001supporting her. I was scared. I would like to call the business meeting of the Portland Board of Public Education to order. It is Tuesday, March 31st, 2026. We are meeting in a hybrid format. Uh some of us here are at Casco Bay. Um, and I believe that we will have at least uh board member Noir joining us online. >> It's right here. >> Sorry, I had it in my head um that you were um calling in. Apologies, but glad you're here in person. Um uh Dr. Warren, will you please call the role? >> Sorry, I just lost the role. One second. Okay. Member Ali Ali, >> member Yusra Ali, Vice Chair Bondo, >> member Ben >> here, >> member Lena, >> present, >> member no >> here. >> Member Offerman >> here. >> Member Sautell
002>> here. Student Representative Grant >> here. >> Student Representative Milstein Jones, Student Representative Muhammad, Student Representative O'Brien, Chair Lent >> present. Uh, thank you. And now the pledge of allegiance. >> To the flag of the United States of America, >> to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Portland public schools recognizes the original inhabitants of the land on which our city and schools stand. the Wis Tiguay or Malisich, Mcmack, Ponobscot, and Pasimquati tribes known collectively as the Wabanaki Confederacy or people of the Dawnland. We are honored to have Wabanaki children among our students today. And as a district, we are committed to making the past, present, and future of Wabanaki peoples visible in our schools and classrooms. And as a reminder of our mission,
003the Portland Public Schools is responsible for ensuring a challenging, relevant, and joyful education that empowers every learner to make a difference in the world. We build relationships among families, educators, and the community to promote the healthy development and academic achievement of every learner. and our definition of equity. Equity is all people being held to high expectations and having access to opportunities that are reflective of their individual needs, identities, and experiences. Equity is achieved in the Portland public schools when there are no identifiable differences and outcomes and experiences for any population subgroup. Um, tonight we're going to start with a public hearing around the budget. Um, but before we do, um, is Susie Nicks in the house? So this is uh Susie Nick who is one of our fabulous librarians um at Portland High School and
004um Susie has recently run won um a really incredible award. So I just want to give a couple of remarks and then I'll turn it over to you um to also give some remarks. Um so uh the Walter J. A Torco school librarian of the year award for 2026 was given to Portland High School librarian Susie Nick on March 25th at a surprise staff meeting in the PHS library. Portland High School Main Association of School Librarians past president Heather Perinson presented Nick with an award certificate and a check for $500 to spend on the Portland High School library. Nick was nominated by fellow uh teacher Theres um Matt who gathered testimonials from many colleagues and students. Nick's principal Sheila Jeepson said that she has created an exemplary library program. The library is a breath of
005fresh air. It is a welcoming place for students to be and it is a hub of learning and activity. Perinson noted that Miss Nick represents all that a school librarian can and should be. Many people who contributed to her nomination demonstrated that she promotes student achievement through her instruction and collaboration with colleagues, supports all students and staff in developing research and literacy skills, and creates a library environment that welcomes all students and nurtures their growth in those skills. Congratulations um on winning this prestigious, well-deserved award. and thank you for your 24 years of dedicated, selfless service as Portland High's beloved librarian extraordinaire. >> Thank you so much. I'm uh so honored and humbled by this award and for me it's a tribute to Portland High School. It shines a light on the Portland High School
006community which throughout my 24 years um has always been a positive learning environment for students and staff. Principal Jeepson and assistant principles and OARI create an inclusive and supportive and collaborative environment. Um the dedicated and committed Portland High School staff maintains high academic expectations and work in a collaborative way to ensure their success. I we are a team. We are truly a team and the sense of community and collaboration uh goes into our student body. I am forever grateful to work at Portland High School and right now I honor and I shine the light on the Portland High School and our true heroes, the Portland High School staff. >> Thank you. So awesome. Awesome. Oh. Um, yes. Um, can we take a quick picture with you? Could you bring your award back up and we
007can take a quick picture? Here we go. Bye. Bye. Right. Uh, thank you again for being here. And it's just so awesome how many of our staff across the district get honored every year um for their accomplishments and I think it's just um a really awesome indicator of how great our people are. Uh so thank you again. Um so tonight we're going to start with a public hearing um for the proposed fiscal year 2027 um budget and then we'll move on to nonbudget public comment um and then we'll follow our regular business meeting. So um before we begin I just want to review public comment guidelines. Um, so members of the public may speak on any subject directly related to the operations of the schools except for personnel matters or complaints concerning specific employees or
008students which shall be addressed through established policies and procedures. If an item is on the agenda, well, that's for later. Um, uh, comments are limited to a maximum of 3 minutes or six minutes for individuals using an interpreter to make their comments. Individuals may not relinquish a portion of their allotted time to another speaker. Uh the board may not respond to comments and please refrain from responding in the audience. Speakers must refrain from engaging in disruptive conduct including but not limited to using vulgar and/or obscene language, threatening others using words or by other actions. Using pjorative or discriminatory language with reference to a person or a group on the basis of their religion, ethnicity, nationality, race, color, descent, gender or other identity factor, making defamatory comments, exceeding the allotted time limits, talking over or interrupting
009others, offering repetitive comments, and offering comment on matters unrelated to the school district's programs, policies, or operations. I'll stop any public comment that is contrary to these rules. Um, and to give public comment, you can come up to the podium or raise your hand in Zoom. Please introduce yourself with your name and address. Um, and we'll alternate batches um, as needed from Zoom to in person. I'll keep the time um, and we'll raise a yellow folder indicating that you have 30 seconds remaining and we'll raise a red folder signifying the end of your time. Um, if you get to the end of your allotted time and you'd like to request more time, you may do so. Um, so if you'd like to give public comment, you can come up to the podium. >> Good evening.
010My name is Brooke Teller and I live at 92 Edgeworth A. I worked in the Portland public schools for 17 years, most recently as the district science coordinator. I'm here tonight to speak about access to quality STEM education in our elementary schools. As the newest announced cuts to the budget look to eliminate the mobile maker space teacher, I have to wonder when will science and STEM be a priority for our youngest students. The research on this is unambiguous. Positive attitudes towards science, the kind that lead to lifelong learning and career pathways, peak at around age 10 and then sharply decline by age 14. STEM jobs are now pro projected to grow at nearly three times the rate of non- STEM jobs over the next decade. And we know that students who do not get early
011exposure are disproportionately shut out of those opportunities, especially students of color and those from lower income families. That means the window we have to spark curiosity, build confidence, and open doors is right now in our elementary schools. More than five years ago, the Portland public schools recognized this urgency and beca began work on a comprehensive district-wide elementary science curriculum. Four years ago, the district launched the mobile maker space. The mobile maker space was the visible leading edge of a much larger effort. Behind the scenes, the academic team was developing curriculum across science, Wabanaki studies, literacy, and fieldwork. Each area intentionally designed to connect with and reinforce the others. Every piece of this work was purposeful with clear threads of coherence running throughout. Two years ago, the elementary science curriculum was ready to roll out. It
012was put on hold in the new strategic plan and the original timeline called for this coming school year to be the year of full implementation. That moment is here and the curriculum is waiting. Now, tonight, this board is being asked to consider the mobile cutting the mobile maker space position. I want to be clear about what that position represents. The mobile maker space reaches all 3,000 elementary students every year. For many of these children, that may be their only structured exposure to engineering design, robotics, and technologydriven problem solving. Beyond the students, the mobile maker space teacher has been working directly with our school librarians, building their capacity to incorporate STEM, engineering design principles, and robotics into the library programming. That is professional development that multiplies impact across every school every year. Cutting this position eliminates
013the district's primary vehicle for elementary STEM access while the science curriculum roll out remains incomplete. I asked the board to protect the mobile maker space position, recommmit to the science curriculum timeline, and send a clear message that Portland's youngest learners deserve a future that includes science and engineering, joyful investigation, curiosity, and ultimately access and opportunity to highquality science education. Thank you. >> Thank you. And we'll do another in person. Um, I'm Fiona Hopper. I am the social studies special projects coordinator and I'm also a resident of Portland. Um and my comments may run a little long just for warning you. Uh I'm writing today or speaking today to uh express my opposition to the proposed elimination of the experiential and out of school learning coordinator and the mobile maker space. These positions are vital to
014elementary students as each serves all elementary students, all almost 3,000 every year. The experiential and outdoor learning coordinator arranges and leads all of the grade level fieldwork related to Wabanaki studies. These fieldwork experiences, which run from K5, are an integral part of the Wabanaki studies curriculum, a curriculum created through a seven-year collaboration between Portland public schools and Wabanaki adviserss. In spring of 2024, Portland public schools established anou with the Weabanaki studies adviserss that ensures this curriculum will be implemented and stewarded with the same responsibility and respect with which it was created. Included in thatou with Wabanaki studies adviserss is a provision about providing fieldwork. PPS has earned a reputation for being an upstander of Wabanaki nations and to that end we've been entrusted with spreading the Wabanaki studies curriculum to other districts in the state.
015In fact, we just completed our first cycle of curriculum sharing with nearly 55 districts across the state who applied for and received access to the curriculum. Part of the charge of those districts is to develop place-based fieldwork similar to what we have here in Portland. Allowing children to develop a relationship with the ecosystem is central to supporting their understanding of a Webani worldview. A worldview grounded in the land and the rivers of their ancestral homeland. PPS won the main environmental education educators association district of the year in 2024 because of the environmental literacy components such as fieldwork built into the web and studies curriculum. I hear again and again from teachers and students and parents in the community about how much they love the fieldwork embedded in Webanaki studies. For many grade levels, the fieldwork
016has become a right of passage, one looked forward to by teachers and students alike. These rich learning experiences involve Webanaki cultural educators and our and our dedicated community partners at Maine Ottabon and the Portland Museum of Art. And we hear again and again from the Webanaki cultural educators who work with PPS students how rewarding it is to see their culture uh engaged with with respect. This is no small feat and to eliminate fieldwork is to eliminate the opportunity for students to engage directly with Weabanaki educators. Without fieldwork, Wabanaki people will for students without connections to those communities remain an abstraction and perpetuate the harmful misconception that Wabanaki people are people of the past. A misconception that the curriculum alone cannot counteract. Students need to engage with Wabanaki cultural educators in their homeland in order to
017fully benefit from what the curriculum has to offer. Next year, Black History fieldwork will be added as part of the district-wide pilot of Black History curriculum. Ya, I can give you 15 more seconds. >> Okay. Um, and included in that program will be many programs, sorry, related to black history. I'm trying to summarize, um, along the Portland Freedom Trail led by Black History curriculum adviserss. Um, and in addition to all of that, this position manages summer school, uh, which has huge impact on all the students in PPS. I have um sketched out some math about how much all of this would cost were we to outsource it to uh a contractor and the reality is there is no contractor who can provide Wabanaki studies and black history fieldwork. We're the leaders in the state for
018that. So if you're curious about the expense it is exorbitant um but I'm happy to share that with you. And I also brought some comments um from PPS teachers about fieldwork. It's just a small smattering of um a larger batch. I'll hand those to you. >> Thank you. And if you could email them as well if if that's okay. If you have electronic versions. Yes, you are totally allowed to come up. Thank you. >> Thank you. Actually, if you want to pass these and we can move them around. Thank you. Go ahead. And then we'll go online next. >> Okay. Thank you. Hi, my name is Jane Affleck Fitz and I'm here on behalf of Maine Audabon. I'm also a Portland resident and parent. U main works to conserve main wildlife and habitat and teach
019um connection with the outdoors for adults and children. and we are longtime partners with PPS and have been working together on Wabanaki studies and integrated life science for over four years. Um, but we come together on multiple occasions throughout the year to offer district-wide fieldwork uh where we get to see every student in K through four uh over the course of four days. Um, this supports Wabanaki studies as well as outdoor learning, environmental literacy, and STEM. Um, just last week, every kindergartener visited the maple sugar shack here at PAS. Um, and they got to meet with Wabanaki cultural shares. They tasted maple syrup, learned how it was made. Um, they got to learn about different species that the maple tree supports. This all kind of supports the learning they've been doing in school. It is
020kind of anchored by the curriculum and every teacher and every student across the district gets to have the same learning experience. The outdoor learning coordinator is paramount in making sure this happens. They nurture the relationships with all the adviserss and kind of contributors to the experience. They get all the gear to the sites. They make sure that all the kids and teachers who come are warm, dry, and comfortable. They get the buses there. They kind of coordinate that whole piece. And it's really impossible without them. Also like accommodations, portaotties, managing our our uh our risk plans. So, they're so good. And on top of it, we're uh you know, every third grade has salmon in the classroom. They're also working hard to extend outdoor or not even outdoor just summer learning enrichment and academic kind
021of improvement uh programs into summer and um after school programs. So I'm here to very much advoc advocate for that position. Thank you. >> Thank you. Uh we'll go online now to Emily Hill, please. >> Hi, my name is Emily Hill. I'm a Portland parent and uh of two kids at Raiki. I live at 46 Kushman Street in the West End. Um, I'd like to thank the board and superintendent Scallan for your unrelenting dedication to the school district and the thankless and difficult task of crafting a budget year after year to educate our children and provide support and salaries to all of the staff and um members of the district. However, tonight I really, really am here to empower you to be bold and creative and pass the original budget that was proposed. I think
022working to restore student facing staff positions and programs for students go a long way in achieving the goal of equity. As board chair Lens described at the opening of this meeting, the goal is equity. There's no difference in experiences and outcomes across the district. Yet, we know that those experiences and differences exist today. pretty badly. And so I'm here to say as someone who's a Portland resident, a property owner, and a mayor who went to a school that didn't have all of the experiences and outcomes and that other schools nearby had that I'm here to be say that it's fine to raise taxes. I'm fine to raise taxes across the state level, the city level, and I'm happy to pay my share so that my other neighbors who can't afford to do so can. I'm
023hopeful that LD2226 will further support our district in the upcoming year, next year, with millions of dollars. I'm also here to express my commitment along with other parents I know to help continue to advocate for all of us here in the district at the state level and here at the individual and city level. So tonight, I'm just here to advocate to continue to be bold to pass the budget that was originally proposed as best we can and to not have to sacrifice the education of the children in anyone neighborhood, in any one school or across this district because we know that the students of Portland deserve to have the education that their neighbors and friends in other towns we know are getting. Thank you. >> Thank you. Go in person now. >> Hi, my name
024is Courtney Graphius and I'm the assistant director for tech integration and reside in Portland. Tonight I'm speaking in strong support of the elementary mobile maker space position which is a proposed cut in the current iteration of the fiscal year 27 budget. I've worked closely with the mobile makerpace teacher in this position for the last four years and will share why this position is essential and how it impacts our students and staff. In an age where technology is incorporated into just about everything, it is vital that we prepare our students to navigate it. With AI available all over, rather than panicking, we have an opportunity to teach students to have agency. Teaching dig digital literacy empowers our students to become responsible and critical users of technology. It is imperative that steam and technology integration are prioritized.
025The mobile makerpace position touches all elementary students yearly. For example, second and fifth graders participate in hands-on design challenges like designing a sail car in a robot petting zoo, the latter of which incorporates coding. According to the National Academy of Sciences, Engineering, and Medicine in 2021, the elementary ages critical window for children to engage with science and engineering, you can see joy instilled in student learning as they demonstrate curiosity and persevere through hands-on challenges, working towards developing both hard and soft skills for an unknown future. We need more of these critical experiences for our students rather than taking them away. The position is also crucial for building staff capacity. Karen Shibels, the teacher in this position, provides on the job coaching for every elementary librarian, helping them upscale in technology and steam integration to support
026their colleagues. As one librarian shared, Karen's leadership and experience have helped me develop the confidence to do any of this. Karen is on top of the latest educational technologies and comes to us having already tested and debugged them. Beyond the maker space, Karen has gone above and beyond and is critical to PPS's technology leadership. She and I co-led the generative AI workg group, which resulted in updated policy, professional development, and student guidelines for using AI with integrity. She also co-designed and facilitated the Chrome ambassador cohort to support the smooth transition to Chromebooks at the middle school level. Finally, as a PPS parent whose child has benefited from Karen's work, I urge you to understand the impact of this role. PPS has been a leader with guidelines on how to use and not to use AI
027in class. This is impactful giving the moment of time that we are in with AI. This position helps to prepare and empower students and staff for the future. Cutting it would be a significant step backwards. Thank you. >> Thank you. >> We'll do another in person. Yeah. Good evening. Good evening. Uh, school board members. My name is Harley Bassid. I'm a resident of Portland. I'm a passi tribal member at Daring High School graduate and a and a father of a fifth grader at Lysath Elementary. I've had the honor of collaborating with the school district for the past three years on Wabanaki studies curriculum through land-based learning. I've led field workstations at Macworth Island, Gambo Dam, and most recently here at Casco Bay. Taking kids down to the Brisumscott River and having them explore the Casco
028Bay and teaching them about the relationships in these waterways and the land in the my pe um in the land my people have inhabited since time in memoriam. I want to speak plainly about what is being is what is at stake. Um what Portland Public School and Trish Day are doing here isn't just a program. This is a living implementation of a law. a law that um recognizes the history, cultures, and contributions of Wabanaki people are not optional in main education. They're essential in the place. They're essential in the place and I've seen firsthand what happens when we take that time when we take that seriously. I've watched students who've once almost knew nothing about Wabanaki people on whose lands they live begin to understand not just facts but relationships. I've seen curiosity turn into
029respect. I've seen kids light up with excitement when they realize this history is not just something distant or abstract. It is right here. It is alive. It's connected to the river they stand beside, connected to the Wabanaki people they meet um in implementing these programs. That kind of learning doesn't just happen in textbooks alone. Not all classrooms have walls. It happens through people, through relationships, through educators who can bring this knowledge to life in ways that are grounded, accurate, and meaningful. So, when we talk about cutting this position or funding, we're not talking about budget lines. We're talking about demonstrating something that is working. When we're talking about taking away opportunities for students to build understanding in a time when understanding means more than ever, we're talking about stepping backwards from a commitment that the
030state has already made. And I want to be really clear, this is not just extra. It is not enrichment. It is not something that is there for leftover funding. It is essential because when students learn the truth about the land and about the people who have been here for thousands of years, it changes the way they see the world, the way they see each other. It builds deeper relationships um and creates a sense of belonging and that is the kind of education that benefits everyone. If anything, we should be asking how we can expand this work, how we can reach even more students, how how to invest in this relationship and knowledge to make this curriculum come alive, not how to cut it. So, I urge you, do not eliminate this position or funding. Honor
031the law, honor the students, honor the Wabanaki people, and honor the opportunity we have right now to do something meaningful, something lasting, and something right. There's a song that is sung in my communities. It's the children's honor song. And then that song it says gakim skid. That translates to teach the children the native traditions. Thank you for listening and have a good evening. >> Thank you. >> Um we'll go to DL online. >> Can you hear me? >> Yes. >> Okay. I I'm I'm that silly uh person, Anthony King. Uh I'm a teacher at PHS whose uh Zoom uh account is is trapped in the spam filter of our uh email. Um so I I await to not be DL. Um, I wanted to speak on behalf of uh all the people who are in
032currently staffed positions uh that are being uh reduced or eliminated. Um I've noticed uh from a few of these meetings that I've attended uh remotely that there are ways to tweak uh the budget. um little little budgetary maneuvers um uh like uh the vacancy rate that was uh increased uh by amendment um on March 23rd. Um it had been set at 75% and was increased to 1%. this uh slight uh increase in percent uh reduced the budget by about $350,000. Um from from this if if that's a consistent uh amount. Um I would recommend an additional 1% um be uh added to that, bringing it to 2%. This would be a $1.4 4 million um uh reduction in uh budget cost. It is a risk as Dr. Scallan um pointed out at that same meeting.
033He also pointed out that uh there are districts that set this number at four to 5%. Um and he preserves he uh prefers a conservative uh amount um hence the very low number. But what happens if uh we hit say 3% or 4% vacancy um this will free up a lot of money um millions and by the time that could be recovered um many of these teachers and other staff will have moved on. So, I urge you whether through the vacancy or through other um trimming or budgetary maneuvers to um increase the funding that we have to preserve all uh teacher and staff positions in Portland and in at the same time perhaps >> 30 seconds >> to Portland taxpayers. And I will add uh a shout out to Susie Nick. She's awesome. Keep librarianing,
034please. And to all of the students who have received the seal of biiteracy. Um, and I'll especially note uh my Latin students who received it uh just in the last few weeks. Congratulations to them and to all. Thank you. >> Thank you. Um, we'll go in person now. >> Good evening. My name is Audrey Cabral and I'm the coordinator of the music department. I also am the band teacher grades five through eight at Lincoln King Riky Row Longfellow and Talbot. And I also do the high school orchestra at night which is Portland High School during high school and Casco Bay. Um, I'm going to start off by thanking you for all you do because I can't imagine. Um, it's a lot of work and you're listening to a lot of people and I appreciate the
035listening part and really hearing um, as people speak and have spoken throughout the month. Um, my colleague reached out to me this weekend to say that the steam/ STEM makerpace mobile um, position is looking at being cut. Um I have been to bass past budget hearings and I have spoken and I had not seen this until I was reached out to. Um we are looking at cutting you are looking at cutting um a um a subject that not only as others have spoken before me reaches out to every elementary student but includes science and technology and engineering and mathematics and the arts. and we are making students who are going to take us into the late 21st century. I see the products of steam and STEM. I hear the students talk when they're on their
036way to band, the fifth graders. They are excited when they've left the maker space with Mrs. Shyels and they come with all these wonderful things that they've made and they've talked about and they've learned. So, please, please, please keep this position in the budget. Um, I also am here to mention the music position that was in the budget. It is no longer. Um, I would like to speak that adding a music deposition to the elementary middle school level would help us build a larger and sher foundation to the music program throughout um the Portland public schools, especially the instrumental music program. Um, I can't tell you how often I run into people and they're like, "Oh, did you hear this band at this school and this band at this school in this town and I
037am jealous and I always say, put one teacher, one instrumental teacher at one school and you can have those same results." Um, the position could help us put orchestra back into the school day. Orchestra is a curricular subject accredited class that happens at night opposite sports of which many of the orchestra students are in and they have to choose or go one week to orchestra and one week to lacrosse and these are both things that bring students joy and are lead to their social emotional well-being arts and sports. And lastly, please please please do not cut any studentf facing positions. and thank you again for all the work you do. >> Thank you. >> Hello, my name is Khloe Hier and I'm a row parent as well as an art teacher of the district currently
038on an extended child rearing leave. I want to start by thanking and giving great appreciation to the superintendent for allowing this extended leave to happen. Truly, thank you. During my leave, I have watched from afar with an increasing concern and frankly desperation as I see the district I love and am so proud of being a part of no longer emi embodying its core's values of equity and people. I have been horrified to see so many fellow LGBTQ staff have been pushed out, silenced or sidelined, as well as staff of color who have been harassed, pushed aside or out. Up to this point, I have not spoken out because I have of a very real fear of retribution. However, with this latest budget p proposal, I can no longer remain silent. Beyond the loss of vision
039keepers for our district that I so admire, I now undeniably see a pattern of the superintendent's office listening to under not to understand, but listening to find a hook to sell decisions that have already been made. Decisions that are being made behind closed doors, often when the public's attention is elsewhere. This increasingly opa opaque budget process so far has exemplified this pattern. I'm astounded to see that in the proposal up to 15 six-f figureure positions in central office are retained or created while student fading facing staff is instead being cut. As a teacher I deeply know from experience that edte are the backbone of education and the superintendent office's decision to routinely cut these most essential and lowest paid members of our staff is appalling. While we are grossly increasing the line item of central
040office salaries, as a PPS staff and a parent, I'm in I am experiencing increasing dysfunction within the district. Previously to HR's restru restructuring when I had a question or concern, I would email my point person and typically get a response with an hour. I was so reliant on this person's incredible work that I actually confirmed with her that she had no plan to retire when I was on leave. But to my surprise, through an automated email not I received last year, I learned she no longer worked for the district. Now I do not know how to communicate with HR. I send emails that go unanswered. I make calls that go unanswered. When a question is answered, a follow-up question from me goes unanswered and I'm left in the dark. Again, my concerns is not with
041individuals, but that the new, more expensive structure is failing. As a parent, when our daughter was in kindergarten last year, we requested a speech evaluation during the fall conference. And in spite of our wonderful kindergarten teachers um continued requests and reminders, a step one meeting was not scheduled until four months later, significantly delaying the services my kindergartner received. I do want to be clear that my daughter is receiving incredible services by the wonderful speech staff at Row. Again, this is a more expensive structure failing. And yet all this and yet my biggest concern is that the board president is not in holding the superintendent accountable. As a result, it is the students and staff that are paying the price. The board is a publicly elected body that is meant to lead the district in a
042vision driven by public ent interest. Instead, I'm seeing a board that is acting as though they are subservient to the superintendent. If vision based decisions continue be >> I am with you like 15 more seconds >> or five. Um if decision vision based decisions continue to be made unilaterally and not public by publicly elected officials how are we a public school. Thank you. And >> we'll do one more in person and then we'll go online. >> My name is Dr. Daren Plant. I live in district 3. I don't believe this board or the public fully understands the severity of our current budget situation. Just as concerning, many seem to have forgotten how we got here. Last year, the city faced a $19 million budget shortfall. The gap was closed by using $8.8 million in fund
043balance and implementing a 7% tax increase. At the same time, the school department relied on nearly $5 million of its own fund balance to support its budget. These were not sustainable solutions. They were temporary measures that deferred costs. As a result, we are entering this year, excuse me, behind, not from a neutral standing point as some discussions suggest. We have become overly reliant on fund balance to soften financial pressures despite the real possibility that those funds may not be available at the same levels moving forward. That reality needs to be acknowledged clearly and honestly. This year's budget must also be understood in the context of broader financial pressures. Estimates provided by the school show state's revenue is projected to decrease by 15.6%. The loss of our federal contract with our jails has had real financial
044consequences that cannot be ignored. Cumberland County proposed a budget requiring requiring roughly a 12.93% increase in their tax revenue, an additional 5.4 4 million to fill that gap. These are significant external pressures that will directly impact taxpayers. The school budget does not exist in isolation. It is but one piece of our city budget and our tax obligation that will impact every resident. The broader responsibility must guide decision-making. Given this context, it is difficult to understand the proposal to add 13 full-time equivalent positions across all departments, particularly when enrollment is declining. The most recent proposal appeared to include a civil rights officer, an assistant superintendent of student, family, and community engagement, and a chief of schools and academics. These positions alone likely represent half a million dollars in salary and benefits. This raises a fundamental question.
045Is this the right time to expand administrative capacity? If there are genuine civil rights concerns, can they be referred to the ACLU of Maine and not handled internally? Can other concerns be addressed through human resources, existing administration, the school board, or employee unions? Similarly, the justification for an additional superintendent position was that institutional knowledge and community contacts are lost when employees leave. that seems to be solvable through much simpler, lowerc cost solutions such as shared documents or structured knowledge transfer process. In a year marked by declining enrollment, reduce multilingual student populations, and significant external financial pressures, this proposal represents the largest tax increase in the last 5 years. Time. Would you like 15 more seconds? >> Five will do. This year should be a year to set priorities and make disciplined choices. For these reasons,
046I respectfully request that the proposed positions of civil rights officer, assistant superintendent, and chief of schools and academics be removed from this year's budget and reconsidered when state revenues stabilize. Thank you. >> Thank you. We'll go online now. Um Nico's phone. >> Uh good evening. Can you hear me? >> Yes. >> My name is Nicolo Wales. I live off of Chesley A. Um, my daughter is in kindergarten with Portland Public Schools and I work at Lincoln Middle School as a secretary. Um, you know, I came into education with no prior experience. Um, I just wanted to work within the community very badly. And in that time, you know, at least within my school community, I just see so many fantastic people associated with PPS, whether it be edte, counselors, bus drivers, librarians, you name it.
047And it just becomes so frustrating as a taxpayer to see those individuals time and time again be cut in these budgets. Um, now a lot of these individuals, a lot of us understand that difficult conversations need to be had, but it's extremely frustrating that there is really a lack of transparency in this process. And that's what frustrates people. I mean, I did bring up a pay increase for the school board, which I was incorrect. Hand up. Accountability. You know, some of you need to try it sometime, but that's another thing. Um, but the reason I thought that is because in the budget, and I just checked, it hasn't changed. There is nothing in the school board section that explains that the new, you know, equal opportunity officer of that position is going to fall under
048the school board. Now, every other department, you can get a current year employee and next year employee projection, but for some reason, it doesn't spell it out there where that money's going. And I think that's just indicative of a bigger problem. Another issue I have again as a taxpayer is that you guys, you know, somehow get a budget approved, then you find money and decide to spend that somehow newly found money on positions at central office instead of, I don't know, maybe hiring back the student-f facing people you just fired. It's just crazy the decisions that are being made, you know, and and to bring up like the studentf facing, you know, assistance for students that you guys have at 1 to 88. It's like, tell me you don't go into the schools often without
049telling me you don't go into the schools often. There are some students that need a lot more support and care and sometimes can take up to four or five individuals working with that student which decreases the other individuals in the building who are able to assist in other situations. >> Just stop being so opaque. And I will be asking for an additional 30 seconds please. The last thing I will be saying is that again in the name of transparency, what is going on with this list of who's working at central office because I've had the ability to speak with the head of a union and they haven't gotten the information. They've had to scrap pile a list together themselves. I've talked to another board member who says they don't have the information. This is what's
050frustrating as a taxpayer and a staff member. You choose to be really transparent about some things but really kind of opaque and hard to understand in other areas. Stop firing people that work directly with kids and deciding to put all of that money into new central office positions. It's crazy because we don't even know works there. >> That's with an additional 30 seconds. So, your time is up. Thank you. We'll go back to in person now. Coming up. >> I'm Dr. Annie Antanakis. I'm a music educator and a parent. Um, and I'd like to uh urge you to reinstate the music position. I think that you've all heard lots of my talking points over the past couple years. So, I'm just going to assume that we all know um that there have been lots of
051cuts to the arts over the past two decades and that we all uh can uh appreciate the value of arts education. Um, I want to make sure you know that uh every cut or addition in a small community like this has a huge impact. Um, for example, if you're a student interested in music, you can enroll in your student your school ensemble. You could also do the Portland Youth Ensembles. Um, and a couple decades ago, the Portland Youth Ensembles had enough students in it to fill the Merryill Auditorium stage. and today it has nine I think high school string players. So everything we do has an impact. Um and if Portland leads on this issue then other schools will follow. Um I'd like to end with this limited time by reading a brief list of
052people who couldn't be here tonight but who support this statement. Um these are colleagues from the Osher School of Music, uh other parents, professionals and students. So in addition to me it's Dr. Robert Layman, Dr. Melinda Hllett, Hans Spencer, Scott Wheatley, Dr. Lee Hartman, Janet Antic, Luette Saul, Benedeta Spanelli, Lindseay Matranga, Robin Lane, Graham Griffith, Anita Crofts, Theo Balcom, Colin Dwire, Rainey Tisdale, Pete Dugis, Theo Dugis, Dominic Lavois, Kim Lavois, Ethan Chaffen, Susan Kler Gray, Alan Kush, Dr. Chris Overberholtzer, Melissa Null, Scott Null, and Dr. Benjamin Raja. Thank you. Thank you. >> Hi everyone. Sorry if you're sick of seeing me, but my name is Mariela. I'm a social worker and soccer coach and Portland resident at Daring. Um, I just wanted to come here and say thank you so much to board member Sautell
053for putting the social work position back in the budget to save us and everybody else that supported it. Last week I literally put I was at home watching put my hands in the air and was cheering and screaming. So I'm very very excited and super super grateful. Um, I just think that this is like the win that Daring really, really needs, especially in a year with no, you know, changing leadership positions, no set principal and the ice surge just to have some stability for our kids to continue to see our faces and know that we're, you know, we still have their back. We're still going to be there for them next year. Um, we are just so grateful for at the end of the day, our position is all about the students and, you know,
054what we can do to support their dreams and to have their needs met. Just want to make one final plug that by voting to like um keep our position in the budget, we really are, you know, supporting that goal of equity with daring. We have the highest number of IEPs with 203 students with IEPs. We have um 88 students with the 504 plan, 101 in specialized programs, including functional academics, functional life skills, and breathe program. If you don't know what breathe is, it's for students that have an emotional disturbance diagnosis. Um, we also have 248 students who are English um, language learners and 94 students who are M McKenny Vento are struggling with homelessness. So, at the end of the day, your vote is not for us, it's for them. Um, it's those students that
055are overlooked, those students that are in crisis and the kids who are fighting battles that we can't even imagine. Um, so your your vote is for them and we thank you so much for it. Thank you. >> Thank you. Coming up, >> hello school board. Um, thank you so much for your service. Um, my name is Amanda Atkinson Lewis. I am a Portland resident, parent to a Portland student, and I've been a uh social worker with the district for over 10 years. Um, I'm here tonight um for two things. One, um, to say thank you for hearing our concerns over the cut of the social worker position at Daring. Um, and two, to urge you to consider maintaining the 0.5 high school counselor position as well. Um, as I understand it, there's still a few
056phases of voting and approval that need to happen. So, I just want to emphasize the importance of keeping these positions. Um, schools are Daring is having a steady increase in enrollment and I would assume that other high schools are as well. Um, this should encourage us to think beyond current numbers when we're making decisions. Um, many families in our community are dealing with trauma, particularly due to the current climate surrounding immigration and other federal policy changes. This anxiety and uncertainty affects not only our immigrant families, but also many other students and families in Portland. Many of these policy changes are also directly um significantly affecting people's financial well-being in dire ways which increases the need for social work support even more. Uh the demand right now for social work and counselor support is critical. Uh
057cutting these positions would leave vulnerable students and families without the essential resources they need to thrive. We play a vital role in advancing equity. uh helping students and families to navigate school and community systems um while ensuring that they have access to the necessary services and opportunities in and outside of schools. Um we're already stretched thin as we all are. Um and reducing our staff right now will only hinder our ability to provide timely support. the decision to cut these positions would have a direct negative impact on those who rely on our services the most. Um, so I urge you to consider the long-term implications of this decision. Instead of reducing the vital resources during a time of increased need, let's work together to enhance the support for all our students and families. Uh thank
058you so much for your attention and I hope that you will continue to advocate for the continuation of the social worker position at Daring and also advocate for the 0.5 position uh school counselor position. Um while I'm up here, I didn't realize that there was um some risk to funding of uh whatever is needed for the Wabanaki studies and the black studies curriculum. So I just want to add my voice of advocacy for um providing the resources and support um to maintain the work that we have going for that as well. >> Thanks. >> Thank you. >> Hi everybody. Um my name is Claire Woodman. I live in Portland and I work at Daring. And um I wanted to start by thanking everybody from the finance committee that did vote to put um the social
059worker for dearing back into the budget and um and to encourage the the larger board here tonight to um you know if you're still wondering or thinking about these studentf facing positions and I want to include the edtech positions um particularly for Daring High School and across the district but particularly for Dearing High School when thinking about what Mariela just described I think is so important the data that you have been given um regarding like social work and student ratio. Yes, that is part of the story, but the rest of the story really is um the level of need that we have particularly in our building. Um that requires um the amount of social workers and guidance counselors that we have and also requires us to maintain our edte. So, we're not talking about just
060the edte aren't going to be hired anymore that we're slated for, but now apparently we're looking at losing edte as well. And I don't think that that serves us well. And ultimately when I say us, it doesn't serve our students well endearing. I would encourage the board to please hold off on adding any extra positions right now this year and see, you know, where the year takes us, you know, where the vote in Augusta takes us. Um allow us to keep our studentf facing positions that have been doing so much work. And I and I also want to echo the wabaki. That was a real surprise to me. I've listened to board meetings for years and I've watched all of that come to life. And to think that that um is with a lot of
061work and to think that that is something that's going to be cut is was a real shocker to me. So, but thank you again to the finance committee and I um I I do hope we get to keep all the student facing um positions and thank you for your service. >> Thank you. >> You can come on up. >> Good evening members of the school board and Superintendent Scallan. My name is Victoria Karen. I'm a school counselor at Portland High School and a proud parent of a Portland High 2023 graduate. I stand in strong support of my counseling, social work, and teaching colleagues because these decisions directly impact the people and programs our students rely on every day. These budget decisions deserve thoughtful and transparent consideration by this school board and our superintendent. Five minutes.
062I ask you to hold on to that number. I recently served as a college application reader for a large university, reviewing nearly 400 applications from across the country. It was an honor to read the students stories. But the reality is I had five minutes to understand a student's story, recognize their potential, and make a decision that would shape their future. Five minutes. Those five minutes don't begin in the admissions office. They begin in our high schools. They begin in our high schools. School counselors help students prepare for those moments. We are not simply scheduling classes. We are listening, advising, and guiding students as they figure out who they are and where they are going. Portland public school counselors provide academic guidance, college and career planning, and critical mental health support to nearly 2,000 students. I
063respectfully urge you to reconsider the proposed reduction of the 0.5 high school position at Portland High School. In 2526, Portland High School was the only high school in this district to lose counseling staff, going from five counselors to 4.5. Reducing us further to four would significantly compromise our ability to serve our students. It would eliminate a dedicated ninth grade counselor, an essential support during a critical transition year. It would also end our junior and senior planning programs where for the past six years we have focused on life after high school and supported every student's pathway. This is where those five minutes are built. This is where we help them count. We should not be cutting further. We should be restoring. I urge you to maintain the 0.5 position and I'll be bold and ask you
064to restore the additional.5 returning Portland High School to five full-time counselors. This is not an expansion. It is a return to what we know works. I also ask you to consider equity across our high schools. The finance committee's amendment would bring dearing to nine combined counselors and social workers. Casco based staffing with three full-time counselors and 1.5 social workers is equivalent to nine when adjusted for enrollment. Under this proposal, Portland High School would stand at just 7.8. 97.8. In a district that values equity, these differences matter. Equity is not a statement. It is a decision. And if we truly value student outcomes, this is the moment to prove it. Our students deserve consistent and equitable access to support regardless of which high school they attend. Our students deserve more than 5 minutes to be seen
065for who they are and who they can become. We cannot say we value their futures while reducing the very supports that help them build those futures. Please protect school counseling services and restore staffing to five full-time counselors at Portland High School. Thank you. Thank you. >> Good evening. My name is Johanna Burton. I'm a Portland uh taxpayer for three family on Main Street, a proud parent of a Portland High alum, and a proud school counselor at Portland High. I am hoping you will not make any studentf facing cuts in this budget. It looks to me like there is room in this budget to do this. I'm speaking to ask you to consider an amendment to the school budget to add the PHS half counselor slated for cut back into next year's budget and to further
066replace the half of a counselor cut that was effective this school year. As I think you know PHS is not going to have a smaller number of students in the in 2627 compared to now. We could bring you similar stats that Mariela brought about daring, but they're they're similar. Fewer IEPs, but similar across the board otherwise. Uh the wonderful Jane Sautel with the support of other school board um finance committee members so far effectively brought that fifth originally a school counselor position but now filled by a social worker counseling position back to DHS at a recent finance committee meeting. I am so grateful this for this amendment for dearing students and I hope and dream of something similar for Portland High students. As budgeted currently, PHS students lose. They do not need school counselors and
067social workers less than other PPS high school students as evidenced by the counselor and social workerto student ratios supported in the current budget. Much of the work being highlighted at the high school level this year relies on school counselors as collaborators and student and family facing leaders. What do PHS students lose if the budget stays as is and assigned counselor for grade nine? Instead, the remaining four counselors would work with grade nine, but also with students in grades 10 to 12. Under the current budget, PHS students would get less access to their counselors for academic planning and support for makeup plans, mental health help and referrals, future planning help, access to help with the FAFSA, help if a student is not eligible for the FAFSA, scholarship help, planning for our newest mayor aging out students,
068paths visits. We have an incredible number like 165 visits this year. Fewer or no innovative junior and senior planning classes. Something that is special to our school where students get to really dive into majors, careers, the common app, learning about financial aid, and a variety of post-secary options in junior year and then in senior year doing it, doing the applications, making it happen for themselves. Our school is slated to have the same number of students next year as we currently have now. This cut is not about enrollment or I'm focused on something students can afford to have less of or less access to. Help us to cons continue to support the well-being, high school experience, dreams, and future plans of our students. And please make an amendment to restore the counselor position at PHS. And
069again, I think you have a real opportunity in this budget to not cut student facing positions at all. Thank you very much. >> Thank you. You can come on up. I'm Sarah Oari, a resident, a parent, and the assistant principal at Portland High School. Student facing cuts impact students. Portland High School's enrollment is not changing next year. Yet, we are slated to lose two and a half teaching positions and a.5 counselor. While our administration weighed in on how to reach the proposed reduction of 2.5 teachers, please know that this was not an easy task. There's no such thing as painless cuts when it comes to the classroom. We're currently building our master schedule. A pointwide cut in key areas such as English and history forces us to reduce elective sections, forcing more students to be
070in study hall when they want to be learning. It forces us to rotate electives on an every other year basis, causing students to miss opportunities entirely. Most notably, we face the loss of our Latin program. We have heard from a number of families who rely on this program not just for language but for the proven benefits of analytical thinking and vocabulary development. Losing this program forces students into Spanish and French tracks that are already at capacity. In fact, we will already be unable to run two sections of language next year due to staffing. This guarantees that more students will be locked out of language education. Especially concerning is the 0.5 cut to our counseling team. Administration, it's important to note, was not consulted on this proposed cut. The first person a student meets at PHS
071is often their school counselor. Recently, our team visited the three middle schools to meet the class of 2030, calming their anxieties and helping them navigate their first high high school experience, choosing their courses. At the other end of the spectrum, we recently welcomed a senior transfer student in March. Arrived worried about their credits, navigating housing insecurity, and moving to a new state. Their counselor didn't just hand them a schedule. They introduced them to key staff, ensured they had a pathway to graduation, scheduled a follow-up meeting to discuss Poke's secondary options and conduct and connected with the district McKini Vento liaison around housing and community resources. School counselors are the backbone of our support team. This year, through intentional outreach, our counselors helped to reduce our chronic absenteeism by five percentage points. They sit down with
072students one-on-one to identify and remove specific barriers uh whether social, emotional, or academic. By January, our team ensured that 99% of our seniors had a post-secary plan, 90% had applied to college, and 82% had completed the FASA in January. In addition, they're working together to intentionally plan for students who are not FASA eligible and thoughtfully and intentionally transitioning students to Portland adult dead. When you cut a 0.5 counselor, you're jeoping the very infrastructure that helps our students graduate and move into their future. I'm going to need 30 seconds. In fact, you're eliminating a trusting relationship students have built with adults who serve often as their primary advocate. I wrote this at the end. In fact, when my 17-year-old son was not listening to his mother and lost about what to do with his future, we
073looked to his school counselor, Lorie Madios, who is now at Dearing. It was his school counselor who encouraged him to try paths as a senior, which isn't normal. When I see my nearly 21-year son thriving in a career field that he loves, I thank all his wonderful teachers at Portland High, including his Latin teacher, Mr. Bmani, and his wonderful school counselor. There are many things in the budget that I do not thank. I urge the board to look at non- studentent-f facing operations to find the savings you need. Thank you. >> Thank you. come on up. And if there's anyone online that would like to give public comment, please raise your Zoom hand now. >> Hi, Michelle Lawless, Portland resident, parent of a Portland, former Portland student, and Portland teacher. Superintendent, Chief of Strategy and
074Operations, Chief School and Academic Officer, Assistant Superintendent Elementary, Assistant Superintendent Secondary, Director of Elementary Academics, Director of Secondary Academics, Senior Director of Early Childhood, Director of special ed, director of prek, director of secondary culture, director of elementary culture, director of specialized programs, two specialized program coordinators, specialed program manager. Those are 17 of the highest paid positions in the district at central office. And hopefully that raises more than a few questions. Is it your belief that a director of secondary schools does more to prepare our students for their SATs, for rigorous academics, for acceptance into highly competitive college than a Latin program? Are you of the mind that a director of culture does more to build a relationship with students and guide them towards their future internships, college, graduation programs, and feed their passions more than
075a school counselor does? Are you of the mind that a specialized program coordinator does more to differentiate a lesson, help a student with their toileting, or run after aloping students than an edtech does in a day. Now, I recognize that there are different responsibilities in different jobs, and I'd have a better idea of what they were if we had job descriptions, but it still raises really important questions about what you do with limited funds. Our job is to prepare students for the world beyond their education. And the people who do that day in and day out hour upon hour first and foremost are studentf facing positions. In a perfect world with a huge budget, if all of our school resources in the buildings were filled, then you could keep adding on. Would you like 15
076more seconds? >> Sure. Why? Now, I recognize you can't answer my questions here. This isn't the forum for it. But you do have to answer to people. Taxpayers and students and families want your answer about who you're going to prioritize. Thank you. Is there anyone else that would like to give public comment in the room? Stephen Sharp of Bracket Street in Portland. I don't normally write out notes, but uh tonight I felt necessary. Um and I'm was I hope the superintendent is still in the room hearing things. So, um uh I Oh, okay. It disappeared us. Um um I I I want to start out by asking if there are any additional cuts being proposed um that they should have been outlined in the um in in a presentation prior to this uh hearing so
077the public could be uh coherently commenting on what is um on the table at this point. Uh so to hear that there's a mobile maker space uh being proposed um is uh disturbing you know because um it implies there's some private list there going around uh that the general public is not privy to as to what um uh in and out of the school budget. Um now now it's also possible that mobile maker is part of the one million you've already uh taken out of the school budget or the finance committee has. So, I'm not sure if that's uh part of that. I want to make clear that the budget you have in front of you is not a cut. The budget is proposed to increase $7 million over the current year's budget. Any reductions
078in funding is a reduction in the increase, not a cut to the budget. The public seems to think if you do anything, you know, to a proposed increase that it's a cut. It is not a cut. Furthermore, only there are only two schools getting less money in next year's budget. There are Cliff Island, which obviously should be getting less money, and Talbot School, which is getting just $91,000 less than budgeted. I I tried to look quickly to figure out why. Didn't see any reason specific to that. Let me repeat. Most of the 16 Portland schools are getting more money next year than they were budgeted for this year. That is not a cut. You have in your budget $188,000 for the cost of hiring an additional superintendent for student, family, and community engagement. There's been
079very little conversation as to what this position will really do. When would expect a position of this size and cost to have a robust job description justifying the position? Over the last couple days, I've asked for several pieces of information um that I think is important for you as a board to make a decision uh and also important for the public to have in uh knowing uh what was going on. One of the most important pieces of this request is a five-year enrollment look back and projection for next year's projected enrollment, which has always been a standard part of the school budget. And for some reason, every year I have to tell you the the staff and um board that this has always been part of the budget and can you please include it as
080part of the documentation? It should be in the original documentation from the school superintendent. So that's very important. You can't make a decision on next year until you see those set of numbers. Uh you are drafting a budget for next year and knowing what the enrollment will be is the most important thing in doing that budget. And lastly, I just want to point a little uh thing out. Last year's uh central office director, I'll be just five seconds. Uh last year's central office directory listed 77 people uh uh in the central office. This year is directly not including bus drivers, food service, etc. Last year was 77. This year is 110. We've gone up by over 30 people uh in staff in the central office in in the last year. So that's all. Thank you
081for now. >> Thank you. Is there anyone else that would like to give public comment in the room? Let me just go online. Yep. Um, Nell Bridger, go ahead. >> Now, whenever you're ready. >> Sorry. Can you hear me now? >> Yeah, that's perfect. >> Okay, thank you. Um, my name is Nell Bridger. I'm a resident of Alton Street. I'm a PPS staff member and a parent of two elementary age children. Um I was listening to the budget meeting last week when board member Satella proposed an amendment to cut $400,000 from central office staff in order to meet budget shortfalls. I enthusiastically supported that that idea. Um I had initially written this comment after hearing that at least two studentf facing positions were being proposed to be cut. Um and I'm certain this is not
082what was intended when cuts to central office staff were proposed. I have since learned that perhaps one of these positions is safe. Um, that came from the superintendent. Um, and I have to question why cuts would be talked about under wraps only to find that perhaps there are other unknown positions being slated for removal. I have to wonder if this confusion and obfiscation is the point. Um, you have heard many eloquent speakers about the power of the maker space programming, um, the Wabanaki field studies. Losing them, I echo that. It would be a huge loss. Um, and so I do sincerely hope that these positions are safe. Um, I encourage the school board to take a close look at administrative roles in this district. Declining enrollment is often cited as a reason for our budget
083woes and I have to wonder why there are so many assistant superintendents of other as other mention. >> Sorry, those are my children joining in. Um, why is there a chief of schools in academics, a position that to my knowledge never existed before this year and the cost of which has never been adequately described or justified to the school uh community? Um, I remain in opposition to any cuts to studentf facing positions, especially when the proposed in past amendment was clearly stated to cut central office staff. Although some of these positions made by virtue of paperwork and logistics fall under the category of central office, this is a bait and switch and Portland voters should not stand for it. Thank you. Thank you. Is there anyone else online or in the room that would like
084to give public comment on the budget? Okay. Then seeing none, I'm going to go ahead and close public comment on the budget. Um and now if there are um public comment for something non-budget related, you are welcome to give those comments. Now, if you're on Zoom, you can raise your Zoom hand. Um, if you're in the room, please come up to the podium. Okay, I'm going to go ahead and close general public comment. Um, and then move on to my remarks. Um, so I would like to uh begin today by acknowledging that today, March 31st, is transgender day of visibility. This is a day to recognize and celebrate the lives, contributions, and resilience of transgender and non-binary people in our community and across the country. It is also a day to acknowledge the very real
085challenges that trans people and notably trans youth are facing right now. Across the country and at the federal level, we are seeing increasingly harsh and oppressive policies being passed and implemented. Closer to home here in Maine, uh voters will be weighing in on a referendum this fall related to the rights of transgender students. These actioning these actions are happening in real time and they are not abstract. They directly affect uh members of our school community. As a school district, our responsibility to ensure that every student feels safe, seen, and valued. Um our responsibility is to ensure that every student feels safe, seen, and valued for who they are. That commitment is not changing. We vow to continue to stand up and protect the rights for all of our students and staff to the fullest of
086our abilities so that all students can fully participate, learn, and thrive. I also want to take a moment um to just speak about where we are in the budget process. Um so, as many of you know, um this is uh one uh complicated and complex um part of our work as a board. This year in particular, we are navigating significant financial pressures, including a $4.1 million cut in state funding, declining enrollment, and rising costs. All while trying to stay true to our strategic priorities and commitments to students. There are absolutely no easy decisions in this process. Every line in the budget represents real impacts on students, staff, families, and our broader community. And every time we make a decision, it comes with a trade-off. either through an increase in the tax levy or a cut
087to a different line item. The decisions the board is making ask us to choose of the least worst options. There's no one on this board who is rooting for any of the cuts that are being proposed right now. This board is committed to approaching this process with as much transparency, care, and deep sense of responsibility as we can. We encourage continued public engagement and we are grateful to everyone who has taken time already to share your perspectives with us. individual board members are uh you know spending hours trying to create solutions and the central office team in uh especially the finance team is doing a really incredible job getting us information in a timely manner and we are very grateful. Um tonight we'll have the first read of the budget um which comes after the
088finance committee made amendments. So the updated budget book um uh is in uh diligent community for you to see um the amendments that were passed there. Um we also at the last board meeting did a workshop on all of the um the amendments that passed. Um so tonight we have the first read of the budget and then we'll have another workshop at the end of this meeting um where board members will be able to talk with one another about their ideas for amendments and get questions answered. And then on the 14th we will have a second read and vote on the budget and that is when amendments will be offered. Um, I would urge us that in this process we try not to pit school against school or staff against staff. Everyone that is employed
089in this district right now is vital. 100%. There is not one person in this district that is more or less valuable than anyone else. And they are all working so so so hard every day to give what is best to our students. So please hold that in mind as we move through this process. And I've been saying this a lot in all of our community engagement sessions, but the reality is until we change the way that schools are funded in Maine. This is going to be the reality of our budget every year. This is the fourth year I've been on the board. This is the fourth budget where we have had to make these incredibly hard decisions. And so I am asking people today or tomorrow when you have more capacity to reach out to
090your legislators um and advocate for the passage of two bills. Those bills are LD1892, which is a con school construction bill that could help us access money um so that we don't have to use taxpayer money um to do construction projects in our schools. And LD 2226, which is uh makes um uh changes to the full the school funding formula. Those changes that are being proposed will not fix everything, but they are a good step directionally for Portland and could help us get back the money that we lost this year. Um, so please, it's just as important as you giving public comment here to let your legislators know that those bills need to be passed and funded. Um, so thank you for listening to me on my soap box. Um, and then I just wanted
091to transition into some good news. Um I just I was not able to attend in the end, but I heard really awesome stories about the King Middle School um sixth grade moxy crew um for their um uh expedition on remedies for flooding in Portland and their Midtown um project of Bayside. I just heard it was awesome. Um and uh the King Middle School BSU uh had a culture night last week that some of us got to attend and we got to enjoy music with young people um eat their student prepared food that included fufu and cassava and just got to witness some real real deep leadership um from our young people. Um so please keep inviting us to things. Um we love to be in community as much as possible. That is really um why
092we are all here. So, uh, thank you for those, um, remarks and then, um, I think we're going to skip our student, um, report tonight and I'll turn it over to you, Superintendent. >> Thank you, Chair. Good evening, everybody. Um, we're going to talk a little bit about the budget, but first, I want to give an update on legal engagement that the school district got involved in. Um, the Department of Justice, the federal department of justice sued the main department of education uh last year around our policy on transgender athletes. As part of that legal action, they subpoenaed the main principal association for records that pertained to student athletes and asked for information that was not necessary uh and not pertinent to the lawsuit uh but seemed more to instill fear uh in the community.
093And it asked for information about transgender athletes and asked that they be identified. It also specifically named uh students from Portland public schools um in that request. I think there were five students named um and we had at least one of them. Uh Portland Public Schools intervened in that lawsuit and objected to the subpoena that was um issued to Maine Principal Association. I'm happy to share that today the judge in that case issued their ruling and found that the Department of Justice did not need access and did not require and it was not appropriate for them to have information concerning students transgender um identity and really restricted it back to just information that's already publicly available such as who competed in a competition um and what place they came into. And so I would just
094like to thank the board for agreeing to intervene in this when nobody else wanted to stand up and do that. Um and just uh thank you to the community that continues to uphold our values um in this space. We're gonna encourage clapping tonight. Um I appreciate that. Um this evening at the end of the board meeting today we have a public workshop on the budget and I want to make something clear on the front end of it that chair Lent said a little bit about which is that everybody sitting here would like to see a bigger budget for Portland. The challenge is that that comes at a cost to taxpayers as long as we continue to not receive our fair and appropriate share of state funding. The state has their policy that says that we
095will receive 55% of our overall cost of education. Portland receives 16%. Further on that, that 16% is not actually on the total cost of education. As one simple example, the salaries that they used to figure out the costs for an educator were set back in 2006. And so we have a starting salary for a teacher in our district of $50,000. The formula assumes something closer to $30,000. And so when we actually think about what they estimate the cost of education, it is a little more than half of what it actually costs to educate. And so I strongly encourage that the passion and the care that everybody has in this room uh that we make sure it shows up in Augusta and in support of LD226. I also want to acknowledge that if that passes, it
096does not actually mean that the funding is coming next year. And we have to be careful about that. And the reason for that is that um the actual appropriations for it won't go in this year because it won't actually impact the budget until fiscal year 28. There's actually a parallel experience that existed in this when the state passed the policy of going to 55%. It actually took several years after that to have the state commit to that funding level. And so I encourage folks to not only reach out around this um but to encourage your legislators uh to act on it and to ensure that there's continued advocacy next year around the funding of it um as it has significant impact. It means that we're forced with really awful uh tradeoffs and none of the
097things in the budget are things that we want to see reduced. But we also have to be careful that we're making those incremental changes or we'll find ourselves in a space that some surrounding districts find themselves in now where they're making hard decisions about next year and closing of schools um because of not sort of adjusting incrementally along the way. Um, and so with that, I I strongly encourage engagement um, and sort of the process along the way. Um, just a couple pieces that came up in public comment that I just want to make sure um, we have the information on the vacancy rate. Um, I don't know of any district that actually assumes any vacancy rate. um we assume in this budget right now based on the finance committee um adjustment a 1% vacancy
098rate. That's actually a financial financial risk where the board is making a decision to say look we typically have a higher vacancy rate than that and so we're going to lean in on this. What it does in a practical sense is it spends down our fund balance faster than it would if we didn't do that. And that is a choice that um the board can make recognizing the challenge of losing $4.1 million in state funding and thinking of it as a one-time piece. But we have to be careful about that piece. In terms of central office, um there is no growth that actually exists in central office. And since fiscal year 24 to fiscal year 26, there's a 6% reduction. And some of the positions that are highlighted come from tradeoffs. And I'm just going
099to give one example of it. And I'm not advocating that this position is more important than another, but I just want to like share the context around it. Uh we ran two national searches for a CF CFO last year and nobody wanted really to be the CFO for Portland public schools because of our historical fiscal challenges. And so we ran two national searches with a national search firm um and couldn't do it. And so uh myself and Lisa Beck wear that hat jointly. And really Lisa Beck wears it mostly and she's phenomenal. but it takes up capacity. And so when that happened, it went to the board around needing to add capacity to support overall academics because I couldn't spend the time on it. And I'm not saying that I'm the gift to it, but
100I just we didn't have that capacity. And so the chief of schools and academics was added at that time recognizing that we had to backs stop the financial capacity. And so that's why if you look on our budget and you look at any of the school districts, you won't see other school districts that don't have a CFO or don't have a uh superintendent or have a superintendent who's serving partially in that role. And so I say that not to pat myself on the back, but the reality of those tensions. And we see that play out when we look at our HR. Okay. Um, if you had our HR team up here, they would tell you they want to respond faster to concerns that are raised. And I think they do a pretty good job, but
101they'll tell you they want to respond faster. Last week, I shared with the city council that they have about 1,400 employees. We're just about the exact same. Our finance or our HR team is nine people. Their HR team is 16. And so the ability to respond is just very different. And so I say that to say that all of these changes have impact. Right now we're going to spend $2 million on Barry Dunn to correct past errors because we set up a system where it only had one uh person doing payroll and it wasn't reasonable to have one person doing payroll for,400 people. And if we took those $2 million we're going to spend and used it towards a position, it would be 15 years of having a second person ensuring that this didn't happen.
102And so there's those really difficult trade-offs that we have to wrestle with as we're sitting in this budget. Um the overall count of teacher edtech actually goes up a little from this year to next year. And so we highlighted where there are specific reductions, but we always look at class size. And when there is not enough um teachers at the elementary school to maintain our class size, we add it. And we take that risk. Um and we do that always after the budget process. And that's been done as long as I think anybody can remember within Portland public schools. Last year uh or this current year, uh Daring was struggling on schedule to do social studies, um and they needed an additional teacher. And so we added it. And so that's how we adjust in
103the moment based on that um and do that. But I hope again just going back to this I hope that the compassion that we have and that we hear in this room that we take it to the state. And I'm also going to encourage us to take it to the city. The city's been a great partner in my three years here and the reception that the finance committee from the city had last week in the joint meeting was positive to our budget and our budget needs to pass through them. And so we need that advocacy. And sometimes we as a family in Portland spend so much time here arguing around the table that we forget that we need to go out um and argue and advocate for with everybody else. And so I would just
104encourage uh that we do that in this process. Um because I do think we can then be in a space where we don't always have this tension. Um but it's going to require expanding who we're talking to and who we're advocating to. And so I just want to share that and uh thank you. I've been up in Augusta several times. I'm going to be at city council on Thursday. If you want to join, I encourage you to join. Thank you. >> Thank you. Um now we're going to move to the report of the secretary. So we have the consideration and action to approve the meeting minutes of March 24th, 2026. Are there any corrections to those meeting minutes? Me just double check online. Okay, seeing no corrections, um the the minutes are approved as distributed.
105Uh and now we have personnel. >> Thank you. Good evening. I just we just have one um item for you tonight which is an administrative approval. hopefully um we're very excited to bring forward for you tonight beloved principal Aris who is currently our principal at uh Lincoln Middle School. We are uh hoping you'll approve a transition to Dearing High School for next year. >> Thank you. Uh are there um any questions from the board on this? Um I just had one question uh just because the timing of this hire is a little bit different than in past. When is the start date of this position? Do you know? July 1st. Okay, perfect. Thank you. Any other questions from the board? Um then uh let's go ahead and I'd be looking for the consideration and action
106to approve the personnel items listed. The election of um administrator. Thank you. Board member Operman. Is there a second? Board member Bryen. Um we just did questions out of order so we'll skip them now. Um then by roll call vote, please indicate whether you are in favor of the consideration and action to approve the personnel items listed. Uh election of administrator. Dr. Warren, will you please call the role? >> Member, >> yes. >> Member Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Member Brighten, >> yes. >> Member Lena, >> yes. >> Member no, >> yes. >> Member Opraman, >> yes. >> Member Sautell, >> yes. Student Representative Grant, Student Representative Milstein Jones, Student Representative Muhammad, Student Representative O'Brien, Chair Lent. >> Yes. So, that motion uh passes. Um, and I I don't see
107them in the room. They're not here, are they? >> Not the same. Um, I just want to say into public record how many people have reached out to me to say what a score this is. uh to be able to keep um Mixiala in this capacity within our community. So, I'm just super grateful for everything that they've done at Lincoln and excited to see um uh the investments in uh Dearing that will come. So, with that, we're going to move on to some old business. Up first, we have the consideration and action to approve um revised policy BEDH uh public participation at board meetings. Um, I don't know. Uh, Dr. Warren, if you want to speak to this, if you want me to speak to this. Um, what do you want me to What do
108you want to do? >> Um, I think probably you. And would anyone like me to pull up the policy to see if >> Yeah, that would be great if you could. So, you can do that while I'll speak uh to this motion. So, uh, policy BEDH is public participation at board meetings. Um, uh, and just as a refresher, this um, policy was at the committee level. it came to the board and then we saw a lot of different kinds of uh public participation happening across the state. And so um moved this back down to uh committee for more changes. So this uh policy that's in front of us really uh clearly outlines uh three different ways of giving public comment both at the top of each meeting uh with the vote um uh um and
109then at committee meetings as well. Uh so those are the the um biggest changes and then other changes that are notable are just around kind of um expectations while giving public comment. Are there any questions from the board? Yes, board member noir. >> Um I had a question about um line six um the distributing handouts section. Um I was wondering what was the conversation at the policy at the policy committee and um why that was put in. >> Do you want to talk about that or you want me to respond? Okay. Um yes, I don't think there was an ind in-depth conversation about that. It came from the um you know in the last couple of years we've seen sometimes people bring in props and just watching what has happened across the um uh uh
110state in terms of uh posters uh flags all sorts of things. I mean I think tonight is like the thing that I'm worried about losing where somebody brings a list of remarks from a school or from staff and if they aren't able to email it for some reason could they get it to us? Um, but I also want to make sure that we don't receive like hate flyers, which I think is uh is very real and possible. So, uh, I think we could we could think about changing that language if folks wanted to, but that's that's the reasoning, >> I think. Um, correct me if I'm wrong, but city council allows for at least the comments to be handed out in paper format. Is that correct? So, city council, they um they um gather public
111comment that's sent to a public comment email address and then put it in the board or put it in the city council packet. >> Right. Okay. That might be why. Um yeah, I I just I don't know. I would like if it I understand the reasons. Um but I would if something like today happened where someone wanted to give us their written public comment, I would like that to happen. >> Awesome. you can um bring that up again in just a couple minutes when we get to the um discussion portion. Are there any other questions from folks? Yeah, board member Brighton. Thank you, Chair. Um I uh similarly have a question about something that may have been covered um during um committee discussion. So I apologize if you know I haven't um listened to the
112recording where this is addressed. Um, so my question has to do with um I understand why uh public comment cannot um include a discussion about like a complaint about an employee um because of the considerations related to that and making sure that we respect people's privacy. I'm curious about um positive comments about specific staff members. Um, and I my guess would be that perhaps the legal guidance might be, you know, you can't control what people say in terms of content. Um, but I'm I'm wanting to just better understand there are content restrictions in here. Um, so that's um I'm curious about that. But in terms of um so we we had a number of people today during public comment speaking um positively about staff members. Uh, and I I'm curious about whether it would be
113possible to frame the um staff specific um prohibition around um negative complaints because of the potential for you know defamation. Um I don't think that you know so and so teacher did a great job is a defamation risk at all. So, um I didn't know if that had been explored more at the committee level. >> Yes, it has. Um and it is a first amendment uh piece rather than a defamation piece. Um well, it's it's two pieces in my understanding and everybody else that listened to the lawyers talk, feel free to jump in on this. Um but one, it's like you have to in um respect the rights of your employees, right? And anything about their job is confidential. Um but then prohibiting negative and not positive then becomes an infringement on first amendment rights.
114>> Thank you for that. And then my followup question is um how is that distinguished from the content restrictions within um item five? >> Five in terms of time, place, manner versus the content of what somebody is saying in the viewpoint. >> Yes. So number five to me if Dr. everyone jump in. That that to me is manner, not like the way that they're speaking is the thing that we are um restricting like not derogatory, not those other things that are listed there. >> Okay. Was can you tell me about what your face is saying? >> I it is a very expressive face. Um I obviously to be clear, I don't want any of the things item in item five to be part of our public comment. I don't want that. I also don't want
115us to get sued. Um so I just wanted to better understand. Um so to me that feels and again I wasn't in the committee meeting but that feels very content >> centric right. >> So in the ways that we were talking about it number five is about the manner in which they are giving comments not the content of those comments. >> So they could be saying completely horrible things with a lovely smile on their face and we would have to let them do it. So, well, I guess now it's like it's like both of those things. >> It um >> it includes content. I mean, it does it. Yeah, because there's um vulgar obscene language um pjorative or discriminatory language and the committee did spend quite a lot of time on this. Yeah, >> we
116did have um legal counsel. Mhm. >> Um this was a a topic of debate and there was conversation about um changing or removing five and the committee ultimately voted to keep that language because it felt important um to the committee. >> Um the I'm not sure if I'm fully following your question about the difference between that and the um number uh which was the other one eight was it? >> um three. >> What was the >> number three? Number three. What was the content versus? >> Yeah. So, the the first part the first example of contentbased um comment um that I brought up was if somebody got up to the podium and said this teacher did such a great job. Um and you know and it sounds like the committee landed on well we can't
117allow that because we also are we are more importantly choosing to say you can't get up and say this teacher did a horrible job. It was that was the legal guidance was that we had to do both. >> Right. So I don't understand what So it sounds like the lawyer was okay with number five though. >> The lawyer suggested we might want to change five and that was um not the committee decision. So >> Yeah. There was there were some concerns around five and freedom of speech. I'm not going to >> Yeah. How much of a risk did she indicate? It would >> we don't we don't know. I think that's the real answer. >> Okay. Thank you very much. >> And I will just say that it felt important for the committee to make
118sure that those those words and language were there so that we had that anchor and assume we're assuming that risk because of the importance of the language. >> That makes sense. Um can I ask a follow-up question? um in terms of the is it eight or three that basically you know you can't talk about an individual person because there are other um avenues that need to be used instead um I I would like to see not necessarily within this vote but I would like to see us make it more clear to people here's where you go if you're mad here's where you go if you want to shout from the rooftops that somebody's awesome you know and like be able to um have those avenues be very very clear for folks >> thank you thank
119you chair Um, board member Satell, go ahead. >> I'm I'm just curious about um and I've read it so many times. I don't understand why an overall time limit of no less than two hours during a business meeting and no less than 20 minutes like why does the policy establish a minimum time? Um because I think the so just to also back up a little bit like I think the committee was really trying to maintain as much access to public comment as possible while starting to put some boundaries on it but part of that is to ensure that the chair doesn't just say no no more public comment earlier than that. So uh when we are dealing with controversial topics and we have hours of public comment, this ensures that at least 2 hours of
120public comment will happen. >> I see. Thank you. >> Yeah. And and the 20 minutes for the committee is because the meetings are shorter. So that's the that's where they landed on that time. Other questions on the motion? Yeah. Board member No. >> Would that mean in committee meetings we wouldn't be able to close public comment until that 20 minutes? Is that >> if there are people speaking? Okay. >> Yeah. If there no is no one comes to give public comment, you can close early, but it just guarantees the people that are there at least 20 minutes or 2 hours. Yeah. Other questions? Um then I would be looking for um any public comment on beedh. the same guidelines will apply. >> Stephen Shariff of Bracket Street. Um I got three comments I hope I
121get to. Uh one is um regarding the handout situation issue. Um you actually have just set yourself up by referencing that you don't want hate mail, hate hate speech uh as a handout. Um and that's why you're limiting it. You've immediately set yourself up for a lawsuit uh in making that statement. Uh but I I'm first of all, you know, um you know, somebody can, you know, people bring stuff all the time that they want to hand to you. Um and the policy at the council is they they have no policy on handouts. Anybody wants to hand them paperwork, uh they take it gladly and hand it out to the uh various council members around the dis. um the um section um about uh um I I sent an email about uh doing some words
122smmithing on the section um I can't think of what it's what I refer to it as but the section on uh describing uh actually at what meetings it really is two places that you have opportunity comment and then a third um um separate piece and so I I word smith that for you hope you take my suggestion and that somebody submits a um um amendment to that effect. Um and then the last piece is um clarification on commenting at a top of a meeting um to the general items on the agenda and not being able to comment on amendments to um the um to to certain things. First of all, I've never seen a inst uh organization that takes p public comment on specific amendments. It's not actually written into your uh document. So, there
123sort of a um unwritten rule that you use. Um but um if you're going to do it, you need to be able to take it from all members of the public. Uh whether they spoke at the beginning of the meeting, even if they spoke to the item in question because the if you're taking comment, the comment is on the specific amendment that you're making. So uh just uh like I said, that's an unwritten rule in there because I I I see nowhere uh that it's uh referenced and uh it's you know, if you're going to do it, you need to reference it somehow. So thank you. Thank you. Any other public comment? Uh then I would love to open up for board discussion. Board member board member No, go ahead. >> Um I think I
124would I would like to propose an amendment um to add in that we let me see the wording of this. Um, could we have it that um, handouts are allowed, but they are they have the same rules apply to them as our regular public comment? >> I don't know how that wording would work. >> That's a good question. I mean, I think I think it's either we allow them or we don't. Probably to be on the safe side, but I I am fine if we want to um add that back in. I would support that. They Okay. >> So on number six, >> oh not full not fully number six. So I would not I'm not proposing that props and visual aids are brought back just the handouts. >> Great. So you um are making
125the um amendment to cross out. Yes. I think. Didn't we take a motion? >> Miss one for the personnel. >> Oh, >> sorry. I didn't catch it. >> Apologies. >> Let me go back. >> Okay. No, I read the I read the motion but didn't get a second. Um, so we'll just go back to be super official. Um, so is there a motion for the consideration action to approve revised policy BEDH public participation at board meetings? Thank you, board member. No. Is there a second? Thank you, board member um Brighten. Um so we're going to go back to discussion. Uh now um so what I was hearing from board member Noir would be to strike in number six. Um speakers may not use um sorry that this number six would read speakers may not use
126props or visual aids of any sort during their public comment time. Yeah. Is there a second on that amendment? Thank you board member Ali. user Ali. Um, is there any questions on that amendment? Any public comment? Oh, sorry. I didn't see your hand. >> Um, can you read that again? >> Yep. Speakers may not use props or visual aids of any sort during their public comment time would be the final language. >> Yeah. And I will read it again before we vote. >> Student representative. >> Just to clarify, that whole thing would be taken out. No. The final copy on number six would be speakers may not use props or visual aids of any sort during the public comment time. >> Yeah. >> Is the reason we want to keep the handouts if is if
127someone like today had printed >> Yeah. >> Is it would we not just tell them to email it? So in case somebody couldn't email for whatever reason or have like collected handwritten things from students or something like that, I think um that's the reasoning behind that. >> Okay. I was just making sure. >> Yeah, thank you. Uh any other um yeah versatile >> um I I'm think well my concern um is the amount of time that public comment takes and >> this is on the amendment. >> Yes. Um, and so thinking about handouts, let me let me revise that. Are we going to mention the handouts need to follow the same? Is that going to possibly be another amendment that handouts need to >> The amendment on the floor right now is to strike the
128handout language from number six. >> Okay, never mind. Um, any other discussion from the board? No, I can't tell. I'll come back around. >> Yeah. >> Yep. Board member Ali. Ali, go ahead. >> Yeah. So, um, my quick question is um just pretty much around um like I remember the discussion about saying something positive or negative. Um, and that's due to um that's due to like uh uh people's rights, for first amendment rights. And does this fall within it or it doesn't? Like I was trying to understand that. No, I um my understanding is that um we can't limit the kind of handouts that we would accept that would fall under first amendment rights, but we could decide whether or not to accept handouts. Does that make sense? >> Yeah. Okay. Okay. Yeah. Yeah. That
129that that makes sense. And then um and Okay. All right. I just want to know also, is there another policy where this exists? because I feel like we've kind of discussed this in a different um uh time um where uh it was particularly about um uh stating anything that has to do with anyone's personnel issues. >> So, this is the um public participation policy. I mean, we have moved it back and forth from committee to board several times. So, this is not the first time you're hearing about it. Um, but I don't believe it comes up in another policy unless it's um like complaint of personnel or complaint of superintendent. I can't remember the numbers right off or the letters for the policies right off the top of my head. >> Right. Okay. Is that
130that's one that's the one I was referring to. Okay. >> Okay. >> Got it. Thank you. >> Great. Any other um uh discussion on this amendment that's on the floor? Okay. Okay. Then by roll call vote, please indicate if if you are in favor of altering the language for number six >> 2B. Um speakers may not use props or visual aids of any sort during their public comment time. >> So we are striking this amendment strikes that >> it replaces. >> Okay. So that bullet number six will be speakers may not use props or visual aids of any sort during their public comment time. Dr. Warren, will you please call the role? Member Ali Ali, you're on mute. Member Ali. >> Yes. >> Thank you. >> Member Yur Ali. >> Yes. >> Vice Chair Bondo.
131>> Yes. >> Member Brighten. >> Yes. Member Lena, >> yes. >> Member Noir, >> yes. >> Member Operman, >> yes. >> Member Sautell, >> yes. >> Student Representative Grant, >> yes. >> Student Representative Milstein Jones, Student Representative Muhammad, Student Representative O'Brien, Chair Lent. >> Yes. So, that uh amendment passes. So, now we have um an amended um BEDH uh in front of us. Um so are um uh are there any other amendments to beh? Yes. Thank you chair. Um can I ask a question? Um so this uh focus on number six has me wondering again whether during committee there was discussion about what constitutes a prop and what constitutes a visual aid. If somebody wears a t-shirt that has stuff on it, if somebody wears a hat, is that, you know, um, so I' I'd
132be curious about that. >> Yeah, there was no discussion about that specifically. >> Okay. I Yeah, I am worried about the lack of definition about what those things are. >> Yeah. Yeah. No, I think that that is a um a fair concern. L I I have an idea um which is that I think that that level of detail could potentially go into procedures >> the R. >> So I mean that could be BEHR. Yeah. >> Along with some of the the procedures around the um you know the clarification of of what can be said and not um and how we actually hold public comment. The only I love that. I am not and you can tell me, but I'm not aware of another R that is implemented by the board. Can anyone think of an
133R that is implemented by the board? >> No, that's true. It's they're mostly how staff um carry out board policy because I I I just wonder about that because we would be the ones enforcing it. Um, like I would I would be in in support of adding a definition to this, but I feel like we would need to ask legal counsel because it is again I just don't know what the line is around first amendment. There's already an R. >> Huh. Okay. So there are other Rs that exist for board members to implement. >> Okay, great. Yeah. Um, thank you for this conversation. I think I mean as I think through what is a prop, what is a visual aid? Um, it's making me question whether we need item six. But again, you know, I'm
134assuming that the committee had a robust conversation about >> Can you say more about what you mean whether we need it? >> Yeah. Um, I am So, what is a prop? What is a visual aid? Is it Are you wearing a hat? Are you wearing a t-shirt that says something on it? Um, if we if I I would not expect that we would turn somebody away from the podium if they were wearing a shirt that had something on it that had a message that um so I that if you sort of like play that out logically just let people bring a proper visual aid and then at the end of their 3 minutes they go Okay. Um, so that's that's why I'm wondering whether we need item six. Um, and but I also I don't
135want to step on the toes of the committee if you've already gone through this analysis. >> Go ahead, my uh board member. >> We we did not have a discussion about this and I don't think you're stepping on toes because this is part of the process to have the rest of the board look at it. So I appreciate your thoughts. Thank you. I think that um you know I was I was talking to a constituent about how like almost like the physical safety of this room is something that the board holds like and I see that props or things that are held >> are different than what is on somebody's shirt or body. Um and that is like what you know is elevates things in a room when somebody has you know we've seen people
136bring in big things um here or you know giant flags which I'm I'm I'm fine you know with the with the message there but I do think that there's like a difference of just coming and using your words with what's on your body versus um bringing in something board member Sata Oh, I I'm kind of wondering if if it's not addressed in number five. Um because, you know, a large sign with a with a wooden stick on it waved around would be threatening action and maybe just by tweaking number five, we could address that and eliminate the that one. >> Other thoughts? Board member Aubberman. I'm just thinking back to some of the meetings where we've had people hold up hearts and the like. Um just as a question of to what is a prop,
137what is a sign? Uh you know if it's and it what's an offensive prop can be different to different people. >> Yeah. remember right in >> um I am wondering whether it might be helpful to um if I made a motion with a verbiage change so that we can continue. Okay. All right. Um, so I would move to amend uh paragraph 5 to say speakers must refrain from engaging in disruptive conduct, including but not limited to uh using props or visual aids in a threatening manner or a manner reasonably um understood to intimidate and then using vulgar or obscene language. Da da da da da da da. >> Could Could you say that all again? >> I'll try. >> Is there any way you could um object it? >> Um yes. Uh I just don't
138want to flip between too many screens because then when we go to vote, uh Superintendent Scallan, is it possible for you to capture the um and project the amendment? >> Oh, uh I >> Okay. I don't know if I do either. Hold on. Let's see. >> Can you say it again? >> Sure. Yep. So, um, so at least on my version, I have, um, paragraph five, and that very first line is speakers must refrain from engaging in disruptive conduct, including but not limited to, and then at the very end of that line is where I would add, um, using props or visual aids in a threatening manner or in a manner reasonably understood to be intimidating, comma, Wait, whoa, whoa, whoa. Paragraph number five, the end. >> No, that was from my brain. I wasn't
139reading that last word. >> But it's in paragraph five at the end of the first line. >> Yeah. >> Okay. Hold on one second. >> Oh. In a threatening manner or in a manner reasonably understood to be intimidating. comma and then the rest of five. So it would just be an addition and then you would delete all of six. Correct. >> Could you read that back to us, superintendent, into your microphone, please? and >> we're getting there, Stephen. We one thing at a time. >> Yeah. Can you can you increase the size, please? >> Um, and actually, Dr. Scalon, if you can share that version with me, I can also do the red line and the other I just found the other version. This is number five. This is replacement text. Speakers must refrain from
140engaging in disruptive conduct, including but not limited to using props or visual aids in a threatening manner. I'll spell manner the right way. or in a manner reasonably understood to be threatening, vulgar and or obscene language. Threatening others using words or by other actions. Using projorative or discriminatory language with reference to a person or group on the basis of their religion, ethnicity, nationality, race, color, descent, gender, or any other identifying identity factor, making defamatory comments, exceeding the allotted time limits, talking over or interrupting others, and offering comment on matters unrelated to school and education matters. So, I think you need to add the word using right before vulgar where you're um >> Yeah. >> Other thoughts? Is that a hint? >> Oh, it was just a question, but I guess >> is it a question
141about this amendment? >> Go ahead. >> Um >> Oh, do we have a second yet? >> Yeah. >> I'm making the motion. >> Yes. Is there a second? Thank you, board member. uh questions on the motion. >> I think I'm confused about this motion because um six I feel like kind of sums up what he's saying, but it's just making it longer. Um and also in my understanding, a prop is offensive because it is offensive. It does not matter like how you use it or how you present it. Um, so like I don't know if you can fix where I'm >> thinking about with your amendment, but um I don't think I support any kind of prop being used here >> and especially ones with um derogatory um messages that makes me uncomfortable. If you
142want to wear a yellow shirt, >> sure. >> But if you come here with a flag or an image of someone and you are using that to intimidate somebody, it does not matter how you if you waving it or just holding it. I consider that very violent. So I don't think I can support this. >> Um >> maybe respond. >> So um I absolut Yes. Thank you for saying that. Um and I agree with you. I think the intent here would be to say that anything that is in derogatory and intimidating and threatening would be disallowed. And the reason why the so at least for me the reason why I started down the path of taking out um uh six the way it's framed now which is any prop um it gets I'm worried about
143um folks trying to say oh this is not a prop or you know like just getting into a tricky spot of trying to um uh define what a visual aid is and you know what's clothing, what's a prop, and that sort of thing. But if it's just, you know, it's allowed as long as it's not um intimidating or threatening, that's where I'm trying to get. >> I think I'm still stuck on the fact that the fact that there is a prop, but any kind of like messaging on it, that in and of itself, being in the room, >> is very offensive and >> honestly scary to someone who's on the receiving end. Mhm. >> Um, >> so I don't know. I don't know. >> Think of >> So I would um I think examples that
144have come up that have pushed me away from what you're thinking is around like the night that we had all the blue hearts in the room or like when students bring posters in the room to show during public comment. What do we do about those things? Are we going to say no to all of that as well or >> is that allowable? >> And this is just me personally. I would say no to any prop just to keep >> the even like the possibility of thinking you're going to bring any prop. Um I think um if if a group is here for supporting a cause you can use words following our rules but any prop in support against I would highly stay away from that. >> Thank you. Other discussion? Board member Lena. >> I
145just wanted to excuse me bring up that we've had a couple um people come and it wasn't specifically for public comment but to share awards and they've brought the awards with them and I'm wondering if that would also I mean yes it would fall under this category. So >> I think it would be different because that's not happening during public comment. Okay. >> So this is just during the public comment period. >> Thank you. >> Yeah good question. Other thoughts on this amendment that's on the floor? >> Yes. Okay. I can't tell if that's what you're asking. So, go ahead, board member. >> I I think I'm understanding what um member Ali was talking about because if it's just during public comment on what you just said and it's still at the back of the
146room, it it's not under public comment. So I don't know if this if the whole piece of it so I I'm I'm in line with saying hey just be here you know wear a t-shirt I guess you know because well I mean red t-shirts is red for ed um is a is a thought you know that kind of piece and all sorts of t-shirts with comments on them but um yeah that's so I'm kind of I understand what you're saying. Okay. Um I think are there any other discussion points on this? Otherwise, I'm going to call the vote. Yeah, we can. Yeah, >> waste anything around. >> Okay. >> Stephen Sharp for brackets. I'm very specific. Um, first of all, um, I I I I won't take credit for it, but I um was involved
147in discouraging the person from outside the city who was going to come complain about uh uh some of your activities um pointing out that it's not really you they should be complaining about, but it was the city council that is where you should be going, not you. Uh so you you avoided that one. Um um but in terms of this I just want to make clear that uh you you can't discriminate against any kind of if somebody if you if you include this you have to allow both sides. There are people who are offended by Trump hats and there are people offended by Harris Wallace hats. Um and you can't exclude either side of that conversation. If I walked up and wore a hat here and it was offensive to you because of the political
148content, uh you you wouldn't be able to tell me to take it off. Um and lastly, um in terms of actual rules around this, I would suggest you look to the state political rules on going to vote, where you're allowed to wear whatever you want when you walk in to vote. you just can't loiter around if you're wearing um a campaign hat or something for what's on the ballot. Um and um if it's not on the ballot, you can still be wearing it. But you know um but um but those rule there are some very specific state rules uh around that that would be probably be helpful you to look at uh in terms of setting a rules policy on this. Thanks. >> Thank you. Uh then uh now we're going to call the vote.
149So um yes, >> would we be avoiding the issue of um props or not if we change the wording from what we have now to adding it to threatening others using words, or using props and I'm forgetting the other word, >> visual aid. visual aids and then and where was it? Um or by other actions. >> So, can you give more specifics to which bullet point you're talking about and are you making an amendment to the amendment that is um on the floor right now? I would make an amendment if it um gets around the issue of um not having props at all or the this conversation of props or not. If we're specifically saying that the props are used to be threatening, I mean, that is kind of what that one is saying as
150well. >> I'm not sure. I just I I don't know if that makes sense. I've just the the legal issue of deciding whether we can have them or not. Would it be possible if we added it to the the threatening others using that and then we wouldn't be deciding whether people are using them or not where we're deciding that they can't be using them in a threatening way. That makes sense. So, I think that that is my understanding of the language that we just added is that it's it's about props being used in a threatening way, not and and offensive or not is not the the question here. It's threatening or not threatening, which is in line with the rest of the the language there that is illegal and illegal in public comment. >> I
151think your your point is well taken though. Um, I see um, student representative Grant has had her hand up for I do have a question, but I can >> Okay, student representative Grant. >> What's the difference between like offensive and threatening in this situation? >> Like whacking someone with a sign versus >> threatening >> saying but like some people are threatened by words on a sign. >> Yeah. So, >> no, I think I think that that is a >> which I think is what >> good point and comes back to kind of like the crux of what is really hard about this policy is the the first amendment and what is that line? Um yeah, I don't know if anybody else wants to respond to um student representative Grant. >> I mean actually I real
152quick I threatening is legal, right? So I mean it's a crime but um when it cuts when it comes to offensive that that would I would say it's questionable because anybody could be offended by anything. So, uh, that's that would be my answer. >> But member Ali, so from your comments, I can't tell what what side of this that you're you're advocating for. >> I'm advocating for right now that on that piece that um that uh offensive I don't know like I mean either we kind of discuss that or we remove it, but threatening is it should be kept on there. That's that's that's what I >> right now. There is no word offensive in the amendment. >> Okay, that's it then. >> Okay, great. Good. Glad we got to the bottom of that. Board
153member Brighten. Um, thank you, Chair. So, um, I I think my question has to do with how if we don't if we if we don't pass this amendment and six remains as is, speakers may not use props or visual aids. I understand all the first amendment stuff we're talking about, but functionally how will we like operationalize that? Will we say put down your >> Yeah. The way that I enforce or the chair would enforce in any committee they would be in charge of it upholding these rules and regulations. >> You have a t-shirt that says something you have to put a sweater on. I mean, it just feels tricky. >> Yeah. Yeah. public comment in its own self is is is tricky. So, I definitely feel that. Board member Lena, >> I'm wondering about um
154the amendment uh if we go to the third the end of the third line. It says threatening others using words or by other actions. I'm wondering if that takes care of it and that we don't need to add in the additional language. Um, and I would be in favor of striking number six and just keeping number five the way that it was. I'm wondering what people think about that. If that encapsulates the the props and visual aids, the threatening others using words or by other actions. If that's a request for a friendly amendment, then that's fine. Yep. >> So, you would accept dropping your amendment and just going back to that version? >> No. No. the I think if I understood what board member Lena is saying that it would be um taking out six
155and modifying what the adjustment to five would be. Is that correct? >> Um if you go back to the original version of BEDH that we were looking at >> um number five says speakers must refrain from engaging in disruptive conduct etc >> using vulgar and obscene language threatening others using words or by other actions. So I was just wondering if the or by other actions would be enough to cover >> what you had added. >> So it would still accomplish getting six removed. >> Correct. >> Y >> that's yes that's fine. >> Yes. Okay. So I am seeing that we the amendment is being dropped. No, no, it but the other piece is that number six is going to be gotten rid of. >> So the so I made my amendment and then board member
156nor seconded it and I think board member Lena is now requesting a friendly amendment to like change what would be accomplished if it passes. Correct. >> I I'm not great on the definition of friendly amendment. So >> Okay. >> I >> Yes. So what I'm hearing from myina is that we revert back to the original language of number five. Is that correct? And that we complete number six. >> Correct. >> Which to me seems like a different pathway than what you are suggesting. >> It's start again. >> It's very close to what I'm trying to accomplish. So we by all means vote my amendment down and then board member Lena will >> perfect >> make a motion. >> Let's call the vote on your amendment which is what is on the the screen. Um, uh,
157>> sorry, I just I undid it and now I just put it back. So, >> thank you. >> Good job, Dr. Warren. >> Um, so could you just um, uh, can everybody see that? Okay. Everybody know what we're voting on right now? This is just this amendment on um, bullet number five. Okay. Um, so by roll call vote, please indicate whether you are in favor of uh the amended language on bullet number five. Who's who's doing the vote? >> I am and striking six. >> And yeah, >> and correct. >> Striking six. >> Well, that's we'll get there. >> We'll go backwards. We'll go we'll fix it later. >> No, that's ju just to clarify. Is this vote? >> This is just an amendment, >> right? But someone said and striking six. So I feel
158like that should be two separate. >> No, that's what she had proposed as her amendment was changing the word and striking six. >> Great. Thank you. >> So by roll call vote, please indicate whether you are in favor of the amended language of bullet point five and the striking of bullet point 6. Dr. Scallan, will you please call the role? >> No. Do you want me to do Dr. Warren? I'm not sure. >> Board member Ali Ali. >> Yeah. >> Board member Yusur Ali. >> No. >> Vice Chair Bondo. >> No. >> Board member Bryen. >> No. >> Board member Lena. >> No. >> Board member No, >> no. >> Uh, board member Oberman. >> No. >> Board member Sautel. >> No. >> Uh, student representative Grant? >> No. Chair Lince. >> No. So that
159amendment uh fails. >> I would like to make a motion to amend BEDH. >> Take it away, board member Lena. >> Thank you. I would like to propose striking number six. So can we get the version that's being shown? I know you're working on it. I'm just saying it out loud so everybody knows that you're working on it, Dr. Warren. So, the uh motion to amend is to strike all of number six. Is there a second? Board member Brighten, are there any questions on this motion to amend? >> Yes. Student Representative Grant. >> So, does this mean that props are allowed? >> Correct. >> You just can't be threatening with that. >> Correct. And we're going to use the existing language in number five to make sure that that is encompassing. I see. Yeah, this
160is the not fun part of policym. Um, uh, okay. I don't see any questions online. Um, uh, any public comment on this amendment? Okay. Any board discussion? >> I still Thank you. Sorry. I still do not agree with taking out six. Um I feel like we're in that vague area again. Um and this will leave a lot of room for people to be I don't know creative. Um yeah. So I will not be supporting this other um discussion from the board. >> Yeah. Um Ali, so um as confused as I was in the last one, I I did say yes, but I don't care. It didn't pass and I agree. Um um I I I currently agree with this one. I personally do agree with this one. We're striking number six. Just let you all
161know. >> Okay. Thank you. Any other board discussion? Okay. Then by roll call vote, please indicate whether you are in favor of the motion to attend um of amend the motion to amend um by striking all of number six. Um Dr. Scallin, will you please call the role? >> Board member Ali Ali. >> Yep. >> Vice uh board member user Ali. >> No. >> Uh Vice Chair Bondo, >> yes. >> Board member Biden, >> yes. >> Uh board member Lena, >> yes. >> Board member No, >> yes. >> Board member Operman, >> no. >> Board member Sautel, >> yes. >> Uh student representative Grant, >> no. Uh, Chair Lince. >> Yes. So, the motion uh to amend passes. So, now we have an amended um BEDH. Um, are there any other amendments uh to be
162proposed? Uh, I think, uh, Stephen did actually bring up a good point that I', I'd like to ask of the board, which is, um, I still appreciate the opportunity to have public comment on our votes, but I'm not sure if we want to explicitly say anything about amendments on on votes, um, whether or not there's guaranteed public comment on amendments um, to motions. And I don't know if anyone has a public um, a an opinion on that. I think it's just trying to figure out whether you want to streamline things and or have to go backwards and forwards. So for me it's six of one half a dozen the other because ultimately public comment on the whole um comment might say you should have kept this. So, board member Lena, >> I think that um
163it's possible for amendments to drastically change the discussion and someone who maybe didn't think the conversation was going to go in a particular direction would not have taken the opportunity to speak earlier. So, I would I we don't explicitly say that we take public comment on amendments, do we? You were just asking if we should explicitly say we don't >> if we should explicitly say one or one way or the other. I think is what I am am curious about what the board thinks. >> Is it in Robert's rules? >> Not sure if if no one has a has a strong opinion on it. I'm fine leaving the language the the way that it is and continuing to just offer it. Um, but I didn't know if anybody has a a strong opinion. Board member
164Brighton. >> Thank you, Chair. Um, I think this is in the I'm wondering whether during the committee conversation, did legal counsel have an opinion about consistency like is would this be in the bucket of discretion of the chair either at the full board or committee level? Um I don't know about you know consistent application of something like that if that's something that the committee discussion included. >> No I don't think there was a discussion on the consistency. I think that um legal council did tell us that like um that a lot of districts do not offer this this type of public comment um uh and mostly people do it at the beginning or the end of their their meetings and hold it to that. So we didn't get into the consistency piece of that. Other
165thoughts or questions? >> Add one thing. >> Yes. >> Um and I I think that wasn't only about um amendments. It was having separate vote, separate public comment in general and then also on votes. So that was more than than what a lot of districts do. >> Are are you saying that most districts just offer the one public comment over the whole meeting? >> Right. Yes. Okay. Okay. >> Um would you be able to scroll back up to the the top where it talks about the three types of um public comment? Just want to read what it says again. Um at the designated time prior to that vote if the comments are related relate to that specific topic. So I think as it's written now it would be just prior to the vote on the
166the topic >> board member Brighten. >> So actually does that need to get cleaned up because we vote on amendments and we also vote on motions. So yeah I think I think we do need to add something there. >> Um let me go to vice chair Bondo and then we can figure out what to add there. >> Yeah I just want to get a little clarification on the comments during the amended. So I mean those are just the feedback then we we're getting some inputs from the public but is not any any conversation back and forth on the engaging right >> correct >> thank you >> I think >> oh thank you um board member Ali Ali did you have a um a thought on that >> no no I'm good >> okay sorry I
167couldn't tell if your your hand was up or if you were trying to speak um other uh does anybody have ideas about how to uh change that language to make it clear prior to any votes. >> Um I was I think it could be if the board is voting on a substantive non-personnel agenda item during a business meeting at the designated time prior to the vote on that motion. And then the rest of the item two, >> could it just say at the designated time >> or is that too vague? >> I mean, I I think that that doesn't get at the consistency issue of whether or not it's going to be with the the main vote or with every amendment. Mhm. >> Um I um I I think allowing it just with the main
168motion, not amendments, is is enough. I I agree with you and I was proposing the phrasing to be at the designated time prior to the vote on that motion because that that >> but a motion to amend. >> Oh, I see what you're saying. >> So I I just think we need like even clearer that it's like the main motion. Yeah. Yep. >> Can I ask a clarifying question? >> Yeah. Board member Satell. >> So, there's a say there's a policy we're voting on, people offer amendments and discussion and we feel like we have a final version. That is when the public would. But if someone in that public comment got up and gave a really good point, could we then go back and amend? >> Yeah, you would vote it down. >> I see.
169Okay. >> Yeah. >> I mean, there's still there's still um there would still be board discussion that would continue after the public comment because it goes questions, public comment, board discussion. So once if you amended a main motion, the main motion would be on the floor amended and then you would say are there any questions on the amended motion? Is there any public comment? And then you would call the vote. So there would still be time based on whatever came up in public comment if somebody wanted to make an additional um amendment. >> Seems cumbersome. >> It does seem cumbersome. Um uh so I would I would like to make a an amendment that as at the designated uh time prior to the main motion the main motion vote the main Yes. >> Can I
170ask a question? I'm sorry. Um is there cons. Um curious about whether the the other way to solve this would be to strike two. I mean I I would be interested to hear what other board members think. I think that we are kind of like further down in the conversation than I feel like we could go back to totally strike two. Um unless there's uh momentum around that. But I I think creating language that says it's voting on the main motion is where public comment is going to be. That makes sense to me. Um so at the designated time prior to the um vote on the main motion. Thank you, Dr. Warren. Okay. Um is there a second on this amendment? Thank you, board member Brighten. Um are there any questions on this amendment? Any
171public comment while you have the chance? >> Yeah, I'm a little bit confused and I'll let you in the discussion answer that in that are you saying there'll be just one time or are you still taking comment on um amendments like this? Um, so, um, but I I I want to, uh, uh, reiterate that you should go look at my language that I proposed and sent to the entire board. Pretty sure I sent to the entire board. Um, and I that cleans the whole thing up, I think, uh, and solves all your problems. Um, but I want to know that you've got one and then an and two and then you don't have an and or or three. And that's why I feel that it's really one and two and then three is a separate
172uh item piece. It is not part of that. It is separate from it. So um you know and the fact that you have an and between one and two uh cl makes that glaringly obvious. That's two separate things you're talking about there. >> Yes, that's the um yeah intention. Um, so is there any discussion on this amendment? >> So, one of the suggestions that um, Stephen made and it was a question I had is that number two here doesn't talk about committee meetings. It just says during a business meeting. I know that when we're running the committee meetings, I do ask for public comment um, when we're voting. So, I just wanted to know if that's something we'd like to add in and I and Stephen did offer that language in his revision. So um
173can we uh deal with the u amendment that is on the table first and then we can come back to that. Um any other discussion on this amendment? Um so then by roll call vote please indicate yes. Vice chair Bondo. >> Are we voting on >> Yeah. I'm going to I'm going to say it out loud just right now. >> I I do do I feel like I do do a good job of restating the motion before we vote. you can trust that. Um it's the part that I'm good at. Um uh so uh by roll call vote, please indicate whether you are in favor of the um motion to amend uh two there that the language would be if the board is voting on a substantive non-personnel agenda item during a business meeting at
174the designated time prior to the vote on the main motion if the comments relate to that specific topic. So, with that, um, uh, please indicate whether you're in favor. Dr. Scallan, will you please call the role? >> Board member Ali Ali, >> I couldn't catch that. >> Can you say that again? >> Yeah. Yeah. Yes. >> Board member Yusra Ali, >> yes. >> Board Vice Chair Bondo, >> yes. >> Board member Brighten, >> yes. >> Board member Lena, >> yes. >> Board member Noir, >> yes. >> Board member Opperman, >> yes. >> Board member Sautell, >> yes. Student Representative Grant. >> Yes. >> And Chair Lince. >> Yes. So that amendment um that motion to amend passes. Are there any other discussions or amendment? Board member Uberman. >> I think we all should be looking
175at group Robert rules of order for board um presentation that might be coming up in the future. I think we all need to feel better about Robert's rules. >> Yeah. And I'll just bridge onto that. Um, many of you I've convinced to sign up for the parliamentary procedure workshop that's coming up uh through the MSBA. It's not too late. It's on Thursday. It will be 2 hours of great fun. Um, uh, but if you sign up, you can get the recording to access at a later time. I highly recommend it. Um, any other motions, amendments for this? Board member Lena, did you want to follow up on your thought? >> Yes. Um, I'm just trying to look at the suggestions that um, Mr. Sharf brought to us and what we have before us and specifically
176the question about the um, committee meetings because I believe that they should follow the same process. Um, so I'm sorry I don't have a prepared thought um beyond adding committee meetings to number two. So it would be um non-personnel agenda item during a does it need to say business meeting? Can it just say during a meeting or does should it say during a business meeting or committee meeting? Can you say that one more time please? >> Sure. Um my qu I have a question is that could it say during a meeting or does it need to say during a comm business meeting or committee meeting? I would be fine with either as long as it captures the idea that it could be either. thoughts from the board. Board member uh Yusra Ali committee meetings have
177um you know we it cannot go as long as the business meetings. So, I'm wondering how that would play out. Um, if people can comment prior, you know, that just I mean my currently we do offer public comment before we vote and so I would like to keep that as a possibility. other committee chairs thoughts on that. Depending upon the meeting um and the and the agenda on the meeting, it might be a meeting that it I'm not sure we would want to worry about voting, you know, public comment at beginning the length of the comment. I I think putting a limit was is there a 20 minute limit on and all but um that's that would be my thought I >> so you're saying to just leave the the section at the the top
178of the meeting as the public comment section in committee meetings >> correct and I my and I think that even at the discretion of the >> of the chair whether it's you or me or anybody >> yeah board member Brighten. >> Thank you chair. Um yeah, so I read the so um the proposed content prior to this amendment seems to be intentionally saying look business meetings and committee meetings are fundamentally different. Um and so it like it feels like this amendment is getting at that um uh distinction. Uh and I I agree with what's been said uh already about the time constraint component of committee meetings. Also, generally speaking, if something is voted on in committee, it will then go to the full board and there will be an opportunity to speak then as well.
179So >> that's helpful. Thank you. >> Thank you. Um board member Lena, did you want to make a more formal amendment at this time? >> No, thank you. >> Okay. Beautiful. Any other discussions or amendment on policy BEDH? Okay, then I will um call the vote. So I would be asking you um for the consideration and action to approve amended policy behed here on the screen. Um Dr. Scallani, please call the role. >> Yes. Board member Ali Ali, >> yes. >> Board member Yusur Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Board member Brighten, >> yes. >> Board member Lena, >> yes. >> Board member No, >> yes. >> Board member Operman, >> yes. Board member Sautel, >> yes. >> Student Representative Grant, >> yes. >> Chair Lince, >> yes. So, the amended
180motion passes. Thank you all. Board member Brighton. >> Um, thank you, Chair. I, uh, just wanted to very, very quickly, um, make sure that everybody is aware. Um, there was a quick reference to the Thursday joint city and school district um, finance committee meeting. In light of what we've just talked about, just wanted to highlight for folks there's no public comment at that meeting. >> Thank you, Stephen. Yes, the city has very different public comment um regulations than we do. Um but more on that at a later date. Up next, um uh we um Yes. Uh would folks like a recess right now for 10 minutes? Yeah. Okay. So, we will um recess for 10 minutes and come back at 8:53. >> No problem. >> Are you heading out? >> Thank you. >> Yeah. >>
181How are you? >> Have a good evening. >> Oh, thank you. >> Thank you so much. Oh yeah, >> there we go. first. We're going to start again. All right. Um, welcome back. Um, we are still in old business. Uh, and up next we have the consideration and action to approve the 2026 2027 school year calendar. Um, so let's get this on the floor. Um, is there a motion for that consideration? Thank you, board member No. Is there a second? Board member Lena. Great. Are there any questions from the board on this motion? And actually before there's questions, Dr. Warren, do you just want to speak to um uh the calendar? >> Uh yes. I introduced it last week, so I don't or last it was last week actually. Um I don't want to go
182through it all again. I just wanted to note a couple of things that I um I added to this version. Uh one was to to note the edtech days that correspond to teacher days. uh the first four days of the school year and then uh the professional development day. The edte though um have one less day in their contract for PD and so their last day would actually be the same as the student day and that is not something that the board is required to vote on by policy. I just put it here um for clarity's sake. Um and then the other thing that I noted here but will actually require a vote by the board is to make the last student day a half day of school. Um so noted at the end here.
183Sorry there are a lot of pages. Um and then the um uh other thing to note is that uh assuming the board passes this this evening, we will then take it and put it into a more formal format. This is just a working document, but we'll put it into our regular onepage and two-page formats for our website. Um, and we'll uh plan to get that up this week. Thank you, Dr. Warren. Are there any questions uh from the board? Board member Lena. >> Thank you. I just want to clarify, Dr. Warren, so with the last student day being a half day, that's something that would have to be an amendment. I mean technically um because it's actually going because when we do a half day we still do um enough time and we serve lunch
184and so it's actually a student day anyway. Um so technically you don't really have to vote on that. Um but it just seemed like we should probably add it in as an amendment just to recognize that here and formalize it. Um, but the reality is that when we're getting our full time in, you know, according to state law, and we're serving lunch, um, yeah, that doesn't technically require a board vote. >> Okay, thank you. >> Great. Other questions? Board member Brighton. Um, thank you. I have a followup to So, I know we've talked in the past about um, voting on things we don't have to vote on, and so I'm curious about whether Dr. Are you bringing that up because that would be a small change from what passed the committee? Okay. All right. Thank
185you for that clarification. And um just to double check on the um so the last day is a half day. Okay, I see the note in the in the side column there. Thank you. Any other questions? Okay. Um, is there any public comment on the Um, I'm going to just keep regular public comment rules that I've been upholding until the next meeting and then I will change them all over. Um, but is there any public comment on the uh the calendar right now? Just double check. Thank you. Um, is there any discussion on the calendar? All right. I see no discussion. Uh so then by roll call vote, please indicate whether you are in favor of uh this uh calendar that is before us. Um I'm not sure who's calling the role. Okay. >> Yes.
186Um I think because it is a full school day, it counts as a full school day. The note is there. I think I don't think that we need to do a formal amendment. Um, uh, so >> great. >> Board member Ali Ali, >> yes. >> Board member Yusur Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Board member Brighten, >> yes. >> Board member Lena, >> yes. >> Board member Miller, >> yes. >> Board member Opperman, >> yes. >> Board member Sautell, >> yes. >> Uh, Chair Lince, >> yes. So, uh, this calendar, uh, is passed. And just to reiterate what Dr. Warren said. So the team now will take it and make it look pretty and get it on the website and out into the channels of communication to to families. Um uh
187but in the meantime, folks can reference this uh calendar in word docs um if needed. Um and then up next we have our first read of our budget. Uh so we have the consideration and action to recommend fiscal year 2027 school district budget to city council. Um I know that we have a workshop coming up. So I don't know if there's anything that you'd like to say at this moment. Uh Dr. Scallan. Okay. But let it be um heard that we did the first read um and now we have the um consideration and action to enter. If I can, we have staff here that are here for the workshop and so I'd like to request that we move the workshop in front of the executive session if that's all right of the chair and the
188comm uh council. >> Yes, I am fine to do that. Um the only thing will be that it will be part of the the meeting and that's fine by me. So um I'm happy to move into the workshop now and move executive session to the end. >> Great. Thank you for that. I'm going to pull up some slides just to share an update with the board on the budget. There we go. Um, so tonight I'm just going to share an update on what has happened since the board moved the uh budget to the finance committee. On Monday, March 23rd, the PPS finance committee moved forward a revised budget. Um and there were six adjustments that happened. Uh they moved the vacancy rate from 75 to one for a reduction in budgeted expenses of $358,000. They
189proposed to reduce central office team staffing by $400,000. They restored a fifth social worker at Daring at the cost of $103,000. They removed the proposed additional music teacher at a reduced expense of $102,000. They modified the Barry Dunn contract for main pers reconciliation. That saved $100,000 in expenses. It moved it from $600 to $500,000. and they proposed closing the central office, the physical building, uh, at a what was a budget hold of $250,000. The amended budget lowers the tax levy by u 1.15 million and lowers the increase to 6.39 uh%. As we heard, that is still an increase. Uh, but that is a reduction from the original proposed. The impact on a homeowner is $229 per month or $198 um per month to meet the uh finance committee request of $400,000 in central office reductions.
190There were challenging reductions that were made to meet this. Um, and I've listed them here for you. The there's a multilingual intake coordinator that was reduced from 1.0 to8 FTE. A family community specialist um there is a second halftime position that's currently vacant that was eliminated. There's a data and reporting manager uh that is in currently in our system and that was eliminated. There is special education contracted services that was reduced by $60,000. As you heard tonight, there was the consideration to um eliminate the experiential learning coordinator position. This position does field work uh for Wabanaki studies as well as coordinating summer school at the elementary school level. and the proposal of eliminating the mobile maker space teacher which supports our uh science instruction at the elementary level. I will note that the first position
191on here is a base position. The second position is non-represented. The third position is non-represented. The experiential learning is a non-represented position and the last position is a PA member. And so I want to share with you here just so you can sort of keep track of it as we're going along. This is a slide that was originally shared as part of the FY27 presentation on March 10th. What I've done in here is highlighted what was changed at the committee level so you can follow along. And so in terms of additions, the music teacher position position that was proposed was eliminated. And so there's an adjustment to zero for that cost. the Barry Dunn contract for main pers was adjusted from 600,000 to 500,000. And so that's what you see here in terms of what
192were additions in this budget uh that the finance committee changed. In terms of reductions, there are additional reductions or adjustments to the proposed reductions. So, when you first saw this slide on March 10th, this said 0.5 or half of family and community specialists for a savings of $47,000. Um, the proposed is now $94,000 um and a 1.0. The social worker position at um Dearing High School was restored and so the proposed was originally $103,000 reduction. It's now a zero reduction. That's sort of the way to read this. Here are the other positions that uh was just shared. And so it has the 02 reduction of multilingual intake coordinator, the data and reporting manager, the sped contracted, the experiential learning, the mobile maker space teacher, the closing of central office, and the adjusting of the vacancy
193rate. And so I put them all here so that you could see them as uh you were discussing. Um, and that certainly does not mean that the discussion uh that will happen tonight will be limited to those pieces, but that is the update of what has changed. I'm going to editorialize on one piece here, which is the closing of the central office building. I don't think that's something that there's um necessarily debate on about whether or not um that is advantageous. Uh but what did come up in the joint finance committee meeting with the city is that their own timeline likely does not result in them having a decision about using our central office for a family shelter uh in uh July. And so it is likely uh that um the assumed savings here would
194be different um as we don't anticipate that the city would take it over. That's not to prevent the school board from choosing to still do this and it moving forward with a decision that could be either the city takes it or we go through a sale process of it um because we own the central office building. But I just say that to say that there's an assumed savings of $250,000 that the finance committee passed that is likely not that assumed savings if the city doesn't have that same interest in taking on the building. right away. I hope that was clear. One sec. Let me just go over just updated meetings that are coming up as well. Uh April 2nd is the second of the joint city and school finance committee meetings. At that meeting, the
195agenda includes reviewing the audit from this past fiscal year, the capital improvement plan, and any questions that the uh either the school board or the city finance committee have about the school budget. And so that is April 2nd at 6 p.m. And as our chair of the finance personnel and operations committee mentioned, uh there's not public comment at that, but there's certainly welcome participation. Thank you for um permitting the interruption. Um the next time we see this slide, could you add the opportunities folks do have to give public comment at the city level after April 14th? >> Yes. I'm not actually sure when they will take it up, but yes. >> Okay. Thank you. Lena, did you have a question? >> That's actually Edford. >> Yes. Thank you so much. I was wondering um superintendent
196if you could talk a little bit more about uh our arrangement with the central office building like what um what the process of vacating would look like in terms of sale or financial obligations. >> So I can only speak to this at uh a limited level because I think there's a lot of moving pieces that would need to be explored. Uh this came about for a couple of reasons. one, the central office building is not a great working space for individuals. Uh second is because the city finance committee um in their goals expressed an interest in finding a new location for the family shelter and one of the pieces that they discussed in that was our central office. And so I think part of the finance committee was indicating to the city that they're interested
197in being a partner around this. And so if the city is interested in that space that we could partner exactly what it would take in terms of leaving and all of that, uh Sarah Warren, Dr. Warren, uh is coming up with a plan about what that would look like in terms of all the logistics. So I think it'd be premature to speak to that. In terms of the finances, um what I will share is that when that building was purchased, the purchase for it was bonded. And so similar to like a mortgage, um it was bonded and it costs I think $195,000 every year in debt service. And so while we pay that debt service, this is what's interesting. Well, we pay that debt service. If there was a choice to leave that space, it
198actually gets turned over to the city to sell. And as my understanding is from previous sales that have happened, if there is any um money that is taken in higher than paying off that bond that goes to the city. I don't know if that fully answers your question. >> Yeah. And I I think maybe let's stay on this topic. Um if so, if other people have uh questions about this. Yeah. Board member Bryen, go ahead. >> Thank you. And so, um, I'm looking to just confirm that I understand that last part. If staff vacated that building and uh, the city sold it, we wouldn't get revenue from the sale, but we would have savings from no longer having to pay the debt service. Correct. >> From no longer having to pay the debt service and
199also no longer having to pay for the uh, upkeep until maintenance. Okay, thank you. >> Um, and one question, one piece of context. Um, you know, when we have looked at this before in the past, there was also presented kind of like a a cost out of moving the people in it and h like having to adapt buildings, thinking about the multilingual center and where that could be housed in a central location that's accessible to to families. Um, so and I I heard you say that Dr. awareness working on on that plan. But uh that is still kind of a big question mark in in my mind and I don't know if there's anything you could add to that. >> Oh, I think there's I think there's a number of questions that should exist, right?
200I think that as we're thinking about the planning of this, right? Um if the city said, "Look, we really need this for a family shelter, >> right? We're going to move fast so that there's a family shelter. And if they're not, then I think there is space for us to be deliberate and intentional about the planning of this to make sure that it happens in a thoughtful way. Um there's a reality which is that there'll be savings now and we will have to turn around and adjust some space to make sure that we're providing appropriate work accommodations for folks. And so I would anticipate that there'd be costs to the move. There'd also be costs to adjusting and we haven't had the time since this passed on the 23rd to do that cost or that
201analysis. There's one other factor that just comes up in this which is that we are going to go through a facilities assessment next year and we're going to do the planning and engagement around middle school. And so there's space within which to do all of this. My piece to simply raising this is that based on the city's feedback at that finance committee, I don't think it would be prudent to budget for an assumed $250,000 savings from the closure of central office. >> Thank you. Um board member Ali. Ali, I saw your hand and then we'll come to you, sir. Ali. >> Yeah. Um so, so we don't know for certain where the staff will be moved. Central Staff >> Chair, if I can just ask if the audience, it's hard to do the discussion if
202the audience responds every time. >> Yes. Please do not respond in the audience. >> Um, this passed the finance committee on the 23rd. >> Right. We're talking about moving a central office in a district. And again, I go back to my point, which is if it was matching up with a city need, we were going to be good partners and lean into it. And I don't think we have that same urgency now. And so there's more space to look at and say where would it make sense uh to move. So right now there is not a plan about where they would move. >> Okay. Board member you sir Ali and then I'll come this way. I think I understand that um the city's um is not oh my god how do I say this? is
203not um aligning with the um the cut that um the finance committee just made. But say the board um agrees to vote for the 250 cut. Does that mean that we still have to take on that um you know what I mean? the the debt service and still not be using the space and then just get everyone like dispersed since there's no plan right now. I I I think there's an easier way to answer this which is right now we don't have a partner around this and so the prudent fiscal thing would be to separate this from the budget and from a budget end to not assume that you're going to have $250,000. There's a separate question that the board could have which is do we want to close the central office building and se
204uh sell it. That's a separate one. Um I wouldn't attach that to the budget if there is not city interest in partnering on the short term >> partially because if we vacate it but we can't get rid of it then we're still paying for it which I think is what you're you're asking. Yeah. Um uh board member Sautell. Go ahead. >> Um, could you clarify for me if there were if someone wanted to put a Trader Joe's into that spot? I mean, what do we have options about who we sell to or does it have to be like first refusal to the city? >> Um, the state law on this is that it is not sold to the city. It is owned by the city and so it goes to the city to uh sell.
205The one factor that plays into this that we'll just have to get if this move forward. This is a lot of like cart before horse on this um is there's law in the state that if you're selling a school building, it first needs to be offered to other school entities like a private school, like a charter school. And we don't believe based on initial conversations that we would have to do that for the central office um because it has not been formally used as a school. But as you sort of raised your eyebrows there, there were students that were educated there >> and so that is the question. But that is a legal question that first would need to be answered and then it goes to the city. >> Thank you board member Brighton. Um,
206thank you, chair. Um, going back a few moments to um the your strong recommendation to not budget for a $250,000 savings that we don't know is going to materialize. Totally agree. Um, and understand what you're saying there. So, if we move forward a budget that does not include that savings. I think this is true, but I want you to confirm whether this is true or not. That doesn't preclude the possibility that the city could decide in six months, oh, we need this for the family shelter and then we just put that in motion. Correct. >> That's correct. In fact, I think that's the smart way to do it. It's one of those cases where you have unbudgeted savings. >> It does not preclude us from taking advantage of that. >> Would that then mean that
207we would end up using less fund balance than we budget for? >> Correct. >> Okay. Thank you. >> Um, board member. So, this but this is in the budget. I don't I don't really see how we're going to plan for something that is not really certain. Like, we're we're trying to remove that money from the from the um budget, but what if the city's like, "No." And >> yeah, though, I think that that is what the superintendent is is saying to the board that it might be mindful for us to make another amendment at the board level on the 14th to put that back into >> back. Okay. Yeah. Board member um Aubberman, >> excuse me. When we discussed it in the finance committee um and we you then calculated the decrease in the tax
208levy. Was that part of that decrease in the tax levy >> at 250 that we're talking about? >> Yes. When we did the tax levy, we did it based on everything that the finance committee >> discussed. Okay. Thank you. Um, any other questions on the central office piece? Um, so I'd love to just say a couple of things to frame up the rest of this conversation and I would ask that we try to hold ourselves uh to finishing this by 10:00 uh so that we can get to executive session. Um, but the purpose of this workshop really is to surface kind of anything that people are thinking about in terms of amendments or um things that they want to have more information about so that they can author amendments um prior to the April 14th
209um uh uh meeting. Um also because the central office staff are going to have to cost things out and and give information to us. So we want to just avoid getting to the 14th and having new ideas come up. Obviously if a brilliant idea comes you know and we win the lottery on the 13th and we can just fold that in. We that is allowable but it does help us function at a higher level if we have these conversations in in advance. So um uh so I would um love to you know open the floor to what people are thinking about but I also just before we get um uh to that point I would just love to hear about how people are thinking about trade-offs in this budget. I know we use that word
210a lot but I think it's very true here. Um, and you know, when we think about trade-offs, it could be coming from, you know, if you're going to, um, propose an amendment, it's going to cut something else in a line item, or it could be, um, you know, uh, that you maybe don't have hold the tax levy as important as other things. And so, I'm just really curious if we can kind of share with each other what are the how are you approaching this in terms of the trade-offs that you're that you're thinking about or prioritizing? Um, yes, board member Herman. >> Thank you, Chair. Um, I think it's a there's a trade-off in both in both directions. I would like to see that we bring down the original tax levy and all that was
211why some of those amendments were made. Um but I there in the discussion on in the finance committee for the $400,000 um cut and when it came back to us is what would be cut. I certainly feel that you know again that studentf facing piece uh must be um honored and that we we decrease that cut. So that is where I'm headed on this. Uh, so it's it's again that that balance. I'd like to see if we had somewhere else we could cut. Um, but I'm really I'm of a mind we we focus on pieces of the school department at a time, you know, and the students are central, but everything adds up to the students. how the teachers are funded, how they are um supported, how the system is supported, the bus drivers are
212supported, the food service are supported, um how we advance the academics. I mean, we've I really believe that we've h have in the last two years made great strides in improving the academ. They're not where I want to see them by any means, but um you know, that's that to me is is really important that we keep making progress. If it has to be a little bit slower, I can accept that. But I don't want to go backwards. I want to make sure we are planning for the future, that we are building the system, um, keeping it strong, increasing communication. I mean, that's where my philosophy goes. So, >> thank you. >> And cut taxes, >> all of the things. Yes. Um, who else? Board member Brighton. >> Um, thank you, chair. Uh, as part
213of me describing answering your question, can I ask a question? um the 0.5 FTE for the local black history. I'm wondering whether that is intended to be an ongoing exp or is it a one-year launch development item? It's parallel to um Yona Hopper's position around supporting Wabanaki studies >> and so I would assume that it would match up to that in a similar manner >> and so I assume that the Fiona position is ongoing. >> Okay. >> And so I expect that. >> Okay. Thank you. And I was asking because in some of the slide decks it said launch and like I so thank you for the clarification. Um I would be interested. So, I think that both that role and um the Wabanaki studies role um and the makerpace role are all super important.
214I am also really interested in learning more about what might be possible for more um foundation for Portland public schools funding opportunities. I know if I'm not mistaken, the foundation currently um covers part of the maker space. Yeah. Um, so if there's more opportunities to um, think creatively about doing that, I'd love to hear about that. Um, I'm also I'm I would be comfortable taking the tax levy rate up a little bit from where it is now, like striking the balance between where it was before committee and where we've landed now. Somewhere between those two numbers. Um I also so um nobody will be surprised that I would like to have the music teacher restored to the budget. Um if we can do that I think it's really really really important. Um and I also
215would be looking to um have a conversation about areas where we can increase revenue. So um mainare billing um you know how can we be more effective at that and really get all of the reimbursement that we're entitled to um in a number of areas. Um yeah, th those are my thoughts at this point. Thank you. >> Thank you. Um board member Brighton, uh board member Ysar Ali. Um just going off of the last part, um board member Brighton's point, I totally agree. Um something that I am thinking about as well in addition to putting back um some positions back into central office. Um I'm also thinking about the um guidance counselor for Portland High School. Um I think it is very important that we keep the schools level as we've as we keep talking
216about. Um and so I just want to see what that would do to the budget. And then on the piece of um main care billing um I just want to know who does that? Um how do we increase that capacity and why is it not working right now basically? >> Do you want to respond now? >> Yeah. And I'm going to ask um Sarah to also jump in and respond. Um I would be careful not to say that it's not working. I would say that this is as you will hear from folks a space of tradeoffs where um we do currently have some of our positions mostly our contracted related service providers billing for main uh main care and not everything that's provided in the district can be build for mainare has to do with
217whether or not they have the insurance whether or not the service is provided etc. Um there are other positions in the district that could also bill for main care in relation social workers being an example for some of the services they provide. And if we had social workers here right now, they would talk about how there's already a lot on their plate. And so billing uh will increase their workload. And so we have to be thoughtful about that trade-off. I do think we're in a space where if we want to continue to offer the level of social work, the level of BHP, the level of related services, if we're not thinking about the revenue side of it, um we are starving ourselves from the resource we are identifying we need. >> I don't know if
218you want to add into that. >> Yeah, I I in just talking to to other districts like I I think we are missing a a lot of money. um uh you know districts that are billing5 and $10,000 a a week. Um and and I I say that also holding that I understand adding something else to our employees plates is is a huge ask right now in the world and this feels like one of the few levers that we have around revenue to be able to uphold the student services that I I I believe that we need in our schools. Um, and so it it does feel like something I I I would like to like try out and and see if it's something that we can develop in a sustainable way. Um, so the uh
219the person who does this is is a wonderful woman named Patty Dyer. Um, and she carries the the bulk of the the load for not only the main care work but also our idea work. Um, so our our grant funding, the federal grant funding that comes in for special education. Um, so she's stretched quite thin in that in that role in that position. Um, in order to support that and also to create um, you know, backup so that it's not all living and the knowledge isn't all sitting with one person. There are a couple of other folks in the special ed team. Now, um, two of the newer roles that got added this year, the data, um, analyst manager position and the related services position are also, um, coming up to speed on that work
220and helping to support it. Um, there wasn't main care billing going on a couple of years ago. So, we have gone from zero to, you know, a budget of 400,000 and we're now around 300 at this point this year. So, um I mean certainly I'm I'm eager to see us continue doing this. The truth is that in talking with Patty, um there had to be a lot of work done to lay the foundation to actually do this work and get it done right. So, she has spent a lot of time both going backwards in time and cleaning up documentation so that we could bill and then also putting the systems in place um so that we had what we needed to be able to do the billing. And then there's a piece around, you know,
221just training folks um who actually provide the services um and getting them to a place where they're able to do it. Um and so we've we've gotten better in that realm and we're mainly doing our occupational therapists, physical therapists, speech therapists at this stage. Um and the next logical step would be to move towards um some social work, but as Dr. Scallan said, we can't actually bill for everything. Not not everything is mainare eligible. Um but certainly we can do more and we should do more. Um, and so it's it's something that the team has been building towards. Um, but it it's not like an overnight flip a switch and suddenly you're doing it. Um, we had to we had to get the systems in place first. >> Thank you. Dr. Warren, >> is there
222something that the board can get a report or update on? Okay. >> Actually would encourage you to join the finance committee meeting. Every month they get an update on the state of revenue and expenses and it includes where we're at with mainare billing and so happy to do that. >> She's on the policy committee so she can't go. >> The recordings are very fun. >> Just so you know the recordings are all there. Um any other questions while we're talking about main care or um uh okay then back to the original the main motion if any Yeah. board member Lena. And then >> this is not about possible amendments. It's just a question. Um we've had people come talk about, you know, reinstating studentf facing positions. Um and I wanted to ask specifically about the
223Latin program at Portland High School. I know that at the board level, we get numbers that are more general per building. So, I'm just wondering what power or ability the board has to say that we would like that or if any individual board members would like that position to remain, how how would that work um procedurally? >> So, our school leaders are going to follow the direction of the board and so if the board chose to add back a half a position and direct it to Latin, uh they would do that. Um I think it's worth and I would invite up Dr. Ahmed to address this as well. There's been a longgoing choosing of scaling down based on interest at the school. And so there used to be more than a half-time Latin teacher. Uh
224I think there was at one point three uh folks that supported Latin either on a full-time or a part-time basis. Um but don't quote me on that exact piece. Um, this year there are 20 students that have indicated that they want to continue their Latin studies from this year to next year. Uh, so there's 20 students that are current. Um, there are ways that we could continue to serve those students whether we have the position or not. Um and there is an additional um 40 or 30 students that indicated um that are rising ninth graders that when asked to do their course selection that they would be interested in it. >> You have a question about that? >> No. >> Okay. >> Is is that feel like you got your question answered? >> Thank you.
225>> Okay. Perfect. I'm going to go to board member Ali Ali and then I'll come over here. Um, as for this proposal, I mean, um, I know that the finance team kind of tried to put this together, but I mean, I got to really make a comment and just highly disagree again, um, with um, these adjustments because once again, you know, it seems like we're just cutting from equity in particular, majority of the stuff like or any parts of these things. the experiential learning coordinator. Um, which I heard today was about Wabanaki studies and I I think it was just an amazing conversation that um some people brought up and specifically that individual from um from the community. Um also I don't it connected to black studies um also mobile maker space teacher um family
226and community specialist. So I want to know what what that is um and why that's being eliminated. Uh multilingual u intake coordinator intake coordinator that's really another piece we have um a huge percentage like uh I would say more than 30% but I mean more than half more than half the schools um are are kids of color as we know. Um uh yeah. So I mean I I would like to know how it came to these decisions to be made um rather than any other um any other positions or things or items that we don't we we everything is needed but less need. Does that make sense? Um and yeah, I'm just I'm really I just would like to answer on that. So, can we actually answer the question though? Like, it's it's throwing it
227out there. So, I'd like to answer the question. Okay. And I'd like to first ask for Dr. Veenuela to come up and then we're going to have people from each of the departments that are impacted talk about the trade-offs that happened um and the discussion because we want to be really transparent about how we got here. So, Dr. Valenuela, can you talk about um what was the original question? um that you had and then the choice around choosing to reduce by a half FTE that second half or the multilingual recognizing that nobody standing here, nobody sitting here wants to just reduce positions. Okay. Um but can you talk about that? >> Um the original um budget that was presented there was a 1.0 0 cut in this position it was 1.0 and then we I
228was given back the 0.5 instead of 1.0 cut I was given back 0.5 and then in this um the next request for $400,000 cut I suggested to Dr. Scallon to cut this position since we actually have a a um it has been vacant for a while and we couldn't fill the position and the other thing is that with the loss in numbers of students we do not at this moment I'm not going to say that it's going to be forever at this moment in time it's just practical to not have disposition And then the other thing I wanted to just to say about that is that um all of these cuts are very very difficult for everybody. So we're just making a choice of which one is the lesser um cut. We also have money
229and that was not changed in our in a budget. We have money in contracted services that we can use to upset uh offset the the 0.5 cut if needed. There's just period in time during the year when we really need um uh a lot of um uh family and community specialists particularly during conferences. >> Thank you uh Grace. Um follow-up question. Um, first off, I know that you're you're working working very hard behind um uh in the back space with with a lot of work. Can you just please like let me know or let the board know cuz I asked this previously hasn't been answered. Um, but last year's cuts that came to the multi- um uh cultural multilingual department and what and and the numbers for that, please. I can't remember on top of
230my head how many um re uh positions we were cut but um those were all grant funded. >> Okay. >> Yeah. So I think there were two were >> okay >> that but two total FTEEs cut. >> Okay. In the year prior to that nothing. Okay. So with the grant funding is it because the grants ended? >> Yes. >> Okay. So there was no cuts to multilingual at all? >> No. >> Okay. Not from local budget. >> Nothing from our local budget. So there's no there's been no cuts to multicultural, multilingual, anything like that >> from last year. No. >> Okay. Okay. So >> those were all grantf funded. >> Okay. So the cuts for this year um my question is like did it have to come from this department? >> I can't answer the
231question. Everybody's >> so can can we work through though like there's there's this space that we sit in where there's accusations made and I think it's actually really important that we address them right and so on the question of the reduction of multilingual right and I not sitting here saying that this is a decision that grace would want to make or that grace alone made and that's one piece of it I'd like to ask Haley to come up >> but ask I just want to follow up what your >> oh I'm sorry just want to emphasize what member Ali just mentioned there's a follow-up question on the on that cut >> if you can just you know uh clarify which language I think those are the community specialists right so just wonder which language are
232we talking about and if we have a lot of student on on those language because we can trade off with a contractor if needed. So, I just want that clarification. >> That was um it was we had a Vietnamese uh commare. >> Okay. >> Shared because we really couldn't um find somebody that would have those two languages. >> Okay. >> And because there's a small number of of of students with that speaking those number those >> we can trade off >> we can use the contracted services. Yes. Okay, thank you. >> Thank you. Do you want to call Haley up? >> Yeah. Can uh our senior director of data IT enrollment and everything else uh Haley Dedricson. Haley, can you just talk to the 02 reduction on the enrollment team? Um and both the work
233the team has done and what that impact will be. >> Sure. So, specifically speaking to the um intake coordinator position, that point2 position is really just in response to a decline in our enrollments overall, including a substantial decline in our multilingual population. The role of the multilingual intake coordinator is an administrative role that coordinates the intake appointments um and sets up uh interviews with families to complete their online registration as well as sets up the testing that is required for multilingual students. So um just based purely on the number of students that we project to continue to enroll, the demand for a a full-time position is not necessary in that particular case. Um, we do still have a full-time position that exists to do the assessments, which is a requirement, a state requirement for multilingual
234students. Um, and certainly we also have um some additional resources that if there were to be uh an influx of enrollments and we needed to respond that we could sort of adjust our staffing accordingly. But this is based on the sort of projections of enrollment um based on current trends. And if you don't mind me asking, um, what's the percentage difference between, you know, the past and and now? >> Uh, I don't know the percentage off the top of my head. I know we had a decrease in 250 multilingual students. >> Okay. So, we have a we had a decrease of 250 multilingual. So, do you do we have any reasoning or anything behind why? >> Uh, I mean, I would hypothesize that the current political climate is the major driver, but Yeah, I I
235think that we've talked about um a couple of things that yes, political climate, but also secondary relocation. People are moving from Portland based on housing. Um and so people are going to other districts. >> So So you would say that in that position it would just just so that's just enrollment for any also or is it only multilingual? >> Just multilingual students. Can we just clarify that we don't have any parallel set of positions for non multilingual? So there isn't that it only happened in multilingual the reduction. There's no equivalent on the other side of this >> as in there's no there's no >> there's no enrollment team. >> Okay, >> for non-multilingual it is specifically because one to support families in enrollment and two okay >> federal law requires testing. >> Okay. Yeah. So,
236okay. Well, thank you on that one. Um, and you can I may I continue? Is that is that the only presentation you wanted? Um, >> I would like to respond to the other position you asked about. Um, the third position that was asked about is the individual that coordinates uh Wabanaki and fieldwork. >> Yeah. And I I want to put this not as a question of not valuing that position or that work, but the true challenge of what the alternative proposal would be. And I share this to say that when we looked at it, um there was questions about whether there are other people that could take on some of that work because of their own shifting responsibilities. And so I'm going to ask Dr. Dr. Atinson Dwina to come up here to talk in
237a second and she will also confirm that we don't want to reduce that position and the thought when we put that forward is that our high school consolidation application is due in October and one of the things we've heard is that our network teams there's been feedback that they are large I don't think that they are but there is feedback on that and so the thought was that um Pomelo fellow of Tunu who does that work could take on some of the work that is associated with summer school and with Wabanaki studies and that will significantly impact these areas and so want to say that and so Dr. Atkins Dwina is our elementary assistance but I'm wondering if you can speak both to the role that Trish has now as well as just overall support
238and capacity that exists on the the teams. Yeah, >> I um many of you may remember this position was first held by Katie West and it was whenever we were in the development phase of the Wabanaki and fieldwork and um we also had um other supports around science outdoor education at the time. Um when Katie left her position to go and teach at PATHS, we actually um adjusted this position given that most of the development work had been done. Um and we adjusted it so that it would increase our capacity to provide um out of school time learning. So focusing on summer programming and um our afterchool work. So um and we made that adjustment with the recognition that since the development stuff had been done that um we would be able we would have
239some additional capacity um to do other things. Uh we also had feedback from schools that being able to sustain the fieldwork um as it is would not be possible without um a person. we uh when Katie was uh in the phase when we weren't sure if we were going to be able to continue her position, she did develop a lot of of guide books to help schools um try and do these on their own. I'm just going to tell you when they saw those guide books, they were a little they did not think it was possible. Um so I'm very grateful that we were able to keep Trish uh to keep that position and um it has a expanded our capacity considerably in the realm of the summer learning work. So we uh right now
240expect to have um two additional programs that we didn't have last year that would serve our early learners. We also have had the capacity to apply for 21st century learning grants um and possibly bring those on to manage them ourselves and administer them ourselves which I think will uh result in increased number of students that we can serve um with programming that is much tighter uh aligned to our own curriculum work and focused on um kind of extending and supplementing the academics that we provide. So, um, in addition to the work that she does at the elementary level, uh, Trish provides operational, uh, support for summer programming for all grade levels. And I'm gonna tell you that is really a like that's that is Trish going out to do that work because there are definitely
241have been times when I've said we've got stuff you could do in elementary but we both recognize that if we want to continue this position that we know that it needs to bring value to the district and so she I think if you talk to any of the people who are involved in summer program programming from transportation to food to facilities that having Trish be the point person has um really changed um our ability to carry out that summer programming. So, >> thank you. Um I just want to be mindful because we're almost 10 of 10 right now. Do you have another question? >> Yeah, I have a bunch of questions. I'm not going it's not going to end. So, um with Sorry. Yeah. So with uh Trish um in in her leaving that position,
242we're not going to we don't think we can replace that position because I mean it seemed like she was doing a great job. >> So I just one second. I just want to be clear that this is just a proposal that is on the table. This is not a final this is the directive that came from the finance committee to cut an additional $400,000. >> Right. And I'm just discussing it. But but the the way that you're characterizing it is that it's final and done. And I just want to make sure that people listening are aware that this is part of the process and that it's not at the end. >> Okay. I was just Okay. I'm just Okay. So, I'm just going to ask again. >> Yeah. Keep going. Um, so do we think
243that we or we we're not going to be able to like um replace I mean replace the Trish in that position and hopefully train another individual because it seemed like there's a lot of educational factors that people were bringing up and uh how valuable he could be in our schools especially for our earlier learners. >> So I I just want to make sure I'm under Are you asking if we would be able to do the work without Trish in her position? >> Yeah. I mean is she she Trish left, right? >> No. I'm sorry. Okay. I'm sorry. >> No, Trisha has not left. Trish think any day. Although I will tell you having Trisha's early in Trish is early in her career. >> Okay. >> So, apologies. >> Um being put forward to have her
244position cut. Yeah. >> Is um this is the first time she's had that experience in a school district. >> It really does impact how people feel, how they feel about the organization. Um and uh so I just uh just want to say that that that doesn't it's not helpful to have um I mean it's I understand that it's uh a very difficult budget decision but >> Oh yeah that's that's literally why we you know we have to have these uh discussions so I appreciate um you giving that response. Um and then the last one mobile maker space teacher. Yeah, same thing. And I'm going to ask um uh Dr. Atinson Dween to speak on this as well. U we do not want to see this position reduced. It's the same tension of identifying an alternative.
245And so neither of them are positions that we put forward with a desire to see it reduced. The hard part is the trade-offs that we have to make. And on the maker space one um sometimes folks are weighing it against um a finance position or an HR position or another position. It also can be thought of with the Latin teacher or the guidance counselor, right? It's all from the same pool. And so this is the hard piece on this. And so, uh, Karen is really valuable to the district and as, uh, Brooke Teller spoke about is like the tip of the spear in terms of science, uh, experiences and, um, unfortunately because of the way it's staffed, people also don't get a ton of experience with it. Um, and so that's like one of the
246trade-offs and the challenges. And so, can you speak to Dr. Aadina, the position, and the value? >> So, it is a little bit on the net. um it is one of two pea positions that sit on the network um team. So uh the two pea positions that we have on the on the elementary network team are Fiona Hopper um and her work really f has focused on curriculum development. Um it was a teacher leader position. Um, so Karen's is also uh a teacher leader position, but in contrast to Fiona's, her position really is in the classroom on a regular basis. She has a full schedule where she is teaching in our schools, co-eing mo much of the time with either our library media specials specialists or with um the classroom teachers. And there is and
247there's a full schedule that she runs so that she gets to see all all students in all our um and all our elementary schools. And just to um say I I recognize that like the experiences are limited, but if you look over time of the impact that kids um get to experience from having um you know Miss Shyels from kindergarten on up to fifth grade. Um I think and if you talk to any students, they know who Miss Shyels is and they know that they're excited to see her when she's in their building and um you know first day of school at uh at Riky this year she was standing out helping with the buses and everything and a little guy came up and said, "Miss Shyles, do are we getting to build the robots
248uh right now?" I mean, so they were they were ready and they know who she who she is. So, um I think it's also just to to be mindful of the fact that um you know, Portland Elementary School has been implementing a lot of curriculum recently. Um there had been plans to fully implement the science curriculum that had been selected. This was almost three years ago, two or three three years ago. um whenever we rolled out the new strategic plan, we we were kind of more mindful to take on things one at a time so that we can do them better. So, we did pause our science implementation. Um whenever we've collected information about how how much of the science we're implementing, we have about 60% of the teachers in PE in Portland public schools
249that are teaching our science curriculum. whenever we talk to teachers about um we know that that's coming up in the it's it's scheduled to be next year where we would focus on science and social studies. So we still have many of our elementary teachers who are concerned about taking on a whole another curriculum. And so we are so keeping Karen actually ensures that we continue to have uh science um in the elementary curriculum and and she focused very much on the next generation science standards with to make sure that we are hitting those. the longer that we have her in the position and the more consistent we can rely on her, we are also able to align her instruction with our um core units. So, a great example of this this year is the fifth
250grade bridges bridges unit. So even though she's not able to go in and teach with all of that fifth grade, she developed um a a set of materials that teachers could use. And it's very it's hard to be an expert in everything at the elementary level, even though they often expect you to. So having someone with Karen's experience and her knowledge in science also means that she can be a resource whenever any kind of topic uh science topic comes up. Awesome. So, thank you. I mean, that's very helpful. Hold >> some I know that. I know that. Um, but I didn't know if there were any other questions that you had specifically around those positions that you named. >> No, those positions very Thank you for explaining them and um and thank you for the
251feedback. I I appreciate that. >> Great. I do think it would be helpful to hear from the other um department leads about the proposed positions and the impact that their elimination um would bring to the department. Are your questions about specific positions? >> No, just idea for my maybe my next amendments. I just need the clarification of some some of those addition here just to get my mind clear. >> Could we wait until after the department heads or do you want that information now? I just need that information. That's why I'm just so simple I think. >> And let's get it on the table. >> Thank you so much. >> Can you use your microphone please? >> Oh, thank you. Is on the high quality instruction material. So I just wonder because this is a
252new curriculum and like when I is not easy for teachers to take on on on new curriculum. So I remember five years ago we really make a lot of investment on the mathematic curriculum. So I'm just wonder if is it's one year on that pilot for the HQIM is not too early to move to the new curriculum next year or can we just give a one more year for the teachers feedback and to make sure they can you know making that change because it's not easy just to have a a new curriculum in place like that. So I'm just wonder if we are ready to to go to move to the new curriculum next year or we can roll for one more year because the is some other saving that I can see on the
253>> we don't have any we didn't propose any new science curriculum if that you're talking about math you're talking about math that's really >> yes I'm yes I'm talking about math uh math in middle school and high school that's here >> I'll let Dr. or a med. My sense is that it would we would not want to make wait on that. But >> because elementary school they already have it. So I'm just wonder because just I feel like it's too early because 5 years ago I never see any outcomes for those investment done. So I'm just wonder with one year on that pilot and we doing are we ready to make some new investment to for the teachers to take on on those because there's already a lot on the plate. So I just want
254to make sure then for me I feel like the one year is too short. Yes, doctor. >> Yeah, thank you. And uh that's a good good question. And all of our uh secondary schools, the three middle schools and the three high schools, all of them are piloting now. >> I cannot hear you. >> Oh, okay. Sorry. uh all of the uh secondary schools, the three middle schools and three high schools are piloting different curriculums and they're looking to different curriculums and uh very close to come up uh with a consensus of what curriculum that they will go with and uh the the goal is that uh both to provide the support as well as the accountability. So uh when we uh get into an agreement of which one we will go with uh with the
255guidance of the director of uh secondary uh academics we will make sure that this is uh followed by uh uh both supports as well as the imp uh progress monitor and and make sure that it's implemented with uh fidelity. >> Okay. So just to follow up quickly Dr. Amed if is a if if we still waiting for a consensus I mean we don't know yet. So this is this is the amount we're proposing here. It's just an estimation. It's something that we're holding until we got a consensus because now they are they do they have a p some pilots on the different curriculum. So we don't know yet. So you feel like you know one more year is good is one is enough so we can have some solid consensus coming because it has been
256a lot of investment but never never get any good outcomes for those years back. So there are walkthroughs are happening and we are very close to come to the conclusion and and make sure that we have the final order of the curriculum. So as the time wise or the time frame we are in a good place to uh uh implement a curriculum next year uh with where we are now. But again it is up to uh you know you if there is uh in our strategic plan we said the roll out of the math will be this year. So uh unless we are uh you know stepping back and saying like let's wait another year but uh where we are from the uh on the ground we are in a good place to uh start
257implementation of a curriculum next year uh September. >> All right. Can we get some data and I really want to see some other uh teachers feedback on the on on on those uh consensus and the way they really they are ready to take to take it for one more you know for that change because I still see that it's too short for the teachers. Yes. But we like to see are we moving forward. Thank you. >> Yes. We can we can get some uh feedback from the TS. Yeah. Thanks. And so what I'm hearing you say though um vice chair Bondo is that you would entertain a potential delay of that for the >> Exactly. So we can have some Yes, we can some so we can get some older >> Okay. So I think
258that we're going to need that that feedback pretty quick. Um so you guys can work with that. So I I think um in consultation with the superintendent um let's go ahead and just get all the other things out on the the table and then we can call up staff um as as needed. So, um, board member Sautel, I don't know if you're ready to to jump in with the things you're thinking about. Go ahead. >> Sure. And, um, yeah, for the sake of time, I don't need responses and I'll email, uh, all of this. Um, I worry when I talk about stuff like this because I I've heard people say that, um, there's an us versus them mentality sometimes. And I really need people to understand that I literally wake up at 2:00 in the
259morning feeling, you know, sick at heart about this. I have stood at that podium a number of times with my position on the line and having to fight for it. Like I understand people always used to say to me like, "We're cutting positions, not people." No, I'm talking about people. And I I know that and um it really breaks my heart, but I'm going to read this list. Um these are the things that I am considering offering as amendments and some of them um I'd be really interested in in more information before we get there. So now I've done something to my computer. I can't read it anymore. This happens to me all the time. Um, I would like to consider restoring the mobile maker space teacher and the environmental learning coordinator. These are studentf
260facing positions and they have direct and positive impact on the experiences of our kids. Depending on possible tradeoffs, I'd also like to explore restoring the.5 Latin position and the.5 counselor position at Portland High School. Um before we add a music position, I think we need to look at the enrollment numbers in music courses at the high school level. All music teachers are K to2 certified. And if high school enrollment is low, and from what I understand um in some cases it's very low, um teachers could be assigned uh reassigned to middle school um or instrumental music in other places. Some of our general music teachers who, you know, are fully certified and qualified teaching band, etc., um, teach in uh, elementary schools with, you know, 230 students and some of them teach in schools with
261470 students. And that's to me that's not equitable. And I think that department needs a thorough exploration before we add any more people. Um, I would like to explore cutting the director of secondary outcomes and innovation. Um, I have probably 25 hours of research into all of this and I keep reading job descriptions going back and forth and highlighting things and it seems to me that most of the tasks in that position could be absorbed into other positions um or they are duplicate. Um, I would like to consider merging the two climate and culture director positions, secondary and elementary, into one position. Um, I've had a lot of discussions. I know the jobs of climate and culture coordinators at the levels are vastly different. But I don't understand why those coordinators need twice the direction
262when, you know, when the budget is short. Um, I'm not sure why we need a director of elementary academics when there's already an assistant superintendent for the elementary level and a chief of schools and academics. And likewise, I'm not sure why we need a director of secondary academics when we have an assistant superintendent for the secondary level and a chief of schools and academics. Could the positions be merged? Could they be absorbed? Um could we, you know, uh consolidate five positions down to four or four positions down to three and then um two more. I I'm curious why we have a senior director of student support services, a director of student support for elementary, a director of student support for secondary, an assistant director of student support, special programs, low incidents, and a specialized programs
263coordinators. when we have vacancies in studentf facing positions in special education um and student support service programs that seems like an awful lot of people um in that department at central office and then finally um I fully intend to offer an amendment to further reduce the Barry Dunn expenditure. I've heard all the arguments but I keep coming back to this. That's grown-ups, us paying other grown-ups, Barry Dunn, to repair damage done by grown-ups who used to work here. And it's being done um to the detriment of the kids who are in our schools right now. And I just I can't live with that. I can't sleep with that. And I understand like we want to remain contact with them and keep progress going. you know, $100,000, $200,000 I don't see as affecting it that much.
264It's not going to make it so that we can't continue that work, but it would mean a lot of edteexs that we could hire. It would mean a lot of studentf facing positions that we could restore or put back in place. And I'll email these um and in the sake of time stop talking. >> Thank you. board members sat >> would would it be all right actually because I I think actually the reason we have the workshop and I'll defer to you chair but the reason we have the workshop is to answer the questions because a lot of times people raise that they don't know what individuals do and they put that out in the public space but then we don't actually discuss it and so I think the right thing to do is to
265discuss it and then to say yes let's reduce that or no let's not um but I want to be careful about that and I don't think that's board member Sautell's intent is to feed that narrative, but I think she appropriately raises it and now is the opportunity to engage in that discussion. And so I sort of wrote down the pieces as you went um board member Sautell um but would love for uh Dr. Ahmed to speak to what the director of secondary outcomes does. Um, and then we'll talk about sort of the pros and cons of merging the culture pieces and the academics since I'll have Dr. Atkins Duina come up for that. >> Yeah, thank you Dr. Scallan and thanks Mel for the question and uh the director of uh secretary innovation and outcomes.
266>> Can you get a little bit closer to the microphone? Sorry, it's not picking you up tonight. >> Yeah. Uh so the director actually uh undertakes uh so many tasks including like facilitation of the ninth grade uh work uh cohorts for the three high schools also uh that's tons of engagement for uh for the application for the high school uh the new high school or high school for the future design uh did the wonderful work of uh the uh engaging the community and coming up with the uh portrait of graduate uh graduate as well as a portrait of the community or a school community and now uh undertaking the implementation of this and bringing this to the middle schools and soon will be going to the uh elementary schools also facilitates the work of the
267postsecary education where uh this will like a lot tons of work from uh working with partners as well as our school counselors and engaging them in uh uh from uh supporting them how to best practices how to support our students access higher education and careers. So there are uh tons of work that uh collaboration with uh the teams and and creating uh transitions from 8th grade to 9th graders which is very critical to uh uh just to have students just have a clear uh transition from middle schools to high schools. And uh so and again Mr. Otellas you said we can share also in writing more of the work that uh the director does and then can you speak and Dr. Dr. Adina, could you join just to speak about sort of the role of
268the elementary or secondary academics and the impact of having a network team versus not having a network team and what that would mean in terms of support for students and staff. >> Yeah. So uh the network teams uh it is a new design or new uh for you know uh way of doing this and this is really been very effective and being in the district in different capacities. This is uh really very effective model where uh the uh there is a scope and focus of funneling down the work into uh rather than having an assistant superintendent for all uh you know schools for operations or one for the academics. But this is really like drilling down and working with schools and specific schools and uh the uh and you have seen uh and the results
269actually speaks for itself. Yes, still it is it is infants and uh building on uh this as we evolve but so far what we are seeing this is really like a significant progress in whether it is engaging the schools and uh uh and being on the ground and supporting schools as well as uh uh implementing some accountability in these schools. So this model is still it is as I said it's infants but it really shows some promises as well as some results that we can see. So >> quick question if I can just follow up real quick. >> Yeah. Um and are you the one that's working on >> Can you everybody just wait to be called on just so that we can get this but go ahead Board member Ali. >> Um and are
270you the one that's working on this currently that that co-created this >> uh so the idea of the network teams? Yeah, the network theme I mean the position the director's position and all that. >> Um Dr. Atkins doing uh supervises the uh elementary uh network and I supervised the uh >> No, but the the the directors of u secondary school is that the position we're also discussing right now? >> Yes. Uh it's one of the network team members uh under the secondary >> under secondary. Okay. And you're working on that as like right now currently >> uh the person who hold this is part of the network team members >> grinding. >> Okay. Okay. Thank you. >> Yeah. >> Um this is our second year of the network. So you may remember three three years
271ago which was my first year in this position. We had a different structure where there was um a um slightly larger academic team that was under the deputy uh superintendent at the time. Um at during that um I think like middle of the year that year there was a proposed change in the organizational structure to create the network the two network teams. Uh I will say like as far as uh you know organizational change is hard for at any time. So um I think the feedback on the creation of the network teams has been very positive. Uh my my belief about why that's positive is because it did create a structure that is mirrored in our schools. Um that uh creates like a a clearer connection to the work that we're doing. So the work
272that's hap that is important and prioritized in our strategic plan is kind of reflected in those structures and roles at the school level. So our d our elementary director of academics for instance um is supports our instructional coaches in the in the school along with the principal. The principal is the direct supervisor but the instru but the director of academics provides direct support. So it does help to keep that work align between what the district has identified as priorities and the work of the school. I think um it would be incredibly difficult to try and provide the level of support that we're able to provide um with a scaledback team in some way. So um all of the directors um at the elementary level are in schools every other week. Same with me whenever I
273go in to meet with school leaders every about every other week. Um in addition to group sessions across the elementary schools to um focus on like those those key aspects of our strategic plan of the work that we're trying to move forward and to help troubleshoot when there are things that are wrong. So if you look look at academics the big work has been on curriculum implementation. So um the fact that we are able to be in schools regularly um engaging with teachers with leaders around how we're doing that curriculum implementation has I think helped us be successful. I want to just acknowledge I understand like you know budgets you're you have difficult decisions to make. Um, I would just encourage um us to try and stick with a structure for a little bit longer
274if we can. I don't know. I feel like um one of the things that isn't always acknowledged is actually how much we lose in momentum whenever we do change a structure. And so um I think that we can gain a lot by continuing to stick with something for um a while. But I also just want to recognize the real challenge that you have. Um I just have to speak from kind of my position. I also really question like I I understand I don't I don't know what's different about Portland other than we have a lot of schools. We also are very very slim on administrative support. I've spoken to this u to Ryan on a number of occasions because the um we are spending time doing uh financial pieces and budgeting that would not be
275a team's responsibility in other districts. And so we have we have made significant cuts that puts burdens on our staff to do things that we're you know it takes a lot of time to have multiple different people managing all these budgets. So um and there's it's not just the budgets there's many other things around administrative support that uh is more common in other districts. So I just want to >> yeah the last thing I will add is that the and I said it but I'll say it then and uh really the system or the network team uh structures it's new and so far it is working. So I I want to just put it out there. It is shows the results and it's new something to keep and something that's working. >> You just I
276just want to comment on something that Dr. Atkins and Dwina mentioned that is so true and that people sometimes think that there's an administrative assistant on the network team or there is administrative support that exists. Our structure is really lean and it puts work on these individuals and every member of the network team and so there's an assumption that there's additional layers there that there aren't. And you know Dr. Rack and Saduina spoke about the finance team, right? Or the finance work that has to happen. That's because our like we don't have the administrative assistant capacity and our finance team is really small. We have two people for purchasing. The city has three. Their finance team overall is bigger. And so there's like this is where the the tension sits. um and where people they
277sometimes look at the title and think that these two individuals are, you know, getting anything and everything. And the reality is is that either of these individuals could walk into a much smaller, less complex district and get paid the same or more than they get paid in Portland public schools and to have more administrative support. And that's like unspoken, but it's assumed. But actually, if you look at the salary for the assistant soup in Brunswick, it is more than what they make. And so, I just want to like name that as a piece. Um, and then can we have sped speak about the special education positions? >> Just really quick. >> Oh, yeah. While while they're here, go ahead. >> While they're here. Um, so I mean, thank you guys for that. I mean, my
278I'm personally not down to make your jobs any harder. So, I appreciate you guys giving me giving um me and us uh uh the team here the feedback um as we needed. But um and you know another thing that's come to know is is another super um attendance position and personally I don't I I don't really um know or see that as a priority uh currently. So um as Dr. um Atinson Duina stated, you know, keeping things moving and and and trying to see how it is during this budget cut would probably be uh the best. So, um thank you James Hot for that one. >> And actually, if we could because Dr. Ahmed is stepping into that role, could you speak to um sort of the visioning of that position and the programming and
279work you've already started on? And again uh it is not I I want to just put this as preface and I'm not justifying that there's a a job that I will uh do. I'm not saying like this is because of me but I will just uh put it out there the the vision for uh you know uh enhancing like the work that is happening which is about uh much more comprehensive engagement to the community whether it is uh in the form of participate partnership with other uh community organizations as well as to leverage uh resources from outside and create infrastructures for our students where they can have access to more opportunities outside of the school. and also you know working with uh our students who are um from the marginalized communities and creating uh opportunities
280and and what we have seen when they have some these opportunities that they perform or they so how we can create opportunities access and supports for our students and uh you know and when we talk about the engagements how we can uh do uh engagement where there's no only one way uh engagement or two ways engagement but uh engagement of like uh you know uh from perceiving communication to uh being partners with uh decision making. So and in between uh so how we create this robust engagement as well how we build like postsecondary uh uh p pathways for our students how we can involve uh the community uh programs now uh as I speak to you there was a a program from uh main health uh creating this April break for some students uh uh
281programs like CNA and fatmy uh programs where this break these students will study uh and then they will get paid $17 an hour and in the summer they will finish their internships and they are granted to have a job. How we increase the students who are participating in the higher ed or uh accessing like uh programs such as spring ahead programs like uh dual enrollments. So how we create this platforms and opportunities for our students with uh leveraging the uh the uh resources that are available. So there are uh some uh uh and again I'm just throwing so this are part of the vision uh for this job but uh there is opportunities that we can uh and uh and supports that we can create for our students and for the community through this program.
282>> Okay. And yeah, thank you for that. And um uh obviously knowing you personally, I know that you lived in three countries, have multiple degrees from different countries, speak seven languages, and have done the numbers of things that have initiatives have been created. So I just want to give you that kudos while being the secondary um uh um assistant superintendent and creating a whole another position. Um, with with but that being said, creating that new position and all the great things that you have been speaking of, I just wonder if that could possibly just go under a multilingual and maybe create smaller positions, right? Or or maybe just, you know, um try to see if if these um different type of avenues, right? Could could could steer that way. Um so we can I mean
283save just a ton of money on on that uh particular one. Um so yeah, man. I mean, not to not to put you in in a um not to feel like I feel like, you know, you have a lot of potential in and doing the work um and working with um Dr. Atkins. So, I appreciate that. Thank you, >> Vice Chando. Go ahead. >> Yeah, I just need to well when I heard uh some of your brainstorming explanation. So that position is community is mostly uh focused on the marginalized students or is going to be impacted all our students because when we talk about uh what Ali mentioned about you know maybe just uh moving now on the under the multilingual f umbrella so that mean it's like you know that position then it has
284been created is really focuses on on on the marginalized community. So I just want to make sure the family engagement and everything is for all our students because that's that's a that's a high position. So if we are focusing only for that position just for a really specific population of our students >> that's not correct. So uh when uh let me uh say this and this is for all students and uh this the the vision for this position is for all students but in education we need to be very bold as well and say uh like in our strategic plan uh the first one we named like we are anti-racist school. So uh times when we name marginalized communities doesn't mean like we are leaving out the others. So uh there are uh strategies that
285are designed to and programs that are designed to support the marginalized students but the opportunities and and supports will be for everyone. So there will be specific interventions as well as also like for example the spring ahead program is open to every student but there is a deliberate uh uh uh encouragement and recruitment of students who are first you know uh first generation college uh students as well as students who are from multilingual background. So uh encouraging everyone but also specific strategies for students who are marginalized. So when I name like marginalized it is for everyone but we have to name like uh some of those strategies that we're doing >> and and just just to add to that piece please finishing. >> Yeah. Thank you. So more more I'm listening to you Dr. Ahmed
286more I feel like something can goes under innovation and outcome. So I I I keep I keep wonder to look at the value of the investment then we want to make under on under those explanation because it should be something like you mentioned really uh feel bold for me then you know we investing the money for family engagement or we already doing it or some some different capacity. So that's that's something I tried to hear something else then is he he really showing me then he's is really uh making a a high level sense on investing the money because we have you know the money I would like to go to a tech I would like to go to you know social workers I just want to make sure then just for a small community
287we just need to have one assistant superintendent for that specific line. So maybe maybe we need more conversation that I don't want to hold the mark but I'm I'm still don't get it on the on that on the clarity uh to the specificities on the on the I'm so sorry but I >> so I I want to make sure that it's not what I'm saying it's not either or or it's not like taking away from a social worker position or anything. I want to just make sure that >> hold on no just the definition of the role and job description >> really uh related to that position here because for me I feel like it's mostly really going uh to the marginalized community is mostly transitioning to the families uh on spoken families who never
288been you know interact with the school system because I try to figure out are the mainstream because the mainstream families are already a lot connected to the community and to the system. So I'm just wonder why we going that. So if if I can have some clarity a little more further about how powerful that position can really impact the marginalized and having the the data why we need to invest for what we have seen in our school system in all the programming. So that's the thing will make me a little more moving my sense to that. Just just to clarify one term that that was stated, marginalized does not mean color, right? It's not does not mean people of color. Marginaliz is I'm just yeah just saying for for public as well, but marginalizes people.
289This talks about poverty, right? Marginalized people that are in situations which include um uh just to say it clear, white individuals as well as um maybe Native Americans. And so marginalized or people that are are in the struggle. Um, so just not to say that people of color are they're marginalized. I mean there's middle class including myself and many pe people. Um, but anyway, so there's there Yeah, just to try to make that clear. >> Word member you sir Ali. >> Yes, I think Ali just said what I was thinking. Um, I just wanted to make sure that we do not send the message that this is a position for um, just multilingual. it it cannot be absorbed into multilingual as the uh Ali Ali mentioned earlier as well. Um I feel like I see
290a lot of um positive in this position because um it sets students up for success beyond high school. Um if a lot of us or maybe people who have um who have parents who did not go to college don't know how to interact with the system, how to set yourself up for success, how to think about what do I need to get to the best college, what ex what experiences do I need like a phabbotomy experience is huge and we don't have someone doing that right now. So I right now I'm excited to see what we will like the actual um I'm thinking about some other word. know the actual fruit from this um you know yeah the actual fruit from this position but I really >> I I see I see the benefit and
291I see the work and I just want to caution us from thinking that this is just for people who are struggling this is for everybody. Um, >> yeah, and and I would just add, you know, coming off of a lot of community engagement right now that we're still having, you know, like hundreds of people, the things that we hear from families is that they want more connection and opportunities within this district, right? And that's that's all families. And I think that we hear from partners in the community that they don't have a person to get into this district, right? And so I think that like just like mainare I think we are missing out on a lot of potential opportunities and partnerships within this city that people that are ready to connect and and you
292know Dr. I met is is magic with that right um so that's how I see like the real value of this position >> and while you mentioned that uh the magic piece uh take the take the opportunity but I will say like uh you know uh with the collaboration with uh the dearing high school team I was able to create the spring ahead program where now uh 75 students go there uh from all over Maine or southern Maine and 41 of them coming from Portland public schools. Uh and this is a program that in SMCC actually say their website. this established by during high school and and uh in SMCC again uh if you go back to uh uh uh talking about the magic to the tenure that when I was at dealing I was
293able to establish that the highest number of students accessing uh higher education uh in sen Maine which was uh while I was there. So I want to just uh there are some things that we can build on on uh and in this field and when we say like there was a large number of marginalized students, minority students who went to the programs yet also there was uh everyone else was going to. So how to create that uh that uh access and opportunities there there are opportunities. So there are people who know the opportunities but how we create access for these students as well and the community. So uh sorry I'm contributing long night >> and no I think that those are really great and the access and the opportunity right like I feel like that
294is this role of like creating partnerships and opportunities for our young people. >> Um yeah follow question. So um and thank you for saying that you created those things and but you created those starting from as edtech to a teacher to a assistant principal to a principal and then to a um a placeholder as a superintendent then now as a assistant superintendent for secondary schools. My question is that like you created that in a principal's position. You created these things in assistant principal position and I and and my thing is like I understand the purview of how all the things that we talked about are exactly important but not one individual can they can create it they're just not going to be able to do it all right so what I'm saying is you doing
295this work I don't see how it differs from your secondary school's position as a superintendent does that make sense so you you're already this is academic we're talking about we're talking about academic we're talking about culture you're talking about but that's a superintendent's position My point is I don't really see why we need two positions. >> Uh is that what you wanted to respond to? >> Board member Aperman. Go ahead. Um even though they have teams, the act from my I would never be a principal. I would never be an assistant superintendent. I mean, what the the levels of engagement that one must have in the within the building and coming through and actually getting the work of a superintendent done and in multi levels um is is very difficult and is a full-time job.
296And I think what we see is that Dr. Amed has done amazing things. Um, but I think sometimes the superintendent position might have been hurt because of that. So I think we really need to focus on people's positive experiences and really develop them in in ways that they can do their best job. >> So I'm going to go over here to Vice Chair Bondo. uh you know that's why I was waiting from you Dr. I made the the way you spoke that's that's just because I know you exactly what you have done and uh this is your best uh part so that's that's the the uh that mindset I mean I push that way for you to be able to to describe to say what you have created because you have you have some legacy
297there so that's exactly what I was I was looking for the the light and thank you so much so yeah Perfect. >> Thank Thank you, M for prompting me. >> Um, uh, do we want to have Jesse come up now? >> Yeah. Can we have Jesse Applegate who's our senior director of SPED, uh, come up just because there's questions about the positions. And Jesse, it's probably also helpful recognizing that they're in the first year. If you can just for folks who haven't been following the discussion all along, give the context of where those positions came from in terms of DMG study and all of that as well. just like ground it a little bit and then talk about the positions. >> Yeah, absolutely. >> Oh, yeah. Okay. >> Yeah. >> Sorry. How's that? >> Okay.
298Um, so uh yeah, so um I guess there's there's a lot of possible starting places, but um you know the and we're talk and we're talking about the specialized programs team. Is that specifically what we're >> wanting to >> go ahead >> discuss? Yeah. >> Okay. Do you want me to >> Why don't I do the quick foundation and because I think that the I heard more than just specialized programs. I heard the broader question around structure. Um so as part of our strategic planning process, one of the things named in the strategic plan is initiative 2.5 which is focused on providing a strong continuum of supports to all of our students um in special education. And so, uh, last year we brought in the district management group as sort of national nationally recognized, um,
299consultants in this area to help us take a look at what we are currently doing or were doing at the time and where we needed to, um, strengthen our work and where we had strengths already. And so the plan for this year was built out of that study. There was a lot of engagement um across the district with families and with staff. Um and we came to for this year at least to focus on four key areas. One being to strengthen our specialized programs. So those are programs that serve students um with particularly specialized needs such as autism or uh students in our um breathe program who have uh you know emotional regulation issues um students uh with in our functional life skills programs. So those those types of programs that provide a high level
300of support um recognizing that we needed to lean into those more and provide more support to those teams, those students and families. So one key bucket. Another key bucket was looking more broadly at our IEPs. Um so the individualized education program that every student has to have when they've been identified as having special education needs. So students um IEPs, we re recognize a need um with the help of DMG to really step back and look at the IEPs u to get stronger in the way they're constructed, the way they're written and make sure that we are consistently reviewing those and keeping really strong data on our compliance. Um and so that's another big bucket of work is around that IEP strengthening which also involves a lot of engagement with families. Um but then there is
301a separate third goal around family engagement. Um and so that is a priority. We see that as essential for the success of all students but in particular our students with IEPs and we know that's an area where we continue to need to grow and and get stronger. And then the last key area of focus for this year is professional development. And you know, we heard pretty consistently that we need stronger, more targeted professional development both for the staff actually delivering um direct services to students with IEPs, but also other staff. So that's a longer term um plan and vision. We can't roll out everything to everybody all at once. Um, but that is one of the the other things the team's been working on and so Jesse can speak to that how how the staffing
302sort of aligns to that set of priorities. >> Yeah, absolutely. Thanks Sarah. Um, so so in terms of the specialized programs, um, just for context so everyone understands, we have about 286 students in our specialized programs. We have 31 classrooms of specialized programs currently. Um, so that includes the beach, the breed, as well as the FA programs, FLS. Um, and they're in almost every school. Um, so we're serving a large number of kids broadly across the district. Um, and there's, you know, close to 150 staff, I would say, associated with those programs. So, um, it's a large number of kids and also a large number of adults who are serving them. And so in that context um we wanted to make sure that we have uh a team centrally that can provide support to those
303programs through you know a variety of different means with specialized expertise um that you wouldn't necessarily expect to have in the same way at the school level. So that's where we have um the two coordinator positions. Um we have the one focused on breathe um and we have the one focused on the other pro which we're calling like low incidence programs like the beach uh and the FLS programming. And so they engage in a variety of ways. Um they are meeting um as best they can regularly with teams. Um we've spoken about the walkthroughs that the team has done and is doing um because a really big focus especially on the strategic plan is the consistency of these programs. They're so widespread um that you know we really need to make sure for you know
304I would say as a really important equity piece that we're giving students in those programs at different places um a consistent experience that has not you know that was a key finding from the DM group. So that's the work on that. Um the professional development pieces I would also connect to that is making sure um that our staff are trained in those things and you know this is a big multi-year sort of project to do this again because of the scale of it. Um so you know the team um is doing that piece and then there's also the uh what I would you know sort of look at as being responsive. Um the students in these programs by definition have sort of the highest needs in the district. there are, you know, frequent needs for
305sort of really targeted support around a specific student around a program due to the needs, you know, um uh due to sometimes we we have vacancies and the team needs help navigating that. So our team is, you know, around the district supporting um supporting with with those things on a regular basis, helping to create schedules and programs and all those things and partnering with administrators and teams. Um and so you know I think that that that piece with that again expertise that we can bring in to support the teams um not as like uh not as like staff capacity in the programs but as sort of um you know training and planning and all those things and certainly spending a lot of time in the programs too is just really crucial to us making these
306programs I think be as effective as they can. Um the other thing I would just share for a little bit more background is that um you know when we had previously more of a day treatment program set up that program had a director that program had coordinators attached to it. So what we really have done over the last five years or so is take that same cap ultimately we've end up with kind of that same capacity but now we're using it to support all the specialized programs across the district not specifically focused on that day treatment piece. And so that's another piece too that I just wanted to make sure was kind of a an angle to think about it. >> Um and I I just have a follow-up question and then I'll look to
307the board for other questions. Um, you know, I think the way that board member Sautell like read out the position names, like I I get that that they're very similar in name and so I'm just wondering if you could talk to like do you feel like there's redundancy within those roles or you know too much capacity? Do you not know yet because it's a newer model like can you speak a little bit more to that like cluster of roles that um board member Sautell named? >> Sure. Well, and so one thing is and I'm just looking at Dr. Warren because I think one of the positions that was named was director of student support which is a separate piece that maybe we should speak about as well. Um but but in terms of the specialized
308programs um so I think it's >> it wasn't just specialized programs right it was the director of specialized programs was one um and then there were the two coordinator positions. Yes, sure. These are >> okay. So, these are these are the ones that I read. Um, senior director of student support services. I understand the two. A director of student support for elementary, a director of student support for secondary, an assistant director of student support, special programs, low incidents, and a specialized programs coordinator. >> I see. Okay. Um Okay. So um so the director of elementary special education and the director of secondary special education are the network team roles. Um and so that those positions are sort of the first line of support for school-based teams um around all things related to special education. This
309whereas the specialized programs team is that targeted focused support on the programs. So, um, you know, we're talking about, you know, several hundred kids at the resource level, uh, at both elementary and secondary. Um, and so we're talking about all the processes that go into special education that the coordinators at those schools, the special coordinators and the teams run. So all of the compliance um all of the uh different parts of the IP process the um specialed directors uh are the again it fits in with what the sort of how the rest of the network team functions. They're like the first support for them. Um and then and then the specialized programs team is uh the two coordinators that that you read are as as I described them. is targeted support for those programs specifically.
310Um, and there is uh I want to just make sure I answer your question. So I think one of the things that we discuss a lot on the team is sort of the proactive versus responsive work that we do and wanting to make sure that we are being proactive and doing working through the strategic plan. Um what I would say is that you know we are we continue to feel like we are more reactive than we want to be. Uh but we do that from a place of we're hearing from schools and teams that are needing the support and needing help with maybe like very urgent specific situations. So you know that's important too. Um it I would I would say that you know asking about capacity uh for the reasons I just said it
311it certainly feels like we have plenty of need and and we are stretched thin. Uh but I would also acknowledge that we didn't have those director roles in place last year on the network teams at all uh or the coordinator uh specialized program coordinator roles in place. So everything is coming together over the last six months and so it'll be hard to kind of comment definitively on what that capacity is. I would be concerned about scaling back the level of support that we provide we've been providing this year because it's uh you know been moving really in the right direction. I think it's felt very different from the feedback I get from school leaders and school teams to them in terms of what we can do to help them with these really acute um situations
312as well as kind of their bigger picture planning. Um and so I would be you know certainly concerned about trying to step away from that now with some momentum but that's you know I will acknowledge we've put a lot into place over the last six months and so it's a little too you know early to tell. >> Yeah. Um, board member Satel, do you feel like you have any follow-up questions for that? Um, just making sure you get what you need. >> Not at 10:51 at night. >> I I don't mind. I hope you don't mind if I step in, but I just want to give one a couple good examples of how the co coordinators have been >> Angela, you need to speak into the mic. >> Thank you. Um, I just want to
313give a couple of examples of how the coordinators have been able to help um with the work. Um so even we collaborate with uh Jesse's team pretty closely um especially on high um some of our more challenging cases but not only so um one of the things we've been able to do with the coordinators is have regular principal meetings of principles who help to lead these program lead our specialized programs. So, we regularly now have a principal meeting for principles that have a um breathe program in their school and we regularly have a meeting now with principles who have a a program for students with ASD in their school. And that makes a very uh it it the importance of like helping our programming like understand what's working in one place that where we can
314um help grow that in another place. Providing principles with the support that they need to be leaders of these programs. Not all of them come with a special ed background. So being able to rely on a coordinator who has that special ed expertise has really been helpful. and also and that is something that I have tried to do um before Jesse's team was in place and it just wasn't possible. So that's just one example of how having that full team in the um central office has been able to I feel like help us serve our students and families better and um so I just wanted to raise some of those. Yeah, I want to add that the coordinator or directors have tons of knowledge and really like it is to the people that uh you
315know principles everyone is going to to get uh the support just to uh uh support the students and the families. But another thing that uh uh really significant thing that they do is that collaboration with the academic teams with the multilingual teams and uh creating um co-creating and collaborating with uh the teams to create equitable uh professional developments where uh really like uh any professional development that uh let's say high you know like uh quality curriculum will contain what it means to the uh uh multilingual and what it means to a special education and that's why this network team uh uh format is really very useful because it brings those these people together and they are one front when uh the we are learning together and learning from each other as well. >> Thank you
316very much for those additions. Um what other questions or thoughts board member nor? >> Um my question is not a network question. I mean, it is kind of related. It's about the um reduction in the sped contract to services. I just wanted to see while you're here, how does that affect your team? >> Uh yeah. Well, we're we're still figuring exactly how it will affect, but but the per the that specific um contracted money was uh set aside to serve students who are in private schools. Um I think I've I've shared with the board before a little bit about how private schools function where it's it's different than how it works. uh for kids in public school, we're we have a special ed responsibility for any kids who attend private school that is physically located
317in Portland. So Wayne, Fleet, Breakwater, whatever, even if they don't live in Portland. Uh but our responsibilities are different. Uh but you know, given the size of Portland, there's over 60 kids that do need some level of case management and service and evaluation and all that. And so this is money that was set aside for that which we will have to redistribute among the team. And just transparently we haven't quite figured out there's a couple different ways we chose that because it is a more flexible thing. Um but it will need to be redistributed on the team. Yeah. Because it is it is a legally uh you know federal mandate that we fulfill. Yeah. I just I don't know if Jesse has spoke to the amount of specialized programs that we've added in the elementary
318level recently. I think it's uh maybe helpful for you to recognize that we added a new program for students with ASD last year. We added another new program for students with ASD this year at another school. And we expect that all three of our programs that serve students with ASD with autism spectrum disorder will be need to expand next year. So um there I will tell you I am concerned about not having contracted services because um I am also concerned about our capacity to expand programming in that way without also adding staff um at the elementary level. So that is a real concern. We have been um much more mindful um this year in particular. We have um a new software program that allows us to look at how better helps us see better how
319we're using our staffing, our human resources and how we're providing those services. So we're just finding like some ways that we can save some things. I'll give you a good example. We found that in some ca in one case in particular, we were scheduling services for an hour when the IEP called for services for a half hour. So when we can look for things like that where we can help make better use of our staff resources, we can make a little bits of adjustments. But I I mean whenever we are expanding programs like that, it is very hard to do that um without also adding staff. So, I just wanted to um acknowledge that. So, >> appreciate that. >> Can I just quickly say two really fast things? One is um that even as our
320district enrollment is going down, the number of students with disabilities and IEPs is going up overall. So, we're adding specialized programs. We're seeing more complex cases. And as we're coming in with our kindergarteners, we're seeing more complex cases. Um, so just wanted to note that that's not getting less. Um, and then the other thing is just again, um, I mean I I would not pretend that we are near where we want to be or need to be when it comes to special education and Jesse wouldn't either. Um, and yet I feel like last year the district made a very clear and strong commitment to this work. Um, we were very thoughtful and and careful about the structure we thought we needed to support these objectives. U, we've managed to put together what I think is
321an outstanding team. Those directors um, at the network level are fantastic. Um, and they get continuously rave reviews, but I hear similar things about the other staff that are that are providing support around specialized programming related services. Um, and you know, those folks are in schools regularly. Not everyone can be in a classroom all the time. Um, and I it is really important that we focus on student facing roles, but there are a lot of roles in the district that are critical that can't be in a classroom every day. And that's just the way a system like this works. So, my plea would be that we don't uh disinvest from this important work when we've really just started it. Any other questions for this team while they're there? Okay. Is there anything else from the
322board um about priorities or the way um I would I would um just like to throw uh some thoughts in again? I would I would like to set a a modest goal around mainare new billing um for us. I am also comfortable bringing the tax levy up a bit from from where it is. Ideally, I would like to stay under uh 7%. Um but I would be fine going up a little bit if we need to. Um I I am worried about continuing to hold central office in the current budget uh without a guarantee on that. Um and the the last thing that um I wanted to just follow up about is um Cliff Cliff Island um enrollment data. I think we like started that conversation, but I'm not sure we've had it as a
323full board about um the investment currently in Cliff Island and what the enrollment looks like over time. Um so I would I would like to be able to get that information uh to the to the board. Um and um uh and I just had one question about social workers guidance at the Daring and Portland High. My understanding is that at Daring there's a a social worker that is all um uh does all breathe students. Do you is that also the situation at Daring right now as well or is is it a different I know that they have less students with IEPs at at Portland, but what how does that look on their student support team? >> Yeah, so currently uh at Portland High School, there's a social worker who serves almost entirely the Breathe and
324the Beach program. >> In that particular beach program, there's a significant need for social work. So, >> um so she's serving serving in those two programs. >> Okay, thank you. That's helpful. Um, anything else from any board member? Yeah. Um, board member, sorry, you want to be last. Okay. I couldn't tell what your hand motions were. Um, board member Uberman, go ahead. Um, so at the beginning I said big ideas and I want to just bring to point what I think is really really important and that is we do bring back into the budget the experiential learning coordinator and the mobile maker space. I think all of the uh assistant superintendent positions, the chief of schools position, um the superintendent's position are critical for us moving forward in improving student outcomes. I they they push
325the rest of us um to do well and communication at least with the board is a whole lot better than it was three years ago. three years ago to find out this kind of information. It took threatening a um a foyer, which is absurd, but that isn't the problem here. And I think I we have to appreciate all of these people who've come forward and support them as much as we can. So maybe that $400,000 cut might be just a couple hundred,000 cut in the positions that we talked about. And just to reiterate the fact is when we said we gave the amount of money that we wanted to cut in the um from central office, it wasn't the specific positions and all. And so I think they have the staff has determined those things.
326>> Yeah. And I I I think it's just like I just want to acknowledge how hard this is and it feels like people all night long have been justifying their work in in this district. And it's it's it's just heartbreaking. And you know I when we came in to the district some of us um things that have been built and changed it is is really really um notable. And so I I am really hesitant to stop a lot of that work that has been um put put in place. And you know I do think it is really great to critically question this and really understand the roles. Like I think that is great for everybody on the board um to do and to understand. And I think like to really think about like what is
327the like when it comes down to it like what is the tax levy that you're comfortable with? Because if you're comfortable with a higher tax levy, then let's stop talking about having to cut more things. So, you know, and I just think like cutting for the sake of what? Like, you know, and and I do I just want to highlight again that like every district around us is putting up a much higher budget. I think we need to keep below seven to get through city council. But like if people have the appetite for that, then let's work on amendments the next week to to to follow that. Um board member Lena, I just want I don't I don't know if there was anything that you wanted to say or kind of like how you're approaching
328it. I just want to make sure you have time to put your thoughts on. >> I appreciate that. I was mostly hoping to do some listening tonight, so that was my goal. Thank you. >> Okay. Um, yeah, board member Nor. >> Um, I would like to bring back the mobile maker space teacher. Um, and specifically look at if the foundation if that's something the foundation can can is my mic working? I can't hear myself. If that's something the foundation could take on. Um, as well as the experiential learning coordinator. I also have some thoughts about combining the secondary position that the uh sorry assistant superintendent of secondary schools with the one that Dr. Ahmed Chris Carly in um and putting that dividing that role into the position. So dividing that role and having it go
329to two different people which would be um Dr. Proctor and Dr. Ahmed in his new position. Um, so that is a suggestion that I had or a amendment. Um, and yes, and I would like to emphasize the main care if we could increase that. And if my amendment does not make sense, please let me know. It's late. >> Yeah. Uh, Superintendent Scowan. >> Yeah. So, on the question about um the foundation supporting the foundation does currently support the mobile maker space position. So currently in this fiscal year that we're sitting in right now, they pay 50% of that position. Um next year their plan was to scale that back from 50 to 25%. And um you know I had the opportunity to connect with the executive director there, Andy, um and they have uh an
330appetite to make sure that this position could continue. Um, and so if that is a decision factor, um, that they're interested in engaging in that. I would say just like two things about that with like again real positive to both Miss Shyel's and the position is the foundation's at some level wrestling with the same thing that we are. And so one of the questions that they have is about whether or not a position has long-term sustainability versus them funding it. And so part of the agreement on this always with the mobile maker space was that the position would get the seed funding and then step back and the foundation's been really generous uh the last couple of years about not doing that. And so one is just want to acknowledge that they have that trade-off.
331The second piece is that they also have to make the trade-offs. And so they've been really investing in um art and the um supplies for teachers and the grants for teachers and all of those pieces. And so I think they're very interested in committing to this. I don't think it gets to 100%. I mean maybe it would, right? And I don't know that it doesn't change the conversation a year or two from now. And that's the piece that I want to be careful about is because we're making a lot of decisions in fiscal year 27 that we're going to have to come back to in fiscal year 28 because we're not necessarily like wrestling with it to a long-term sustainability. We're answering a question about today. Um, you know, we have we have uh um
332um on the on the Cliff Island question, right? Uh we're fortunate in the fact that we have a Cliff Island resident and expert here um who has stuck with us through the 11:00 time. And so I'm wondering if we could invite um Cheryl up uh Miss Cwley to speak to this. Um, and I also want to acknowledge the state in which this Cliff Island question is, right, which is there were questions in the creation of the budget process about whether or not u Cliff Island should uh uh be closed. And that felt like a bigger discussion than one that simply gets made as a budget line, right? right? That that is truly why board members are elected to make community decisions around this. Um and so it was not included in the budget. And so
333when you think about Cliff Island right now is scheduled to look the same next year as it does this year. Um and um you know for all the rest of our district, we have a a demographer that can project enrollment in Cliff Island. We're lucky to have Miss Cwley who can tell us about all the residents um and what it looks like next year and beyond. >> Okay. Just just just a numbers game. Yes, we have two students this year, a kindergartener and a first grader. They'll be the same next year. We have two little ones who just turned two recently, so that'll be three years from now. We will then have four students solidly in the school. and there's another one on the way. Um, so there's five that will be are up and
334coming. We are also working on housing as I mentioned in my first um comment time and we'll have a house ready in in four or three years which we will be finding another family with kids because that's how we're trying to sustain ourselves. So those are the numbers right now. We do have a growing population. >> Thank you. Anything else? >> Thank you for that. I truly appreciate it. Um and if you haven't if you haven't had an opportunity to visit Cliff Island or to see the school, um it is an experience worth taking. And if you get uh Miss Cwley as your tour guide, you will get the full experience. And so just strongly encourage. >> I would love to have any of you come out. Honestly, >> it's cute. I I have been
335there. >> It's It's a unique part of Portland for sure. >> It is. >> Okay. Thank you. >> I'm just going to add that like we have been able to like >> Sorry. Thank you. with uh Bill Anton as the um principal leader and um also with some support from both uh Trish Day and Fiona making connections between our mainland students and our curriculum and the islands has been much more possible um this year. >> Yeah. >> And we love it too. >> Great. And just for sake of time, I'm not going to have the other department heads come up, but I just want to say something overall in terms of this. Um, we can do a better job as a district about making it as clear as possible about the central office positions. And
336I would challenge folks to really find the district that puts out more information about this. I spent a lot of time scouring district websites, reaching out to superintendents, looking at their budget materials to see and I couldn't get you the comparison because people don't put it out. And so we can do better. But I would encourage folks to look on the budget website where the frequently asked questions section has a list of all of our current staff and a little blurb about what their responsibilities are. And so one I just want to say that the second piece is I truly believe that everybody in our district as Chair Len said is doing essential work and it can be exhausting to always feel like you have to justify it or that your position is always at
337risk whether you're a classroom teacher or a central office position. There's also work that I think of as the hidden work. It doesn't mean that it's invaluable, but there are things that happen every day in our district that if they stopped happening or they broke, you would hear all about it. You did hear all about it. And when those things are going well, you don't hear about it. But it doesn't mean that there's not effort and work that goes onto that. And so there is a ton of work that I think of as this hidden work. And sometimes truthfully, it's really public when people are covering classes. I was here earlier today and Ryan Bower was teaching preK. He is the um you know program coordinator for early childhood but our people do step in.
338Um, the other piece I just want to name is I was at a a conversation with board member Sautell with our transportation team. And in the conversation, uh, one of the bus drivers shared that, um, we have nine people on our HR team, but they don't know everybody. And we'd love for them to know everybody, but they knew exactly who they needed to know. Um, and so they knew who the head of HR was and to reach out. They knew who did benefits. They knew who to reach out to around certification. They didn't know who to reach out to for FMLA or family medical leave and they've never needed it. >> And that's okay in the same way that we have people processing payroll that we actually don't want people just reaching out to because
339we want them focusing on processing payroll. And so I say that just so that we don't have the the behind the scenes the invisible workers get lost in this and to realize that any change has a domino effect, right? And so one of the proposals that's listed here is the reduction of a member of our data team. Okay, that individual does all the compliance data. And so if that position goes away, there's a domino. And we could say that about any position. We could say that about an edtech position. We could say that about teacher position. Um, and they also support initiatives that you're asking about. And so you're talking about mainare billing. This individual helps with main care billing. And so I just say that to say that um we're going to have to
340wrestle with and continue to wrestle with these pieces. And the right answer may be to move forward with reductions in these roles. And I don't think anybody intends for it, but sometimes it can feel to folks who are watching from home that there's that tradeoff going on. And I just want people to hear, and I know I speak for members of the board, that people are seen and appreciated in the school and in the departments around this work. And so I just thank you for that. And I thank you for like wrestling with this in the like deep way that you are two hours after uh we were going to end this section. So thank you. >> All right. Uh so with that we have the consideration and action to enter into executive session. Uh
341yes board member. >> Thank you chair. Um my question is actually whether the executive session is timesensitive and has to be done today. However, the next board meeting like we are just in this in the thick of it. Like we're not going to have another short board meeting until the end of April. >> Well, I just don't know what the nature of the conversation is and whether waiting. >> Okay. >> Yeah. So, um well, first just from a calendar end, >> yeah, >> there's the next meeting is April 14th, which is the board budget vote, and then the next meeting is in May. And so I think it's really a board discussion. One of the things that the board asked for >> was a highle update >> around the state of investigations. >> And so
342this is not about the specific investigations or details, but that high level >> how many title N complaints do we get? What type of title N complaints do we get? >> Um and um so that is the state of it. >> Yeah. And so I defer to the board about the level of priority setting on that. >> Do you do you want to respond to >> Well, Sure. I mean, I would just um I I have an appetite for having that conversation on another day because I just feel like that it's getting unsustainable the amount of late nights that we're having so frequently. So like like we've talked many times about how oh we can't make good decisions this late and then we just continue to do it and it's just I'm just naming that
343like I'm finding it very very challenging and whether we reschedule this particular one or not I think it's a broader thing to sort through heard. Um, I I would welcome a motion. Yeah. If someone wanted to make a motion to postpone to a certain date and then >> Yes. Um, I'll make a motion to postpone our executive session until April 14th. >> I'll second. >> Is there is there a second? >> Ali, I'll second. >> Okay. Are there any questions on the motion? Board member Aberman, >> how long is >> Can you please talk into your microphone? >> How long is April 14th going to be? >> It's going to be another late meeting. >> Is it going to be later than this? >> I cannot see into the future right now, but I know
344it will be late. Um uh is it So, any other questions? Yes. >> Um depending on how timesensitive it is, I would be okay with pushing it beyond April 14th. Yes. Uh board member nor >> is there a department head that's like presenting to us today that's been waiting okay then >> maybe it >> okay >> great um I think that we can um uh uh so sorry there was a second on the floor that was a question uh I'd like to call um uh the vote on this uh can you do names please because I think we'll might be split someone >> uh we are vote to table this until April 14th, the executive session. Member Ali Ali. >> Uh, yes. >> Board member Yura Ali. >> No. Vice Chair Bondo. >> No. >>
345Uh, member Brighten. >> Yes. >> Member Lena. >> No. >> Member No, >> no. Member Opraman, >> no. >> Member Sautell, >> no. >> Uh, the student representatives have gone. Chair Lentz, >> no. Uh, so the, uh, motion does not pass. Um, so I would be looking for a consideration action to enter into executive session pursuant to one MRSA 40560 to discuss a personnel matter. Thank you, board member Operman. Is there a second? Thank you, board member. No. All those in favor? And that is unanimous. Um into executive session. Something good happened. >> My god. I did not I was like I have to keep going and I didn't get >> All right. You're adjourned. >> No, we're not adjourned. I'm waiting for Greg to give us the thumbs up. >> Thumbs up. Okay. Um,
346I move to adjourn. Is there a second? Thank you, board member Brighten. All those in favor of adjourning. >> You're here. >> That's unanimous. So, we are adjourned at 11:46 p.m. Thank you all. I'll talk to you