thinking about in the Strategic thinking of and planning if that's a role for the fund or should some other entity be set up that does that more so like Grassroots advocacy you know support for all the money measures because it it's missing right now sure uh so absolutely I I I do agree that the funds role is is has been largely silent on um advocacy and investments in you know things like the option Levy or the bond um we did you know in his I think in 2019 gave a $5,000 uh invest when we were starting off um and I do think that the fund for PPS should have a um
039we'll have not should we'll have a third leg of stol which is this AAC comp I wouldn't call it advocacy in the way that maybe you're describing it as much as uh as a vessel for uh Investments so you know being able to support you know local option levies or support the bond because we know that it takes money to to to get money and so I do believe that the fund for PS will play a role there and in fact I think the reason it plays a role is you know we are all asking the same people for the for money right um so when we go out for a bond asking PGE for money for that while we're asking them for investment in you know programming and so how do we unify those
040asks right uh in a way that uh builds a better uh experience for the donor uh and so I look forward to you know partnering with the board to to really understand how we we we might do that yeah just like you said you're competing with all hands raised it used to be people could give money to the I mean and people give a lot of money to the Portland schools Foundation because the board was pretty big and diverse so covered a lot of territory um but people knew if they gave there it's sort of like was a twofer they were helping the foundation but then also the foundation was like usually the largest donor in any of the campaigns which then allowed people to like they gave once it wasn't because what I'm finding
041now is people like oh I already gave money to All Hands raised or something else when you're raising money for our local options or bonds um so having a more Forin approach because at the end of the day um you know being able to Leverage The Power of that I it's been a missing piece abely absolutely there's certainly the potential for the fund to play convener capitalist organizer um of those priorities that identifies uh and primarily hopefully the fund is functioning to advance strategic plan to the next level so to answer also your first question because I don't see the fund as necessarily the mechanism by which to um sustain School funding for example you know we are grateful for the give that people make in our communities and we have said in the very
042GetGo we're going to have an equity centered resource allocation model so you know we're appreciative that schools can raise quite a bit of money actually but we're also almost double funding and allocating additional staff to our most underserved communities so uh you know we try to make sure they have the question is what what what will the fund play and supporting all of our school communities uh provide an improved School experience for everyone of our kids sorry did you say you don't see the fund's role as helping sustain funding P sort of speaking to sort of our role as the school system to make sure that every school has adequate funding to provide core educational programming so I'm just uh and I don't know you guys know the business model that you guys have um
043I just I just wonder if when I see this and I'm assuming this is everyone who's working there as well right are you looking at expanding or hiring like someone to actually go out and do fundraising someone that's in the community who has the connections to go out and find I'm and I'm push back a little bit with uh D Scott said is you know I don't necessarily think this is contingent on the foundation policy stuff um I believe if if the fund was doing the stuff um or raising the funds that I feel it could raise easily there would be no Foundation conversation um where I think that the fund could be able to do what we need to do on a regular basis um so I just about the business model that you
044guys are using the strategy you guys are using to really look into that yeah um because there is there's a lot of money out there um you know from Arts to e to education like there's a lot of money out there so I think it's just a matter of strategizing to how we get there and maybe it's hiring some folks to go out there and do that or something like that I think it has great potential absolutely and I think you know I think it's it's important to I think I I I agree 100% with your your comments the the fund for PPS you know sits in the office of strategic Partnerships um which which raises more money than what you see here so I think that's kind of an important note we get money
045from state or from sorry we get money from uh competitive uh government grants about the fun for PPS you talking about PPS PPS so here's here's here's here's what uh there the fund for PPS I think plays a very unique role in engaging business and philanthropy Community who doesn't want to invest in government institutions so we have a number of folks that said no I'm fine with donating to the to Portland Public Schools and then we we facilitate that process you know a lot of a lot of folks philanthropy feel much cleaner to put it on or much they're at ease with it on the fund side because it's a nonprofit it has you know we have certain requirements in terms of what we have to submit or uh make available um we are we
046have contemplated as the as the board you know what does the future look like in terms of hiring staff um so right now the fund does not have any official staff on its payroll if you will um it's all managed here right by this team and re and we reimburse the district right so that's what you see there yeah um so on the partnership side I we are um hiring we we re REM managed the position to make it more of a public facing or Community facing fundraising position that their job is to you know walk that you know walk the the line and ask for for those money so we we are ra you know bringing that position uh to see you know what type of U impact it can have any other questions
047um this is just like more housekeeping but uh I was looking at the list of your board members and then what was on line and they're different who are who are the current board members what's on line is our Cur Uh current work okay and then um I was looking at your bylaws is and it looked like you had from the fund um just from what was applied that there was an audit done is that like an annual audit done is that and the result is an audit or is it the filling out of the form 990 no we we do an audit every other year um we do a full audit every three years so we're doing our second audit is in process right now and in the off years we do a financial
048review with McDonald Jacobs a third party County great thank you awesome thank you thank you all next on the agenda is equity action plan implementation uh we're here to update on mation of the equity action plan superintendent would you please introduce this next item yes um you might recall in 2122 there was an equity audit we've had a number of audits uh in different areas uh have specifically Chief schools Dr Don Franco report out on an aspect of the audit that has been ongoing work and let you know how that's going yeah sounds great I don't know if it so I'm happy to um directors talk to you about um you know some of the steps that we have have been substantial taken in reference to the equity audit and just like with what superintendent
049mentioned so this this Equity audit took place in 2122 uh via survey but then uh more so via focus group uh with administrators of color uh specifically building leaders uh so some of the themes that emerg uh were through conversations within those focus groups years I will say that when you're talking about administrators of color uh it's also beyond the building leader and we're making sure talking about supports uh it also includes program administrators it also includes myself right it also includes SLT it also includes those types of things so so there going to be specific things that you'll see in terms of actions absolutely centered around um building leaders of color but then you'll also see some pieces like Affinity spaces that we hold uh for every which I think it's extremely important so
050and I will say this before we we get to the slides is that the the supports that you're going to see is really a collective approach uh not only with office of school performance office of teaching and learning office of student support services and absolutely our working collaboratively with building leaders um looking forward to address some of the Ops that emerg through audit I have cou question you have it you want me to go yeah well I asked a couple questions so there was a number of themes that they had in the report are we focus have we addressed all the things or is it just some of the things that I would say that we focused on all the things great okay and when you'll see the actual steps you'll see that um pieces
051of the steps I mean it really comes down to like if I would if I were to summ it up into one theme that our administrators of color often feel lack a lack of support um uh not only with feeling like they're not heard but they also mentioned one of the themes kind of feeling um maybe dehumanize is a strong word but not feeling humanik there was a big piece there um and then also uh from a resource perspective and then just a feedback perspective so where are their voices in in um in decisions that are made and so if we think about that theme overarchingly we really collectively IR marked various strategies I want say not only strategies but feedback loops so you'll hear some of those pieces um so I did send a
052memo which kind of outlines oh perfect can you go to the next slide so if you take a look here and I I did mention this before for ministrators of color shared that they are often without the supportting resources they need successful so if you were to take the big overarching theme from the few themes that's really what it came down to uh so that includes and if you kind St it seem like you're really minimizing when you say it's overarching when it had like nine different things that really was descriptive of some of the way they were feeling so when you to me it's seem like when you just kind of do overarching theme that you miss a lot of some of the other important thing that they had in I'm I'm looking at
053the original report that they had yes so if you actually so here and what I meant by this because I was just trying to organize it into the slide deck slides right and so take out those pictures you don't the bullet so the bullets here are encompassed those themes right and so if you think about like if you were I'm not minimizing but if you were to organize those into a general piece just to get on the slide that's what it would be so a lack of formal resources that are relevant to leaders of color as well as living the capacity of leaders of color to support each other that was a big piece the invisibility and isolation of people of color right that was a piece that they felt uh the usefulness of having
054a mentor of color uh varable or limited empowerment and differing acceptance and accountability uh environment unsupportive of people color self and Humanity I talked about that uh the universal and personal nature of the support provided to leaders within the district uh and if you go to uh the memo you could see a little bit more descriptors of what those actually mean um also go to can you go to the next slide Rosanne so if you look so also a big common piece right because we're very cognizant of like who's staying and who's going and what's the rationale for that um so in the focus groups uh a theme that emerge that those who stay by staying in the district there are opportunities to be a part of a solution so the question was you know
055what would keep you here you know whether through exit interviews or through these focus groups these are things that came about through that focus group that by staying in the district there are opportunities to be a part of the solution uh so being involved more involved in decisions uh also sharing their commitment to improving the district and the educational system so that came out loud and clear um is the FI the the overarching feeling about that there's a shared a shared commitment across the board and that they feel included right in decisions um and and the second Point here is leaving the district you know what are some reasons our administrators of color are leaving the the feeling about not feeling value you know some the leaders think of leading the district because they do
056not feel appreciated or they do not feel that they can bring their full authentic self to work right as as and so that that that emerged through the focus scen okay can you can you go a little deeper when we mean what do they mean by or what you mean by when they say authentic self you know like um you know there's a lot of research like around code switching you know like you can't uh come in as a a person of color and in a white system and be your authentic self right like I think that is that's a struggle for all all people to color it's I can I can explain it it's you can't show I know what code switching well no not Cod switching that's it was you you asked to
057clarify like to go deeper about like what this non appreciation side not being able to be fully authentic and it said being able to bring your full culture to work is that that's my understanding whether that's a hairstyle big earrings absolutely yeah um no and with that whatever you bring with your your cultur yeah and with that comes right the implicit bias piece that comes into play based on you know looks or how you talk those types of things right and so that's what they meant in terms of authentic self and that's what I meant by Cod switching right like you are one way say around like we just had an affinity space for all our administrators last week and to see how they would how they how we were right in that Affinity space
058uh and one person even said it it was is different right than when they're working in um the schools to a certain extent how was that the first Affinity space that they did it or was has this been going on since this has been going on so we made an adjustment uh so we've always so what we've done last year we did Affinity spaces during leadership which we had monthly right and so that was and for for those you don't know leadership is only gather all building administrators or principles in general together in central office leadership so we made the adjustment to not only have that but then to offer Affinity space outside leadership and so the Affinity space that we offered outside of leadership the first one occurred last week and so those will
059happen at least quarterly in terms of learning reflection and just being in community and then we'll also mix in some um you know some other spaces where we can just be social and just be in community together right I think that's an important piece and I sent you a little bit of feedback and people just appreciate kind of being in that space you know together it was it was facilitated by Village resiliency and so there's a level of just kind of uh just coming back to who you are and a level of empowerment and I think what we heard loud and clear is that uh you know even after just that short time of two hours um uh was just a just aing feeling of just um you just feel good right you're invigorated right
060you remember why you're this work and also that you know that you're in this Collective together and so so you mentioned that you did the definity groups during leadership correct is that something that was always done before too no so it just happened after this report after yes well there were talks about it happening before but we really instituted after some feedback from uh from and it's like I said it's been expanded they used to do we used to do again it's my understanding that several years ago the infinity spaces outside leadership did happen uh centring uh on uh Singleton's courageous conversations kind of using that kind of overarchingly as a model and so U that didn't happen that happened a long time ago so we're in sense kind of bringing that piece back Dr
061Franco when we had the original presentation was that two years ago last year October so it was presented more from um not from the top but more the building and the people built the report so I'm curious like this presentation um did papsa review it or did have input I'm just curious because last time we had actually the ones who wrote the report and the recommendations present yeah so actually I sent these steps out um in the spring spring of last year because what we did is um we also have building leader focus groups and so I sent an update of not only things that we did do but things this this was on the agenda or this were these were steps that we were going to take this year making sure to address the
062them that came up not only through Equity audit but really things that came up through uh successful school surgy as well so they have seen these these steps and if they haven't read these they're feeling it right now that's great some but I'm just curious like in response to the equity audit because there was um so Carman Carmen on papsa has seen these um um trying to fck who else was there like tonight's presentation not the presentation no but but the steps the steps that that are unlisted on here they've seen those what I'm curious in here one of the things the district it was going to do is start the Strategic plan committee so I'm just cure in a said that they're they started so which one start which one started and like how
063many meetings did they have because there was some really specific asks from the from the building leaders right so the the Strategic plan committees are the customer service strategic alignment high quality teaching learning black Excellence inspiring learning spaces and support for team PPS and so from those committees we gathered um principal representation on all those um so at least each committee has at least met once from last year last since last year full transparency so but the idea is uh that those will be revamped moving forward uh to meet obviously more than once from last year just cares on the folks that either rot it or participate in this what what are they feelings of if this stuff have been implemented been helpful yeah so one of the things um I would say so if
064you were to say like the the Affinity space like for example because we had a few folks who were in The Affinity space who just appreciated kind of that piece the one left you talk about the one last the one that we just did and one of the things that we're going to be doing because like I mentioned about produ checks so if you think about the common themes in the school listening sessions the idea is we will do that again uh uh at the end of this year so we'll have a successful School survey and um focus kind of just listening pieces and then particular for me with the aocc um we're going to set up a focus group or survey maybe a combination of both specific to the themes right because if we're
065thinking about benchmarks where we're at progress wise we want to be able to report progress on the specific themes mention glad you brought that up because last year when we had the conversation that was was supposed to been happening already as far as progress modeling I'm here what you're saying that we're going to do that now but then I mean the whole year lapsed where we haven't had that and then that as am I right I would say specific to the themes right talk specific to the specific to the themes in regards to like having a focus group or that type of thing we do uh but using like papsa using um uh the successful School survey um uh we were very transparent with the successful School survey and the and that geared us um
066and then also we also had those those building leader sessions those opportunities to provide input and feedback last year now this year and those were focused for our administrators of color those those those were focused the the successful schools piece was for all was for every so not really focused on administrators of color not specifically and so why are we bringing why we talking about that if this is specifically for of color and you're saying well this is for everybody well then that's again it's not focused on administrators of color and I would say that this is a piece that we're moving forward with this year so last year when we brought this up um I I asked the question of why aren't the people that took the survey that did this that did this
067audit why aren't they leading the the conversation why are we coming back to the table and they're not here to to facilitate the conversation around this is how things are going this is what we're going to be doing and this is what it's looking like this is who we're going to be working with at that time I believe I asked Jonathan who are they going to be reporting to and we didn't have a name to who that we're going to be reporting to because I wanted to find out um who's going to be accountable for whether or not this this fails or or succeeds and no name was given but that we would we were going to be committing to like making sure that that this happens specific to equity the equity audit I don't
068care about the successful School survey because that's not what we're talking about we're talking about the equity audit the equity audit is not the successful School survey this is very specific to the the administrators and the teachers of color specifically so don't lump Us in with with everybody else because you you you make us insignificant I'm sorry it it is what it is don't lump Us in with everybody else this was an equity audit right but administrators of color are also taking the survey how are you are you invalidating their voice when they take that survey I want we doing we were doing an equity audit so and they're the administrators of color they're taking that as part of a larger group we're saying as a part of this this solely about this I I'm
069I'm solely wanting to hear about your experience like how your how your dealings at work how do you feel at work how where are you solely amongst you do we realize that black people are the only people that have to say black and with it's the only ones is Latino network has their own thing on Pacific Islanders asian-americans when it comes to black people we have to say black and brown or black and something else I we gotta stop lumping it stop lumping it and get us back together so I hear you successful survey I get it right with those questions in the successful survey geared towards people color like the one of the equity audit was I'm sorry a question the how how was your school exper how was your how's your experience is
070not I'm read I'm reading the questions I'm reading some of the questions that was on the audit and I don't know if they lined up with successful School survey and and are those successful School surveys they disaggregated so you can pull out all well these teachers of coloring this way doing a successful School survey successful School survey is specifically around building leadership and so from a disaggregation they can with any survey List have you guys done that have you done that and disaggregation yeah absolutely we've done that piece and I also say this too present to and maybe we can get to some of the action pieces because back to so mind you some of the checks a lot of the checks that we are doing and so a lot of the system pieces um
071we have built in IND individual pieces from a check and balance piece so in other words we shouldn't have to get together all U administrators of color dig Feld for your experiences so for example are senior directors of schools okay right which right now have currently 8 to 12 schools right on their case load okay our principal coaches who are not uh senior directors are also aligned with our OSP Department in regards to supporting we've been very specific about having our like for example principal coaches of color we have two um two African-American uh principal coaches and they work specifically right because that was something that was feedback from our our our black principles new principles that they wanted to see that so we've been very strategic and so we have weekly meetings okay not
072as an OSP team and so those themes would absolutely come up during that time right because we talk about this these pieces all the time so I would say it doesn't it it should not and will not should have to result on surveys or focus groups that type of thing there's a mediacy of data day types of things that we're doing that can lend us an ear to how we are doing from a system perspective but how do we get that if we're not doing progress we haven't done progress Mound how do we how that's what I'm saying is that we are doing the progress we're doing it now where is that though confused like I was looking for I one of the things I was looking for is like hear the recommended actions and
073then guess data aligned against it of like where are we trying to get to what progress we in reference to the themes that I mentioned that will be issue in reference to the specific themes but I was trying to talk to more so to director holl's question about um you know what are how do we know if we're not having a focus group and survey or that type of thing because of this system pie coming through that you want to hear directly from is your experience different right yeah you recap the themes from two years ago we haven't gotten into the couple slides of all the strategies activities that have taken place over the last year and a half or two you know I'm assuming you you've seen what those are we can talk about
074any one of them but what you really want to know is is it better you know you want to hear that you want to hear some indication of that by gathered feedback from from that's literally in part of theme seven feedback fall flat and that's literally one of their themes that you know there's there's no action taken there's no feedback given and I'm asking them but say hey is it getting better for I'm asking cuz that's the whole point of the so it can get better for is it getting better for yeah I want to see you know as we move forward through the year given the pieces that we've been doing it giving better for them and if you can't answer I get it then that's that's what that's what the answerers that's what
075we trying to get to is it getting better like it sounds like you hear it directly from the audience well he not answer well I'm trying to well okay an answer I don't need political I just need an answer hey is it getting better for the administrators of C if I would if I would if I were to answer that question I'd say yes which is interesting because only one person on this who did this report is still here and they left for different and I've talked to most of them so it's interesting that you say well you think it is getting better but the people who actually did the report only one of them is still here and the other ones left for multiple reasons but a lot of them was because of the
076stuff that happened in this Auto report is still happening because this place is very toxic yes hey for all of us for every person of that works including us I get that once again the goal is you say you say it's getting better but all everybody who started on work on this is not here for reasons associated with the same report that's a problem I don't know necessarily if that's why they're that piece for that group in particular okay so we hired 17 principles this year okay we had we had hire 32 last year I'm just talking about those groups no no I know but I guess not talk to them personally so so but if you bring back to the group if you come back to the group that presented last year every situation
077was different in terms of why I know I I so this is I guess what I'm saying is so this is is interesting to me because I talk to them so you can't tell me anything that I don't already know why they left so it's like you're trying to say well they didn't no I I literally talk to them and and it go back to what John said yeah it's toxic environment they F don't they get report from leadership I get that I'm just asking what are we going to do about it because once again it's been a year and you can't tell me if it's getting better well I can tell you I feel like it's getting better and where's the data to back that up I have data that I'm to show on
078my screen right now to show you to go back to student this the successful school surve this this has afri this has African Aman yes it does it has every Gary why do we not want to hear what African-American people say on the Tes because because I'm just curious if the questions on this was for everybody it wasn't here to hey do I feel like I have to co switch on the successful School survey RoR Holland it doesn't talk about hey as P are of color when you look at some of these other things well we feel like we're getting held accountable to a higher standard anyone else is that addressed only the successful schools those specific questions I think there so there are specific questions I agree that would not necessarily be to say
079that this is not an indicator in terms of how folks are feeling so mind you the equity audit 2 was done with focus groups right of folks we have currently if you're talking about building administrators we have about 68 right building administrators will come in the focus groups that were done during the equity audit had groups of four had groups of six had groups of eight all I'm saying is we use this as well in conjunction I agree and this is that's what I said that we are going to be more specific with the actual themes and collect data on those specific themes but we do use this like this is an important piece to gauge on how we are doing with our leaders of color and then we also again Ed focus groups that
080we which we did have several administrators of color 10th last year maybe it wasn't necessarily the specific group but I would say like people like Carmen um um you know folks I can't remember all in all who was here but there are also in other sessions of feedback opportunities in regards like papsa like for example we have several administrators of color on papsa from last year and that is a feedback loop and feedback opportunity so if you can go back to the slide so just to to highlight some things in terms of actionable pieces that we have done to address the themes again this is in conjunction with all uh all of our departments uh so OSP o osss and absolutely R and and the things that you're going to present is specific to Administration
081are this abroad for these are very specific steps right that we have taken which address the just an over overwhelming feeling of lack of support right and those pieces like the community approach so I think so if we go on to the the next slide so our racial our recipe work if you think big picture right because we're thinking about sustainable this so the development of an equity centered um leader is extremely important so with recipe what we're doing is we we're creating um uh leadership standards principal standards and principal supervisor standards with an equity centered profile right and so with the creation of an equity center profile we can be more specific and strategic with professional development and support because these will be the expectations that we'll have for all years right and then
082also as we're hiring people into the system that is also going to help us in terms of what is the onboarding look like can you dive into little what that equity center profile looks like sure um so I have it I can send it to you I just have had it pulled up if you send it to me I can SC share screen this is the Wallace Foundation funded work we're working with the two highered institutions that they are developing a candidate pool of school leaders that actually have a racial Equity mindset that are better equipped that have those leadership domains to serve effectively in our district particularly for un served students uh the partnership I think is unique in that not only is with two local colleges but it's also been working with Oregon's
083uh tsbc so professional licensure so it's actually altering the overall State system for making sure that the folks that are being granted licensure have some background in some of these topic areas and so you know it's been you know really fascinating work for to be leading Statewide uh where we're trying to meet our own need for particular profile of school leader these are the domains so you can see I know it's kind of hard to see a little B larger yeah sure so through our recipe work foundationally this is what we would call the orgon leader this is what our PPS leader profile will be right and so this has been in conjunction with um uh through our OSP our PLL Department we have from again every single Department and we do have uh obviously
084building leader voice in particularly uh building leaders of color who have been immersed and involved in in in this work in the creation of this it's a draft right but uh this will in a sense set a foundation as we think big picture long term oh this is we're going to implement what's that this is something we're going to be implementing this is something yeah this will be a foundation for like the development of principal standards and principal supervisor standards right so so and once right once we socialize this this will can become the foundation for U PD this hasn't been fully adopted yet no not yet system is you're asking two University principal preparation programs completely blow up their programs and reform them to match this type of leadership domain so it's a it's
085a partnership we have through tsbc through OD through Lewis and Clark and also through the important state any questions about that this pce and you'll hear more about it at the council's fall conference when you that's right we'll be presenting you with the two colleges so one thing um just about the successful School survey I didn't know that um Harman was the um head papsa that they were instrumental on getting administrative questions on the the survey and I'm wondering whether to um Dr Holmes and green comment whether with more specificity questions could could be on the survey could be asked because I I know they viewed that as a way for them to like FR anonymously provide feedback into the system um but as a as a to get another data another specific data point
086and that's not at all a reason to say um I mean I I from my perspective I'd like to see more measurable like instead of activities more just more measurable like here like I'm not sure what 17 new principles as opposed to 32 means because it may be um we retained every principle of color we lost so yeah that's true understanding of the metrics before like another year goes by of to answer the question of whether things are getting better and whether it's directly tied back to the issues that were raised in then ini report no I appreciate that direct um so again so just a if we just go I don't know if you want to go down this list specifically if you just want to read it yourselves but I just want to
087highlight a few things on this first slide and then move to the second slide I think one of the you I was um as I was reading through the materials um and trying to understand some of the conditions for for for administrators of color one of the things that I know just anecdotally is that um the parents in the building make it really hard for principles of color sure I mean they're they're part of the landscape that make it very difficult um in fact I I mean I hear from here parents say some terrible things about our administrators in color really bad at every level at every level um neighbors parents um talking really badly about black principles for instance get that regularly yeah president principles um and and I'm sure that that contributes you
088know if you're a a building leader and you've got people in your community that aren't supportive that's got to also contribute to why people would leave um but I didn't see that addressed so wanted to bring that to the I know that's got to be problematic yeah no I appreciate that direction pass um I just want to highlight just a few of these bullets terms of support so our PLL Department partnership and learning within the office of school performance um is a huge support was it again it's our professional leadership and learning Department within our office school performance so they work so within our PL Department are principal coaches and those are not senior directors of schools right there's a lot of research around senior principle supervisors and principal coaches so we have been very
089specific about making sure there's a separation and so our principal coaches work specifically with uh our new leaders uh when I say new leaders leaders within the first three years and I don't know if you know this so we so 62% of our building leaders are within the first three years so they have and are involved in this program and the principal coaches are tied directly to a senior director of schools cohort and so they are um asked to participate in in and you can see it here um in professional leadership and learning in new leader induction or new principal induction which we have quarterly meetings uh within PLL we're also launching an inspiring leadership um program as well in a future principles program but that those leadership induction pieces have been supports uh for
090our leaders um for all our leaders uh from a principal coach perspective like I mentioned before uh we've been very uh specific in terms of mining support Affinity wise because that was in asked specifically for our our black BS and so that was a support piece as well but I just wanted to highlight because that's a good piece uh in terms of supports given our um simply new gr of principles which we're expecting to to keep it stay um also I want to note this last bullet in regards to our Leadership Model this year year so like I mentioned earlier leadership is where we bring all the principles together so we are so during this time so if you're think about support for um our leaders of color so we do Affinity space during this
091time um which is important which is is something that from a feedback perspective and we collect feedback after every session which is something that they've appreciated uh we are also engaging and and and coming back to racial Equity work from a baseline perspective um because we know how important pie is uh collectively as a whole group and then when we do that type of work then that gives us an opportunity to differentiate within uh Affinity space um the PD Advisory Group also gives which is another feedback loop gives us feedback from uh leadership steering committee on what um what supports are needed during leadership development specifically during Leadership Institute so I just wanted to highlight a few things on this page and and some of the things you know that we're addressing with this with
092these leaderships um the professional leadership and learning is some of the things that like one of the themes is characteristics of white dominant culture is some of those things getting addressed yes and is how is it getting addressed and what measures are we going to know that it's being addressed yeah so big piece with um that part is engaging in racial racial Equity work together as a whole group of um so last year we had white account we called it white accountability space then we have Affinity space the feedback from from last year um from our leaders of color specifically they wanted to engage collectively as an entire group from a racial Equity perspective um so in ter terms of addressing kind of that theme white dominant collector so to speak and engaging in those
093Collective conversations and activities together um is something that we're working on this year um based on the feedback last year because one of the things that we find too as As Leaders of color a lot of times when you are in the building you find that like if a racial incident occurs or if something else occurs there's there there's this feeling like because you are the the person color or the leader of color that okay that you are the one right that people always will go to you and ask question well what do you think in regards to this um and that's an added burden right that folks feel and so when we can engage collectively more so in this work and get to a level of understanding it can't be all on our our
094administrators of color this is our Collective work together and it's by by no fault or harm that people don't want it's that white fragility in a sense kind of comes into like uh leading to situations like that which in turn then lead to again this feeling of um just not supported right in the work and and and out of those meetings and out of those collaborations what have the what what outcomes that we have gotten from those outcomes in terms of what like what are some of the C of how things can change some of the conclusions that they' come out and they meet together um you know still kind of early to tell from a feedback perspective but um I mean we'll know more after the end of this year uh we also do
095feed like I said we do feedback after every every every leadership session but from our first session that we initially had uh people appreciated the time together collectively as a whole we did an activity in August around identity right and just being comfortable sharing who you are what you believe and all that getting learn learn about each other collectively as a group administrates color everybody right and that people appreciated that level of opportunity to do those types of things I know I know I'm sure you know this as well you know when you have goals it's one thing to to have the action right it's one thing to have the groups or to talk talk about it the important thing is also some action behind it like what do that look like systematically what do
096that look like you know when you talk about you know like I'm many culture you talk about not support What mechanisms are we using what things are we talking about to you know to address that and what things are we putting in place to do that no there one thing that we can talk and talk about you know racis we can talk about it all day long but if we don't put things together in place to address that then they go back to these same type of feelings like oh we talk about it but nothing happens yeah and and our pce and that's where we see so each if you think about the skips which um are foundational to a school Success right skips are the plan so the skips Encompass two academic goals and
097a climate and culture goal the climate and culture goal a lot of them center around it could be a different things but they use the successful School survey they use Behavior data right and if you take a look at successful School survey like for example if I were take a question from the climate culture like sense of belonging like for students um is a big piece that a lot of schools hone in on right because we know that if you don't have sense of belonging there's something going on think from a culture perspective and a lot of it can stem from a lot of things just a feeling of inclusion implicit bias those types of things and so they have outlined specific steps to address that that climate goal that they have in each one
098of their skits so those are specific actual items and I would also say too that they've also utilized um the resj department to help with even some of the tougher conversations right let's say around racialized incidents that have in the buildings and those types of things and so um the climate the climate goal from each skip is a measurable actionable it's always good to have goals the strategies incorporated tied with data is a measurable piece that schools be bor with and I would also say too like the idea of what we're doing in leadership is to support the implementation strategies of the that was good if we can go to the next slide and I just want to highlight a few things here too so um I I would say this to so if you
099talk to buildings um a lot of times frustration maybe won't necessarily come from say um like a senior director of schools is not being supported in that or I'm not getting the professional development that I want type of thing a lot of the issues of frustration can stem from I got this this this and this to do who do I call right like or I have something in HR that that is do something that piece from facilities I have this kind of piece and so one of the things that we really have looked to do not only last year but especially this year is to create clity to because being a principal right is not just about being an instruction leader it's not just being about those pieces you have to know how to manage
100a building and you have to know how to deal with a crisis and you got to know how to do those types of things or who do you call right who are your point to that and so we're really have tried to make some strides into increase that level of clarity right of who your point person is because you know there's nothing more frustrating as a horer building principle not knowing who to call number one or I call the wrong person and now and that person sends me on a different wild goose chase to find what what my answer is going to be right and so um that's a piece in terms of support that we really try to on in terms of clarity of Point people and also Clarity of roles um and it
101would be remiss of me if I didn't mention I did mention this already before but it's significant in terms of our case loads for senior directors of schools you know last year du uh we had we had one senior director of schools who had 18 schools that's really hard to provide the level of support for for building leaders and so honing in on that and making some decisions so that we can have managable loads for our senior directors cu are not just just uh principal supervisors right they are principal coaches in a sense uh as well so that that that's important um also pie and I talked about this too just a little bit but efficacy with the entire uh central office department so when you can have a cohort of schools and a representative
102from say the office of teaching and learning the office of student support service tied and a principal coach tied to a specific cohort of schools so they know who Point people are in reference to those departments that has been um has been significant right moving forward it just comes back again to that Clarity of roles who you talk to um in reference to support um I talked about the affinity group pieces um this year as well um is the creation of a principal advisory committee and the principal advisory committee is a rep from each cohort uh meeting with myself and a rep from U well the chief chief academic officer chief of student support service uh chief of facilities and chief of HR uh monthly together more input and feedback on on how it's going
103I'm sorry specifically that Advisory Group is around the equity action plan they pieces to that yes around really support like what is the what does it look like going for you uh what is how's it going what's working what's not but then also be a prom type of group um so there they were specifically it was specifically set up around the equity action plan or is I'm trying like how is it is this like papsa or is it this is not papsa this is something separate but it's not specific to the equity action plan but it has the equity action plan it does because what we're talking about is is is support leaders and with the groups that with the principles who have been um who are going to be on this we we have
104Representatives we have Representatives number one from each cohort from all levels but then we also have administrators right and so this will give an opportunity for us to talk about how it's going specifically to the equity on it okay so it hasn't been set up yet but it's it's been set up but you know we had some we're waiting till November actually on the first and then we'll do those meetings monthly and I'm just curious um how you is there a reason to not use papsa uh why not to use papsa yeah just well we're using papsa but we like something more than just than papsa right it's just a just again trying to crease avenues for feedback that's what we're trying to do Dr Proctor I know you've been listening to the conversation uh
105I'm not sure if you want to weigh in regarding our efforts to support our admin of color Yes um thank you um so as I've you know been listening in it's important for us to note that um when implementing the particular systems that we are talking about that it takes um you know the effort of implementation but also um cycles of uh continued feedback to determine how it's working and how it's working well for our our leaders of color and I hear that as a a major concern of with with the efforts they're really targeted at U building um those out of those themes the sense of belonging belonging but also building the capacity so it was noted that where there may be aoid uh due to some of the themes um we are making
106efforts um on two ends to address the specific concerns and also building um the capacity of our leaders um as they as they continue to lead through our system so that so that they can definitely um provide um you know those Equitable supports and we can and provide us the feedback necessary so that we can continue to uh meet those objectives that are outlined in the survey last slide and um so from a leadership development perspective for Leadership Institute just highlighting that we are really honing in on instructional leadership racial Equity then leading for and through change so that's a common through line for building leader development um and that's also done in conjunction with a partnership with res um also uh it's good because our building leaders of color are not just principles right
107they're apvs and so and they're also aspiring principles and I talked a little bit about um the work of a professional leadership and learning piece um also we've adjusted leadership uh so that all our APS and BPS can attend right because that was a that was a tough piece last year and so we've adjusted to make sure that our leadership our big leadership ship sessions are done on non school days so that's a big piece where everybody can attend and participate collectively together they still get you know what they missed if we're unable to attend because we have separate AP and VP meetings uh working with them um but also for the larger memberships having them non- student we have our first one you know hopefully in November um and then align comprehensive and differentiated
108res professional learning opportunity so resj has been a huge partner with this uh into our work with support with with our administrators just couple last questions for me uh are we using our um exit surveys to get data why I know just not our I mean our uh people of color leaving are we Gathering that data are we and what we doing with that data yes we are the exit surveys for for folks who leave yes we are gathering that data and that is a piece that we look at uh as office of school performance because it is a goal for uh every senior director of schools right it's a goal uh retention of all administrators and who the who who do who does the surve it's a uh that's good question um so how
109do we how do we go to how do we how are we going to measure success and what should we expect at the next update that we probably going to have the next three to six months yeah so well success ultimately at the end is uh retention right especially retention of our our our leaders of right that's ultimately going to be the the piece uh that we'll look at that's going to be a huge barometer um also um uh like I mentioned earlier in terms of focus group specifically around these themes I really like suggestion about can we tailor some of the successful schools questions send around these themes I think that could be a big uh Benchmark in regards to in regards to success um but ultimately it is it is about um not
110only how they're feeling in reference to those questions but ultim are they are they leaving or are they staying that's going to be something I wanted to also um add is that as we continue to have the conversations um continue to implement our plan and have conversations with our leaders of color um to understand the impact and the results that we're getting in align to the exit surveys that there's something that we have to um that we're mindful of when it comes to the rate of change or the rate of improvement uh compared to the rate of the initial um impact or harm so as it was raised um you know some of those and many of the original leaders of color that took the survey um may not be with the system any longer
111uh but that kind of um reinforces why we need to take these particular steps uh to ensure that we are as we acquire and hire through our pipeline um more um administrators of color how we are able to support them and provide um the level of care necessary for them to feel successful and feel supported in their role is going to really determine the rate that we are able to make the change needed to to have a sustained um um experience for our leaders I have a question I'm just curious how many of the leaders come from Portland OR Oregon and how many do we bring in from a whole another I don't know the answer to that yeah I would say they're all um in Metro the Metro we name feel we yes we
112yeah just wondering if part of the problem might be just a whole different culture but it's not they're from surrounding districts it's a small point and it's a little bit of a pet PE but you said talked about retention um I would encourage us to think more broadly than retention I I always think of retention as a little bit again sort of limiting for a couple of reasons um sometimes um when we've provided really good professional experience for someone and that administrator gets an opportunity to become a deputy superintendent other districts that's a positive thing that's a good reason why they left and we should be proud of that other times we have poor performing leaders of colorers that are you know white leaders as well we want to be able to move those people
113through our system out so I would reach but but every one of our good performing of color we want to retain and that's so for me I would just I would focus it and then I would i' be a little abroad on saying what's experience that our having so even if they stay correct but they're having a bad experience like we want toix that as well correct I think Dr Scott captures one of my philosophy in this regard because you know to answer the question over time our administrators of color should be reporting that it feels like a more inclusive positive experience work at all levels uh and able to so we want to be able to query for that you know in different ways not just to survey you want to hear from them
114directly you want to have the RS you want to have them say here's what's feeling better here's what's not leaders of color in this room they could share with you their experience too uh you know and and what do support look like uh what creates that kind of climate and culture where folks would be themselves their best selves uh Within verse uh in schol system so you know that's that's what we really want we want and we want them to uh you know be content doing the hard challenging work here in the district to up our students of color in particular this is why we really focused on the equity centered leadership because every leader needs to do that color or background they bring to to the equation green all right that's it that's that's
115it seem like any other questions comments all right means a Jour next regular will be