April 14, 2026 Business Meeting, Budget Hearing/Vote on FY27 Budget Recommendation to City Council

001Just waiting one more beat for one word board member to come back and then we'll get started. first. That was such a good question. There are people. All right. I would like to call the business meeting of the Portland Board of Public Education to order. It is Tuesday, April 14th, 2026. We are meeting in a hybrid format with some of us here at Casco Bay High School and some online via Zoom. Um board member Noir and board member Aperman will both be joining us um on Zoom tonight. Uh but Dr. Warren, will you go ahead and call the role, please? >> I will. Board member Ali Ali >> here. >> Member Yura Ali >> here. >> Vice Chair Bondo. >> Member Brighten >> here. Member Lena present. Member Norf. Member Operman >> present. >> Member

002Sautel >> here. >> Student representative Grant >> here. >> Student representative Milstein Jones. Student representative Muhammad. Student representative O'Brien. Chair Lens present. Uh and board member Nor is on the webinar side of the Zoom. If we could move her over that would be great. Thank you. Um, and now we'll do the pledge of allegiance. And just remember not to start until we have the flag up on the screen. To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. >> Portland public schools recognizes the original inhabitants of the land on which our city and schools stand. the Woolis Tiguay or Maliset, Mcmack, Ponobscot, and Pasimaui tribes known collectively as the Wabanaki Confederacy or people of the Dawnland. We are

003honored 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. Uh and as a reminder of our mission, the Portland Public Schools uh are 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 Portland public schools when there are no identifiable differences and outcomes and experiences for any population subgroup. Tonight, we'll begin with

004the final public hearing of the proposed fiscal year 2027 Portland Public Schools budget and then we'll move on to non-budget related public comment. Uh this will be followed by a regular b business meeting that includes a workshop on the timeline of the middle school resolution work. Uh the executive session at the end of the meeting has been postponed until May 12th. Um, so before uh we review the budget hearing or before we start the budget hearing, I'm just going to review the public comment guidelines. Um, and these are guidelines that are new based on the changes that the board made at the last meeting. Um, so as a reminder about public comment, speakers will be recognized by the board chair and comments should be addressed to the board chair. Speakers should introduce themselves by name

005and city of residence. Um, that's just a um just a note there. We used to do your full address and now you can just use your city of residence. Um, members of the public may speak on any subject directly related to school and education matters except for personnel matters, complaints or positive comments concerning specific employees or individuals or matters pertaining to individual students which shall be addressed through established policies and procedures. Discussion of personnel matters is not permitted during the public comment period due to the privacy, confidentiality, and due process rights of school employees. 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

006basis 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 others, and offering comment on matters unrelated to the school and education matters. The board will not respond to any comments given. The audience is asked to refrain from responding, including applause, comments, or disruptions. Any concerns about personnel matters and/or student matters should be directed to the superintendent or another appropriate administrator outside of board meetings. And in the case of concerns about the superintendent um they should be directed to the board so they can be addressed through alternative channel and in a manner consistent with privacy, confidentiality and due process rights of the individuals involved. The board chair will stop any public comment that is contrary um to these rules and

007um individuals who refuse uh may be asked to leave. So with that, I would welcome anyone that would like to give public comment on the budget to come to the um uh microphone. You will have uh three minutes or six minutes with an interpreter. >> Hi. Uh my name is Christopher Terret and I live in Portland. Um I have two daughters, one at King Middle School and one at Portland High School. And I just wanted to speak in support of continued uh funding for music education. Um because um so both of my daughters play music and they've had great music teachers in Portland schools, but it seems like music is often like deemphasized in the school. They have to go after school or they have to miss classes in order to go. And it wasn't

008like that when I was a kid. And um you know, the music that I education that I got when I was younger um really changed me. I'm I'm an electrician, but I also play music. And um you don't have to be a musician for a career to have music impact your life in a way that can be really profound. It can open you up to cultural influences you wouldn't get otherwise. It it changes the way you think about things. And I think it's really important and um doesn't get enough emphasis and support in the schools now. So, I heard that there was a new staff position that was going to be created that got cut from this budget. So, I just want to speak in support of of funding that position. >> Thank you. >>

009So, I'm Henry Atwood and I am a third grader at Ocean A. I live in Portland and I just want to say for the mobile maker space like I love it and I think it's really fun but and like all of the stuff there and like Yeah. So with it and hearing that that might be cut, it just doesn't make me feel good because that it is fun. Like in second grade when we were doing this thing with the sale cars, that was also that was like awesome. And I and I think it was a also a challenge. And that's what makes what made it fun for me personally. And also when we do the stuff with the indies, like when we have the mat out for them and we have to build the stuff

010on it, that's also really fun. And yeah, I think it's just really fun. >> Thank you. >> Yeah, it's allowed. It's allowed. PBS students get applause. It's who can respond. That was awesome and makes me proud of our students in a big way. So, thank you for that comment. >> Um, hello, I'm Fiona Hopper, mother of Henry Atwood and I told him like you're not allowed to talk about fieldwork. You can talk about the whole maker space. Um, I am the social studies special projects coordinator for the Portland schools and I uh am also a resident of Portland and I'm in my 20th year as an educator in PPS. I'm advocating for the restoration of the experiential and outdoor learning coordinator position. During the last public comment session, I spoke about the connection between this

011position and Wabanaki studies fieldwork fieldwork. Tonight, I will speak about the connection between this position and the black history curriculum and summer programming. In September of 2023, I stood before the board during a curriculum update and outline the path from curriculum creation to implementation for Black History. During that update, I stated that 2627 would be a trial year. And I am proud to say that despite many setbacks and uncertainties, we are on track to trial all black history curriculum units K12 starting in fall 2026. Like the Webanaki studies curriculum, the local portion of the Black History curriculum includes place-based fieldwork. These field experiences involve both community partners and community members. And I will pass out a letter from Indigo Arts Alliance detailing one of these field experiences. Fieldwork offers a critical opportunity for bipok students

012in PPS to see their identities reflected in the professional adults they encounter. Working directly with local black artists, historians, journalists, musicians, and educators as part of black history fieldwork benefits all PPS students. Not only is the work uh with community members an essential part of authentic place-based learning, it is also central to PPS's equity, vision, and mission. The Black History related fieldwork planned for grades 1 3 6 7 8 and 9 will not be possible to orchestrate without the coordination and expertise of the experiential and out of school learning coordinator. When I started my career in PPS, we offered a robust summer learning opportunity uh summer learning opportunities for students. That programming has eroded and we are no longer able to provide students that we know all they know all that we know they need

013during the summer. We all know this is a major problem and yet we have been unable as a district to build capacity and infrastructure needed to serve students who need summer programming the most. The experiential and out of school learning coordinator position was added a year ago in an effort to restore summer programming. We are on the brink of being able to do that. Eliminating that position will put us back at square one. The experiential and out of school learning coordinator provides the institutional and programmatic stability needed to ensure universal access to fieldwork. So it isn't just schools with well-unded PTOs that get to do cool things and uh universal access to summer programming. Restoring this position is an equity move that aligns with the core mission of PPS and I hope you restore the

014position. Thank you. >> Thank you. >> And here's the copies of the letter. Just >> perfect. Yeah, if you want to just start them over there. Great. Coming up. And then after Angie, we'll do um Anthony King online. >> This is the first time I've ever done this, so I'll do my best. I hit three minutes. I I timed it. Um my name is Angie Taylor. I'm uh principal for Presumpskat Elementary. My address is 279 Cape Road in Raymond, Maine. I did write down what I wanted to say and I would have said this actually yesterday had the finance meeting u the committee meet met yesterday. Um but first I want to say that uh I recognize how hard this is how hard it is to build a budget um under these conditions. Um I've

015been in education for 26 years and I don't remember a time when this work was easy. I truly wish that education was funded differently so that we could consistently provide everything students need from preK to 12. Like many educators, I carry a wish list. Mine includes more support in our specialized programming, more support in our kindergarten classrooms, which we got closer to this year, and smaller class sizes across the board. At the same time, I understand that difficult decisions have to be made to close budget gaps. I have attended almost every budget meeting, and I watch well, I can't make it till like midnight, and I watched the most recent finance meeting about two weeks ago. I remember hearing the proposal look at cut $400,000 and I immediately began to wonder how that would happen.

016My first thought was concern for my colleagues who have been working tirelessly to support school leaders and teacher leaders in implementing our strategic plan. And thank you for adding the maker space and I thought the outdoor coordinator back into the position, but I could be wrong. I want to be transparent that I don't know exactly what will be proposed tonight. Like many people, I've heard rumors. One of those rumors is the possibility of reducing the network teams down to one. If this were to happen, it would mean one person leading curriculum for preK through 12, one person leading Esau, and one person leading culture work through the entire district. I believe that would be the wrong decision. I can only speak directly to my experience at presumpscott elementary school, but I can say with certainty

017that these individuals have been invaluable to our progress. They have supported our teachers, strengthened our instructional program, and helped us build systems that allow students to thrive. Because of the support, our students are achieving, again, I'll speak for Scott, at levels that are well above the state's averages in both reading and math. Reducing this work to a single individual in each area would significantly impact our ability to sustain that progress. It would stretch already critical roles too thin and ultimately affect the level of support our students and educators receive every day. I know there are no easy answers and I respect the and I say that I care right that's what I mean by respect presump Scott um I respect the complexity of the decision in front of you I really do um I simply

018got it 30 seconds I simply ask that you consider these reductions please think about the direct impact on our schools and the systems that are currently um helping students succeed I recognize these don't seem like studentf facing positions. They are they're helping me. They're helping my leaders in my school. So, they are studentf facing when you think about it like that. I know there are hard decisions. I think there are other ways to reduce this budget. Thank you so much for listening. >> Thank you. We'll go to Anthony King online now. >> Uh hello, Anthony King. Uh I live in Cape Elizabeth. I'm a teacher at Portland High School. I'm the Latin teacher there and I wanted to share um comments that my students made um about um restoring the Latin program and how much

019they like Latin. It is a mixed uh mix of students um some multilingual um some with IEPs, 504s and um and uh also uh CP neurotypical. Um but I wanted to give you a smattering um for the record. Um student writes, I like Latin because I get to learn a language and a history of a language going from Egypt to Rome to Britain. I really want to learn Latin my senior year. Um, Latin should remain as a course at PS at PHS because it has taught me the origins of many English words, the history of the Roman Empire, and the obvious learning a new and unique language. It gave me a sense of belonging. Initially, I joined the course because all my friends chose it. However, by the second semester of my ninth year, instead

020of feeling estranged, I felt welcomed and supported. The Latin course is very important to me. I am very fond of learning more about foreign languages and cultures. Um, that's two comments from MLS's. Um, Latin, a new one. Latin is a beautiful language that deserves to be studied. Everyone should have the right to study it. So, I think it should stay. I've had a bunch of fun learning and would be sad to see it go. Uh, second student. I have loved taking Latin these last two years. It has been so fun and the overall vibe is more laid-back than other modern language classes I've taken. Um though uh those students are have 504's IEPs. Um and another Latin has been pivotal in my high school experience. Latin has taught me the basis of the English language.

021Latin is a beautiful language and helps me understand things from medicine to law to philosophy. Latin has also helped me better understand the intricacies of the English language. Latin has also fostered a community of like-minded people who love language and history. Latin is not just a language class. It's a class in history, poetry, religion, and philosophy. Latin has allowed me to connect with teachers as well. Um new student um in >> 30 seconds. >> Yep. In middle school, when I was deciding what high school I would attend, Portland specifically stood out because it had an in-person Latin class. And throughout my years here, I've never once regretted taking it. I've sent you all the complete list um of comments. I hope you peruse it. Um I especially like this last little bit uh from one

022person who said, "The class gives me a space to geek out about my interests." Um so I hope um you consider that and all other studentf facing um classes uh to be restored. Thank you for your time. >> Thank you Anthony. Um is there anyone else in the room that would like to give public comment? You can come on up. >> Getting there. >> Take your time. Hi, my name is Rory Crossman. I am a teacher at King Middle School. I'm from Bitterford, Maine. Um, I have two points that I wanted to bring up. One, um, in our success of Portland public schools, a lot of that is building relationships with our students. It's putting them first. It's giving them opportunities to figure out who they are and who they could become. And I really

023hope that as we're working through this budget that we consider all these studentf facing roles and all the roles that the teachers are doing in the classrooms and outside of the classrooms. Um, my second point, um, around middle school, um, there's a lot of talk and I'm asking that we have more transparency about what's going on, that we value the teachers and the work they put in with these kids every day. We're not just delivering curriculum. It's middle school. There's a lot that goes on outside of that. There's a lot of stuff that happens in the daytoday with kids building their social emotional skills and you really need those teachers to be there. You need to have smaller class sizes. We need to be able to address issues that come up as they come up

024and not later on. Um, and I guess I do have a third point. I was looking into central office and who everyone was and what went on and I'd ask for more transparency there as well. What are the roles of each person? What are the roles of our network people? What are the roles of Hold on, let me look. I had to make a chart. I'm a science teacher, so I So looking at it, you know, we have director of specialized programs, director of special coordinations. I think just having some understanding of what the jobs are, what their roles are, what their job descriptions are would really help us to understand and have some clarity as to what people do, what they're paid for, and give value as to where everyone is, and if there's

025any duplicity, figuring out how to make that work. So, I'd appreciate that. Thank you. >> Thank you. Do you want a copy of this? No. >> Is there anyone else in the room that would like to give public comment? Please come on up and then we'll go back online. Okay, we're going to go to Victoria um Karen online. Go ahead, Victoria. Good evening, school board members and superintendent Scout. My name is Victoria Herren. I'm a resident of Gorm. I'm a school counselor at Portland High School and a proud parent of a 2023 graduate. I'm here because the pros reduction in school counseling positions at Portland High will immediately impact our students access to critical supports. I see every day how deeply students rely on these services and I'm here to ensure their voices are heard.

026I will share with you just three of the more than a hundred student responses from our junior planning class taught by our Portland counselors. These student voices offer powerful insight into the role of school counselors at Portland High. This semester in junior planning, I learned how to better prepare for life after high school. We explored college and career options, created resumeumés, practiced writing personal statements, and researched scholarships and financial aid. I also learned about important life skills like budgeting, time management, and setting goals for senior year and beyond. Overall, it helped me to start thinking seriously about my future and how to take the next steps. I learned about college credit, self-reflection, SAT preparation, career exploration, resources, job shadowing, and interviews. I have to say that this semester was very important for me and my

027future. I learned about the different paths I can take after high school. I learned about the military, two and four-year colleges, community colleges, trades, um, and how to choose a perfect college for you. I also learned to use the common app, an app that I probably will have to use a lot in my senior year. In brief, this course was very helpful to me. Let's review the facts. Since 2022 and 23, Portland High School has had five full-time school counselors. This year, that number reduced to 4.5. For 2627, a further reduction to four is proposed. I am asking you to take a stand, support an amendment that maintains the current 0.5 position, and restores our department to five full-time counselors our students need and deserve. I recognize everyone fully understands the scope of a school

028counselor's role. There is no job description that captures it. I learned it in practice over nearly 28 years. At our core, we are student centered. We meet students where they are, whether it's in our offices, hallways, classrooms, or in moments of crisis. Every day is different, and we constantly pivot to meet students needs with compassion and skill. In a single day, we move from scheduling to counseling, from post-secondary planning to crisis response, from enrollment to student support team meetings. We attend 504 IEP meetings, coordinate PSAT, SAT, and AP testing, build the master schedule, manage over 100 PAS visits each year. We organize college trips, support FA and financial aid, advocate with >> 90 seconds, >> transition eighth graders, all while managing constant communication logistics. There are never enough hours in the day. Trust us, listen

029to us. Listen to our students. At Portland High School, we show up every day for our students and each other. Tonight, I ask you, our school board, to show up for our students. Thank you. >> Thank you. Is there anyone in the audience or online that would like to give public comment? Now is the time to do that. If you're online, raise your Zoom hand and I'll call on you in just a moment. Go ahead. Good evening. Uh my name is Johanna Burton. I'm a Portland taxpayer and resident, a proud parent of a Portland High alum, and a proud counselor at Portland High. Uh I'm hoping that you will not make any student facing cuts this budget season. Uh I especially hope that the Latin position at Portland High will be reinstated uh and that

030you will uh reinstate the half of a counselor position that's uh slated for a cut uh tonight. Um as budgeted currently, Portland High students simply lose. They do not need counselors or social workers less than they do this year or less than other uh PPS high school students. And again, our uh numbers are not changing yeartoear. Uh rather than repeat what I've said at previous meetings, um I'd like to just ask you again to help us support the well-being, high school experience, and dreams and future plans of our students. And I'd like to read you just uh two quotes that I thought were uh especially um uh important from our students. Uh one was uh here's the first. I was surprised to learn about different career paths. Before this class, I didn't know many options

031for jobs after high school. Hearing about various careers opened my mind to new possibilities. I realized that's important to choose a path that makes me happy rather than just following what others think I should do. And a second, I'm a person who doesn't know what kind of major or career or which colleges that fit. But thanks to this course which helped me to have more knowledge and understanding to know what I should do in colleges and the future. As a person who doesn't know anything about college colleges, this course made me feel less hopeless and believe that I can move forward into the future. I ask you to please uh consider keeping the 0.5 counselor at Portland High and and all of our student facing positions. Thank you very much. Thank you. Go ahead, Jesse.

032>> Hi, I'm Jesse Maldun. I teach at Daring. Um, I'm a little bit of a broken record because I've said this um in writing and emails and um at board meetings, but I really want to um say again how important I think it is that we don't have any studentf facing cuts. Um I specifically want to talk about edte. I teach in special ed. Um, I actually became a teacher having spent a couple years as a one-on-one in special ed. And I can't say I can't say enough about the value that edte bring to any special ed program that I've ever worked in. Um, they provide in-class support, small groupoup support, one-on-one academic support, behavioral support, support with using restrooms, support with with feeding, taking kids to the bus, picking kids up off the bus,

033bringing students to paths, bringing students on job sites. The number of times that we can't send kids out to a job or to a program because we don't have somebody to go with them is um it's it's just too much. It happens far too often. And um the fact that the jobs, at least the ones at Daring that are proposed to be cut are um ones that are unfilled. And I have said this before, but I'm going to say it again. I think the question is why is it so hard to fill these positions, retain people, and rather than seeing it as kind of an easy way to cut a position because it's already unfilled. I think we should be looking at the value that edte bring to our classrooms and fig figuring out ways

034either to bring retired teachers into becoming edteex or supporting edteex who want to become teachers because many of my colleagues who are now teachers also started as edteex and I think that that experience is also incredibly valuable. So um yeah, I've said this before, I'm not going to stop saying it, but I do really um encourage you to keep the cuts away from any student facing positions. Um, and I especially want to speak up for um the special ed programs and our ed techs. Thanks. Thank you. Hey, I'm not seeing any hands online. Is there anyone else in the room that would like to give public comment? Okay, I'm going to go ahead and close um public comment on the budget. Um, and now I will open it up for nonbudgetreated public comment. If there's

035anyone in the room um, here to give that kind of comment, you're more than welcome to do that. Now, Stephen Sharf of Bracket Stream Portland. Um, I just want to actually um express uh some uh uh uh encouragement uh that um I have been looking at budgets from several other school districts around the state and around the county and I will tell you that the materials that are presented to you uh albeit uh I've asked for additional material but the materials that are presented to you are far superior than what school boards across Ross the state and and and throughout Cumberland County yet. And um I um just want to let you know that your staff does a great job in providing that information um to the public and to to you. Um just for

036example, in the city of the Westbrook school budget, their entire budget is a 541page detail of every little line item uh without any breakdown as to what department it really is in. That's what they get. 541 pages of a document that is impossible to decipher if you are not a financial analyst uh trained to analyze it. Uh so just want to thank you for that and good luck. >> Thank you. >> Is there anyone else in the room or online that would like to give nonbudget related public comment? Okay, I'm going to go ahead and close uh public comment then. Um and we'll move into uh a series of remarks now. Um so I'm going to start first. Um and uh since the last time we were together, there's been a lot happening in the

037district. We're entering that time of year where there's an event almost every day. Um but just a couple of um events that have happened. Uh the Dearing Science Olympiad team won at the state level competition. They placed first and will be on their way to nationals in California. The Portland Odyssey of the Mind uh sent seven teams to the state competition and four of those teams qualified to move on to the world finals in Iowa later this year. It is amazing to see what those kids can create with cardboard. Um and uh just really um made me proud um to be a PPS parent uh and board member. Um, a reminder to everybody in listening that the foundation for Portland public schools has set the date for um, uh, spring for teachers. It's May 6th.

038Um, and it's an event that honors our staff and celebrates our alumni. Um, it's one of my favorite events uh, of the year. It's very happy um, and connecting and really community focused. Um, so I recommend attending if you can. Um, and then we have continued to track important bills that are moving uh, through the legislature in Augusta. um LD1892, which is, and this might get boring for a little bit, so just heads up. I'm going to use a lot of bill numbers, but this is important stuff. Um LD1892, the school construction bill, has passed both the House and the Senate and will now move on to the governor. Um uh that bill can uh could provide really substantial funding for Portland around school construction. Um the superintendent will share more in just a couple

039of minutes about LD 2226. Um uh and also LD2239 had a public hearing today. Um for those of you who are not able to follow the bills as closely as the nerds up here. Um this bill is connected to the statewide referendum to designate school sports participation and facilities um by sex. Uh the superintendent um was one of the only superintendents in the state there. Um he was able to testify in person and I submitted written testimony urging the committee to vote ought not to pass. Uh and to make clear that we have a moral obligation to support all of our students and that this bill also carries serious practical and fiscal consequences for our district. And just want to point out a couple of things about this um bill and uh upcoming uh referendum.

040uh the legislation um in this bill um it it it targets specifically one group of students, but we know that targeting one group of students harms uh entire communities. Um research from the Trevor Project shows that anti-LGBTQ plus policies increase rates of anxiety, depression, and suicidal ideiation, not just among the students directly affected, but among their peers. We have seen this happen in Portland. The bill defines sex by original birth certificate, a document that school districts do not keep on file. This creates participation barrier that falls hardest on students in foster care, adopted students with sealed records, and immigrant and refugee students whose civil records may may be incomplete or destroyed. LD 2239 goes far beyond athletics. Um, it's not just about girls in sports as the way it's being um uh publicized. It mandates

041strictly sex segregated restrooms, locker rooms, and undefined other private spaces for every student every day. Combined with a private right of action allowing any student to sue, this exposes districts to significant new legal liability. Portland's current approach is already working. We've invested in single occupancy restrooms and genderneutral facilities that protect privacy for all students and have generated zero legal challenges. Um, the MPA main principles association already has a functioning policy for transgender athlete elig eligibility and this bill would dismantle what already works and replace it with a rigid litigationprone framework. And one of the things I like to point out about this is that um, you know, single uh, um, uh, occupancy restrooms and genderneutral facilities benefit everybody. You cannot talk to a middle schooler who doesn't say, "Oh, it's really nice to just have

042like a moment alone by myself in the bathroom, or someday I need a little bit of extra privacy." It's a great example of the way that investing in equity helps all students, not just particular groups. Um but compliance with this bill would require new staff um for document verification and facility monitoring, potential capital costs to reconfigure facilities, and litigation exposure, all unfunded um at a time when districts like ours are already uh under significant budget pressure. Our job as a district and as a board is to create environments where students attend school, feel like they belong, and succeed academically. LD2239 moves us in the opposite direction. This bill was voted down in committee, but that just means that it rolls over into a referendum and will be on the state ballot in November. Um, so

043please keep an eye on this as it um uh as it moves uh to November and we'll be sure to uh give more updates. Um this year working in Augusta and alongside our legislators has taken capacity from the board and staff. Um, but it does present us with an opportunity to rate to make real meaningful change, especially when it has come to how schools are funded in Maine. Again, this year, we've had a a challenging budget process that presented us with significant um hurdles. A $4.1 million cut in state funding, which is just unheard of. No other district has ever experienced it. We have not ever experienced it. Um, and it's and it was uh it's been huge. Um, we have declining enrollment and we also have rising costs which I'm sure everyone in this

044room uh feels at this moment. Um, and there there's not a single person in this room who wants to make any of the cuts that are being proposed tonight. I think I just want to make that super clear that this board is not out to trim what we're doing at all in any department, but it is what we are being pressured to do because of the financial reality of how schools are funded in Maine. This is my fourth budget cycle and I've really come to realize that without massive changes in Augusta, every year we're going to be tasked with making choices like these. Last night, the city proposed a 5% increase in the municipal side of the budget. To get to that 5%, they had to eliminate over 74 positions and are increasing premiums of

045health insurance to all of their employees, as well as raising costs across many areas like parking, trash bags, um, uh, permits, all kinds of things. So, that's just a reminder that we're not alone in how hard this is. And you'll see in the newspaper almost every day, um, budgets across school districts that are incredibly high this year. Tonight, we're going to navigate the second read of the budget together. Board members will be able to make amendments, and our goal will be to finalize a budget that we can send to the full city council, who will then have the opportunity to vote it up or down before sending it to all Portland voters on June 9th. I urge us to remember that we are all in this together. Everyone in this district is valuable and working

046towards better outcomes for our students. That's why we all show up every day. There isn't one type of employee that is superior to another. It is heartbreaking and has been for the last few years to watch us pit one position against another and tear ourselves down. It takes us all. And I think everybody in this room and everybody that works in this district knows that because they feel it every day. We can't do it on our own. So, please just hold that board as we move through this process tonight. Um, and so those are going to conclude my remarks. Um, student representative Grant, are you are you ready? >> Yes. >> Okay, perfect. So, you're going to um represent Portland High School tonight. Go for it. My remarks are a tad bit shorter than the

047ones I made last time, but I think that's appropriate because this meeting is a little longer. Um, just some general news about stuff at Portland High School. Um, this past Friday was the now annual student versus staff basketball game, which is planned by the student council. The game was extremely fun and the entire gym was filled with students and staff who were both playing and spectating. The band played during the whole game and the PHS dance club did a halftime performance and the staff won if anyone is interested in that. Um the past this past Thursday, the juniors participated in the main state science test. Um, the spring sports season began a couple weeks ago and the lacrosse, tennis, baseball, outdoor track, softball. I said tennis twice. Um, and sailing teams will have have had

048a few scrimmages or regatas for sailing, but their official games start this week and during break. So, no big updates on that. Um, last week the PHS math team competed in the state math meet at the Augusta Civic Center. The team placed seventh overall in division A and Nick Romano placed within the top 30. Um around a month ago, wait on the conference half day in March, the social emotional wellness day that was planned by the culture coordinators and with help from the student council and other club leaders was a success. Students had fun participating in multiple different fun activities with their advisories and then participated in a form of the game minute to win it with the whole school. Um, this is just a brief summary of what the different grade executive boards are

049doing. The freshman executive board had a potluck yesterday potluck event yesterday evening. The sophomore executive board has a fundra fundraiser at Chipotle coming up within the next month. The junior executive board is working on a few restaurant fundraisers and planning for prom. And the senior class executive board is working on planning prom and other class events. And then a summary of what the student council is working on. Student council has been working on making had been working I guess now on making the student staff basketball game fun and exciting for everyone. They're also working towards giving out student council scholarships which are scholarships given out by student council to a certain number of students from the student council and greater school community. There's one student council scholarship, one general school scholarship, and one scholarship that

050is given to a student in the multilingual department. Um, student council will also help to plan class elections for the upcoming school year that will happen within the first few weeks of May and a teacher appreciation breakfast for our teachers during teacher appreciation week. And last but definitely not least um in junior planning which Miss Karen and Miss Burden talked about um these past few weeks of junior planning have been focused on budgeting and financial aid when it comes to college. Students have learned about managing debt, different financial aid opportunities and have compared what it would look like to attend different colleges financially. And I just want to reiterate how important it is and how much I'm a junior right now and I've learned a lot that I just would not have learned without that

051opportunity and I hope that that gets to continue next year. So yeah, >> thank you so much student representative um Grant. Does anybody have any questions? Yeah. Board member Lena, go ahead. >> Thank you so much. I just want to clarify. Okay. So, did you say that the staff at Portland High beat the class A champions? >> Oh, okay. The the Sorry, the the student team is was made up of all different students, not just the entire >> varsity basketball team. I also don't think I last meeting we had one. We did win the class A state championship over Feb in February, which was a while ago, but that did happen. Um, but there were a few varsity team players and also a mix of all different students and then a mix of all different

052staff as well. >> Excellent clarifying question, board member Lena. Um, and just how awesome all the events that are happening at your school. And I know that that's happening across the district and all the schools. So, just um thanks to all the students for participating and for all of the adults making it happen behind the scenes. Any other questions? Program member Grant. Okay. Um then I'm going to pass it to the superintendent. >> Uh good evening everybody. Um tonight I uh Chair Lent took a couple of the recognitions. So, I'm going to jump right into some business. Uh first, just a legislative update. Uh through the district's advocacy efforts, we anticipate receiving approximately $420,000 in additional funding through the state supplemental budget in FY27. Second, LD226 has passed. That is the bill dealing with uh

053school funding. This is a more trimown version of the funding formula changes that were originally proposed. The bill is passed includes a regional salary adjustment and moves to a 9010 waiting of local property valuation and low-income student enrollment. We estimate that the impact of LD226 on our FY28 budget could be approximately $3.9 million in additional state funding. However, that estimate assumes that the state continues to fund education at the 55% level and includes the additional costs in the upcoming bianual budget. We'll be watching this closely as the state budget process moves forward. Last night, I had the opportunity to join city council. As you know, the board approved a series of capital improvement projects earlier this year for inclusion in the city's overall capital improvement plan. The plan was scheduled to come before the city

054council for a vote last night, but it was tabled. The council is now expected to take up the SIP vote at their April 27th meeting. Additionally, we expect to receive the external facilities assessment report on Lincoln Middle School the week of April 20th. We will share those findings with the board as soon as they are available. Tonight, the board will vote to recommend the FY27 school budget to the city council. Before we do, I want to be clear about the environment we're operating in. First, a positive update on the tax rate picture. The city has provided an estimate for the growth in local assessed property valuation of $150 million. That growth estimate has the effect of lowering the tax rate impact of the finance committee's recommended budget before any amendments we consider tonight from 6.39%

055to an estimated 5.61%. For the average homeowner, that brings the estimated annual increase from $227 down to $199. I want to note that these are estimates. The final tax rate will not be determined until the assessor's office completes its assessment work and the appeals process concludes later this summer and fall. I do share it, however, as I've gotten questions about what the likely property value increase is and what its impact is. As chair shared last night, city manager Danielle West presented her recommended FY27 municipal budget to the city council. That budget tells a story very similar to ours. Rising costs and difficult choices. The city manager's budget eliminates 74.3 positions, has significant increases to health insurance premiums uh that will be carried by employees, and uses $4 million in fund balance. All in an effort

056to hold the municipal rate below 5% overall. We're navigating similar pressures on the school side. Health insurance costs are rising sharply. State and federal funding continues to decrease. And every dollar we allocate is a dollar we are asking Portland taxpayers to invest. Our finance committee worked to bring down the school tax rate from 7.3% to 6.39. that required a $1.1 million reduction from the original proposal. Those were not easy cuts. Behind every line in this budget is a person, a teacher, a counselor, an edtech, an HR analyst, or a data manager who shows up every day for our students and for our staff. I want to take a moment to thank Lisa Beck, Heather Peters, and Matt Dubel for their work on this budget. The amount of time and care they have put into this

057process, running numbers, preparing amendments, responding to questions, has been tremendous, and I'm grateful for their dedication. I also want to thank school leaders and department staff who wrestled with difficult trade-offs. The board, the finance committee, and the community members who also participated in this process have made this budget stronger throughout this. Finally, I want to remind everyone that tonight's vote is not the end of our budget process. Once the board approves the budget this evening, it moves to the city council for bottomline approval. We will need the support of board members, staff, families, and community members to engage the city council and make the case for why this budget matters for Portland students. I will share more details on that timeline and how people can get involved as we move forward in the process. Thank

058you. >> Thank you. And now we have the report of the secretary. Um, but we actually have no minutes to vote on tonight. They'll be up um at the May 12th meeting. Uh, so then we can move on to personnel. >> Our executive director, Jennifer Slaybank, will join us to present that. Thank you. >> Oh, I'm sorry. Did I I think I goofed earlier today. There was not there were not um meeting minutes. I apologize, Jennifer. Um, let me just do this really quickly. Um, since the meeting minutes are there now, um, the consideration and action to approve the meeting minutes of March uh, 24th, 2026. Are there any corrections to those? >> I don't see them. >> Am I Did I Okay, never mind. Okay, Jennifer, you're back. Okay, thank you. So, we have

059two items for your approval this evening. The first one is probationary teachers and um we have that we're putting forward in front of you today um a school psychologist. Very exciting. Beautiful. Um are there any questions uh from the board on this position and uh superintendent if you could help me um with an eye on Zoom that would be helpful. >> Um any general discussion from the board? Uh we don't do any uh public comment on personnel issues. Uh so by roll call vote. Oh >> Julian unmuted. >> Julian, do you have a question? Board member Aperman. >> No, >> I just muted. Okay. >> I'm good. >> Ready to vote. Okay. So by roll call vote, please indicate whether you are in favor of the consideration and action to approve the personnel items listed.

060The election of teacher candidates uh probationary. Dr. Warren, will you please call the role? Member Ali. >> Yes. >> Member Ali. >> Yes. >> Vice Chair Bondo. >> Yes. >> Member Brighten. >> Yes. >> Member Lena. >> Yes. >> Member Noir. >> Yes. >> Oh, there she is. Okay. Member Operman. >> Yes. >> Member Sautell. >> Yes. >> Student Representative Grant. >> Yes. >> Uh and Chair Lentz. Um, and student representative um, uh, Muhammad is online, I think. >> Is online? >> Yeah, I'm here. >> Oh, hi. Sorry. Let me just go through all the student representatives just to be safe. Student representative Milstein Jones. Student Representative Muhammad. >> Yes. >> Student Representative O'Brien. Chair Lince. Yes. So, that motion passes. Um, and up next we have the con up next we have Jennifer who

061introduces the >> It's okay. First of all, I I want to say my enthusiasm about that last vote. Thank you so much because special ed positions in particular in school psychologists are hard positions to fill. So that was a good one. Um not less important, but we do have two administrative um positions as well. So we have Bobby Joe Tibido. You'll see both of these. Normally we bring people for introductions. So, one of them, we just didn't have time to get that person here today. But Bobby Joe uh Tibido stepping in as interim assistant principal um for the the remainder of this school year and then Miss Blake Castle has formally accepted the principal ship at Lincoln Middle School for next school year. That's awesome news. Um are there any questions from the board on

062these? Uh any general discussion? Okay. Then by roll call vote, please indicate whether you are in favor of the consideration and action to approve the personnel items listed. School administrators. Dr. Warren, will you please call the role? >> Member Ali Elli. >> Yes. >> Member Elli. >> Yes. >> Vice Chair Bondo. >> Yes. >> Member Brighten. >> Yes. >> Member Lena. >> Yes. >> Member no. >> Yes. >> Member Opperman. >> Yes. >> Member Sautel. >> Yes. Student Representative Grant, >> yes. >> Student Representative Milstein Jones. Student Representative Muhammad. >> Yes. >> Student Representative O'Brien. Chair Lentz. Yes. So, uh, the motion passes. Um, thank you. >> Yeah. The mayor has a tagline after he gives away um gives away business permits, like thank you for doing business in the city of Portland. and I

063feel like we need one for our hires because I just get really excited. So, thank you all for joining um PPS or moving into a new role in PPS. Um okay, up next we have old business which is the consideration and action uh to recommend the proposed fiscal year 2027 school district budget to the city council for approval. Um and uh you know just as a reminder this uh motion or this uh budget started with the superintendent's bo budget. It was moved down to the finance committee um and has moved back to the board. We had a first read on that and tonight is the second read where you will um likely see some amendments from um board members. Um we do have a a fair amount of amendments uh tonight and so um uh

064we'll um we'll go through the process, but let's get the motion on the floor um and then uh we can we can dig into it. Um um so are there uh is there a motion for the cons? Thank you board member Brighten. Is there a second? Thank you board member Ali. Are there any questions on the motion from the board? Okay. Um, and I know that we already had a um a public hearing on the board, but given our um new public comment rules, um we can um uh do public comment again now for the budget. If anyone has additional public comment for the budget, let me just double check. Um, nothing online. Okay, I'm going to go ahead and close public comment. Oh, Stephen Sharf under the right under the gavl. >> Um, Stephen

065Sharf Brag, I actually just have one request. Um and reviewing the budget material just now I noticed that there is uh no list of uh your complete list of all the FTEES in the system for this year. There is a list of the school-based FTEES but not the central office FTEES and thus not also the full amount of so if I can just not I if you can uh be informed of what the uh total number of FTEES are and specifically um school the central office or or non-school-based FTES would be the way >> thank you answer that Uh the board will allow a response. Yep. >> Yeah. Just um real quick on the question of the FTE count, I think there's two places to see it for departments and we can also put it

066together, Stephen, for you in the chart you're sort of used to. Um one is each department page has um that um where it has the staff from this year and next year on it in the budget book. And then second, it was posted online last meeting or the meeting before a list of all central office positions, how it changed and the roles for each. Um, that's also available in the uh FAQ document on the district's budget site. Thanks. >> Thank you. Um, so now we're going to open up to discussion from the board. Um, and I'm just going to start with a a couple of uh comments around uh a procedure. So, as I mentioned, there were a lot of different um potential amendments from board members. Um, and there was a lot of different

067combinations being thrown out. Um, and so, um, what we're going to do is, um, Yusur Ali and I worked on an, u an amendment that I'm going to bring, uh, up first that kind of, um, responds to a lot of the conversation that happened at the, um, the meeting, the our last meeting, and then we're going to move through um different categories of uh, ads and subtractions. Um, and those categories are kind of like um, considerations based on new information. So, part of that would be the additional state revenue that we've gotten, some health insurance benefits, things like that. Um, then we'll move to school-based positions, then network positions and central office positions, and then we'll move to uh anything else that hasn't been uh covered. But that's how we will move through this this

068process tonight. Um uh we're all going to do our best with Robert's rules. Um but just please feel free to uh ask questions or if I've missed a step please uh name that as well. Um so up first uh USA Ali and I um wanted to bring forth an amendment. Uh the board members have been emailed this in advance. I don't know um superintendent if you could um project this for folks. Um but I'm going to just read through it. Um so this is an amendment that has a combination of things. So first um expense increases um uh uh first being the central office to not close the central office within this budget. Uh we don't have confirmation from the city that they are fully interested in taking over the building and cannot depend on

069a sale of the building. Counting on the savings without knowing uh that the debt service would be passed is risky. Um a user and I propose uh not closing the central office until we have a more solidified p plan. This would retain um central office operations in the budget to an estimated $250,000. Um uh this amendment would restore um the manager of IT data and reporting. Uh this position was eliminated in response to the finance committee recommended budget. Restoring it adds um $117,123 in total compensation to restore uh the environmental and experiential and out of school coordinator. Um uh this position was eliminated in response to the finance uh committee recommended budget. Restoring it would add 113 uh,066 in total compensation. This would restore Karen Shyel's um uh the mobile maker space uh teacher. It

070was reduced uh by 75 FTE in response to the uh finance committee recommended budget. the full restoration um would add $132,520 to the budget. Um uh the um uh and then it also proposes some revenue increases. So this proposes um what? Sorry, I'm okay there more than one Sarah in the room. That was confusing. Um uh uh it proposes revenue increases of um mainare additional revenue. Um right now um uh we have budgeted $400,000 and I think we should up that um by $250,000. I think we are still very much um under billing in terms of mainare um and we could be able to work uh to to develop that system over time. Um and then this also takes into consideration a foundation contribution. Uh so the foundation of Portland public schools has come forward

071um to say that um they'd be willing to pay for 50% of the mobile maker space um uh and that would be a total amount of $66,260. Um but that would be com uh contingent upon the board's commitment uh to 100% fund it um in future years. So those are all the pieces of the um uh amendment. Um those all combined together would uh have a net impact on the tax levy of $296,00049. $29600,449. Um and superintendent, we didn't have the update about the um uh property valuation from the city. So, do you know what that would do to the uh tax levy percentage or do you want to wait until we get to the other side and then calculate it? >> Um, why don't we wait until we get to the other side? If

072there's two different numbers that we're going to talk a lot about tonight, one is the impact on the tax levy, right? And then the other is the impact on a homeowner, right? that second number is lower because of the overall property valuation going up. Um, and so I'm looking for Lisa and Heather to check my number, but I believe it was uh 78 uh of a percent. >> I see heads nodding over there. >> Great. Thank you. >> Okay. Um, are there um so that is an amendment uh a motion to amend. Is there a second? Thank you, board member Ali. Are there any questions? >> Question. >> Board member Lena. >> Thank you. Um, Superintendent, I am just wondering if you can talk a little bit more about what you were just talking about

073because I'm I'm having a hard time um with the numbers if the number is going to change based on the property valuation. And can are we do we have to tonight base our decision off of what the current proposal is because the valuation's coming later? Is that the issue? >> So valuation always actually changes. Um and so the way to really think about it is what you as a board are doing is you are passing an overall tax levy. So if this amendment were to pass, if you look at this number here at the top, um that is the number you are voting to approve. Uh for uh and so then if you talk here, this is the percent increase on the overall tax levy. And that burden of the overall tax levy going up

074is a factor of two things. It's a homeowner today. What do they pay next year and what's their increase? And where there is new property valuation because of either reevaluation, a house build, uh a sale that raises the market on it, uh that is uh factored in as well, but it lowers the burden on a current homeowner. And so I think the easiest way to think about it is for the most part to talk about tax levy and what it does to the overall. And if you want to know what the average impact is on a homeowner, we can talk about that. But I think that's the easiest way to keep the numbers straight. Um because the other thing we just have to be careful about is well we could talk about this being uh

075you know 5 something. It actually won't get set at that. What will get set is the tax levy you pass. >> Yeah. And I think what is maybe adding to a little bit of confusion is sometimes we talk about the tax levy as a the percentage, but in this case focusing on the tax levy as the do the the whole dollar amount knowing and I I I do like to know the tax levy percentage. Um uh so I would love to have that. It also historically has usually gone down after we pass it from here based on the city's um valuation. Um, so that's just another piece of that. Yeah. Other questions? Board member Bryen, go ahead. >> Um, thank you, Chair. Uh, I am curious about when the $420, uh,,000 from the supplemental gets

076factored into this tax levy conversation. And >> yeah, so that would be up in the first category of amendments. Um, and it would be added after this if the board chooses to do that, which I hope they would. Yes. Um, so, so this is amendment one and then presumably amendment two will be to factor that in and then the if somebody has an Excel spreadsheet with macros going that will like impact the Okay, thank you so much. >> Yes, the finance team over there was just like, "Yes, that's us." Yes. Any other questions about this amendment? Uh, board member Sautel, >> I I have a couple of process questions. This being my first time. Um are you off is this being offered as one amendment? >> Yes. >> And so it's not subject to being

077um broken down by various elements. Okay. And and when at what point tonight do we have a discussion about this? right now. This is the discussion on this amendment. >> Okay. Um I would like to address some of the items in this amendment and I don't know the best way to do that. >> Can you say more about what you mean by addressing that? >> Um there are some items in this amendment that I would support and some that I will not support. So you can you can share that now if if you want. Uh it's up to you kind of what you what you add to the discussion at this point, but this is the this is the amendment on the table. >> Okay. Um well, I'll just I'll go right down the line

078then if that's okay. >> Again, it's up it's up to you. >> Okay. Um I'm concerned about uh central office and it came up as a matter of the budget originally from me in the uh financial finance committee meeting. My concern is not just financial. Um it's also about the building. Um, as people know, I've been in the system a really long time and my husband was one of the original um, inhabitants, that's not the right word, of that building. And at that time, uh, I had huge issues with the building. I don't think it's a suitable building for um, us to be occupying for a number of reasons. And um I don't see the benefit in in waiting to make a decision about it. Um I did a quick survey of some of the

079other facilities and for instance at Portland High School right down the street on the level where I used to teach the basement level which is right near Portland Public Health there are five empty classrooms including a classroom that has a a separate office as part of it. Um, and I know with the uh, you know, the boundaries committee, we heard a lot about extra space and underutilized space around the city, and I don't understand why we wouldn't want to take advantage of that right away, regardless of uh, the what it does to the budget. So, if I could um respond because the intention behind this is to just not count potential savings in the budget but to move forward on I think that there is agreement with within the board that we need to look

080at alternatives to to move out of that building and all those will still in in move forward. This just means that we're not putting the savings into the budget because we don't know how we will offload that building. Does that make sense? Yes. Can you explain to me why it's our responsibility to offload the building if the city owns it? >> Um because we have the we have the debt service on it that belongs to us. So we can't just move out of the building without taking having somebody take over the debt service for the building. It I know it it like it it does it's not intuitive. Um, and I don't know, superintendent, if there's any other context you would say, but like we are paying for that building to be in it, and

081the debt service is ours. So, to move out of that building, we have to find a home for that debt service. And that the city could either take it over and absorb that or we could move it to another um uh owner or lease and they would take over the debt service of the building. Um, has that been made I mean could that be made public? Like we're looking for someone to take over the debt service and I know I'm probably using wrong terms and speaking but that's your sentiment is clear. I mean, I think that like um what I think is not going to be able to happen is that we would have clarity on who that would be before we have to move the budget from the board to the city council. Like

082we can't find a we can't guarantee that someone will take over that space by the end of this meeting. >> I understand that. But if it if it hasn't been announced to the general public that we're looking to vacate that building, then we I mean we wouldn't know, >> right? And I think the the and superintendent, jump in if I'm misrepresenting, but the the the path of least resistance here is for the city to to use it as the shelter, right? And they are engaged in that process, but their timeline is different than ours. So, they still want to think about potentially taking that building for a shelter. >> I think there's potentially three questions. I think we have to be really careful about assuming that somebody will take on the debt service. It's a

083municipal bond that is holding it and so it's not something that um another party in the community could just take on. Right. So the way there is ways that a district can uh remove a building from its footprint and one of them is working with the city to take it on um and then to potentially either use it themselves or to sell it. And so that is a process that when this originally came up, I think the thought was that the city may be in a space where they're ready to have that decision. Uh they weren't uh yet ready for that. Um, and so this is where it sits. I think from a impact that it would have on taxpayers is if this shifted from our costs to the city's costs, which I'm not sure

084exactly how that would work, the city still has to pay uh for that debt service. So it doesn't come off of um that. And I think the other piece that we've heard from the board, well, not in a formal resolution, is an interest in being out of that building. And so that is something uh that we plan to pretty aggressively explore within the facilities assessment. >> Okay, I'm going to I'm going to move on. Um I'm concerned also about asking um Foundation for Portland public schools to cover what should be uh teaching position paid for by the Portland public schools. and uh they have a lot of amazing projects that they support. Um and I think it's our responsibility as a school district to fully fund that position itself. So that's another one that I

085am very ler of. And the third is um mainare additional revenue. Um, I have heard a lot over the last couple of weeks from various members um of the district staff that are extremely concerned about putting that into the budget. Um, I've had phone calls and meetings and emails and I'm not sure. No, I I know that um there's a lot more to that billing than uh than simply saying we're going to we're going to bill. Um, a lot of it has to do with credentiing and lensure and who's working on whose licenses. Um, I think a lot of it would open up the Portland School District to um audits, potential lawsuits, um, people uh, working under somebody else's license and um, there being one problematic uh, I don't want to use the word fraudulent,

086but I can't think of another word uh, claim and that could potentially make somebody lose their license. I have a lot of notes here because when people call me to talk to me about it, it's there's just so much that is uh questionable about that and I don't want to have that in the budget. I think it's a great goal and I I would support looking into that in the future. Um but I just it really makes me nervous having it in the budget. uh you know for one thing if if we're talking about um social workers and you know like therapeutic services from social workers to be built. Um like there's a there's a whole piece around translation of goals that parents and students have to sign off which would be an expense. um

087we would be asking people who are not necessarily licensed clinical social workers. So I I also have friends who are LCSSWS and I asked them about that. >> Can I can I just respond to the um like you'll notice the language does not say where it comes from. >> Right. >> So it's it's not it's not saying that we have to do it some way or another. It is saying that we need to increase this pipeline around main care and we have to figure out how to do that. And and I know like some of our occupational therapy, physical therapy are currently doing that. I I heard from a couple SLPs who were really concerned about the number of people working under um one singular person's license. Um I just it it just um to

088me it can't be in the budget. Not at that amount and not right now. >> Yeah. We're not ready. >> I don't know Dr. Warren, if you want to speak to kind of like how we would go about um increasing um uh main care. >> Well, the starting point would actually be um making sure that we're recouping all of the money right now that we can and should be recouping, which we're already working on. Um so, Jesse Applegate, our senior director for special education and student services, made a presentation last night to the curriculum and student success committee. Um it was nine o'clock and a little rushed. So um I'm not sure that everybody uh you know got to see the full um detail that would be helpful. Um but something certainly we can come

089back to share more of with the board. Um but one of the things that the expansion of that team has allowed us to do particularly by adding um someone who's focused on data and someone who's focused on related services this year. Um those two folks have been working together with our finance person and they've been really pulling out all the stops to try to understand better um and build this system. We were not recouping mainare money at all a couple of years ago. Um and so we have gotten up to 3 to 400,000 last year and this year. Um but we there's a lot more um now that we actually have stronger systems in place um that we're able to see the data, see what's missing, what needs to be done and filled in. Um

090and that is the first step really is to um strengthen those systems. And so I actually think before we even move on to another category of people, um social workers would be the the logical place to explore. Um there's a lot of money that we can still recoup just by strengthening those systems and making sure we're not leaving anything on the table. >> Thank you. Say the amount to be honest at this stage. >> Um did you have anything else that you wanted to add? >> Uh no. >> Okay. Other discussion from board members? Vice Chair Bondo? Go ahead. Thank you. Uh want to get some on your net impact on the tax levy since we don't have any reductions. >> Yeah. Do what's on your amendment and also the revenue increase like I heard

091and also the presentation yesterday was just like over 36 slides so we could really get the impact of those uh kind of uh reimbursement and billing. So I'm just wonder if those revenue increase especially for the main care is mostly some probab pro probabilities or we are sure then we can we really can get more than what we expecting here. So to answer your first question, the total dollar amount on this amendment would be adding $296,449 overall. And I think the history of our main care billing, we have set goals and then had updates on how they're working or not. I feel confident based on the last two years that we set goals that are reasonable and we have met them. Um uh and and and again like I we have so few levers of

092revenue to pull on that we need to pull on this one. Board member Brighton. Go ahead. Thank you, Chair. Um I have two relatively quick questions to just sort of address some of the things that um board member Sautel was asking about. Um, on the central office piece, um, I want to I want to make sure that I fully understand if we take the $250,000 savings out of the budget, um, because we're not sure yet what the city's going to do, um, does that close off the option of vacating the building? Um, can we continue to pursue options for where staff can be? Um and then have it be a disconnect basically like if six months from now the city says oh family shelter here we go then we will get the savings prrated later

093it just won't be part of the budget that we vote on tonight. Is that correct? >> That is correct. >> Okay thank you. Um and then my other question has to do with the um the main care piece. Um, I just want to validate um that an additional $250,000 is an approximate estimate based on what staff review has has said is reasonable. And I just want to validate that that would be following the law and compliance and like all of these metrics and all of these processes. We we wouldn't be billing for everything. We would be billing for the things that make the most sense that are compliant and legal and all of those things. Correct. >> Okay. Super. Thank you. >> Can you say that on the record, please? >> Yes. Every everything we

094do, we have to follow the law. Um and it whenever it comes to even the $400,000 we have budgeted this year, it's an estimate of what we think we will bring in. We don't stop when we get to $400,000. And we know that we don't try to think of it as recouping every dollar, right? And so, as Dr. Warren mentioned, the potential of expanding to social workers. Um, and that's if that's the case, we're not going to try to bill for every hour of every service that a social worker provides. Uh, but instead look at how we can be as efficient and as effective as possible on this. >> Thank you. Other discussion from the board? Um, board member Ali Ali or board member no, do you have any discussion on this? I just want

095to make sure. >> Okay. >> Um, uh, the only thing for me is, um, there's a lot of agreement um, in alignment with my, um, uh, amendment. So, I I don't know how if this would pass and maybe I would have to just remove some things from my amendment. But I'm in a lot of agreement. One of the only things that I'm not in agreement with is the 50% that the Portland um the Portland Schools Foundation I think was whatever it's called that that they're going to pay for one of the positions. Um the other option that I heard was uh I mean the the current option that you're discussing is 50% for um uh the Makers Foundation or Makers whatever uh position that they're going to pay for the next year we pay for

096it. The other option was 25% that that we paid that they paid for this year and in continuence. I feel as though that it would be better if we um uh accepted the 25% in then in continuence um over the years because it would be a lot a larger saving. So that's one of the uh points that I have on my um budget indifference. And the other thing was um yeah the the the revenue for main care. I you know I I ain't gonna lie to you. I told um superintendent I said we got to run that up. So um we need the finances currently. So um but that's it. >> Thank you board member Ali. >> Uh so then um seeing no other hands I'm going to ask Dr. Warren um to call the

097role on this um motion that is in front of us that would increase the tax levy. Let me just get that in front of us. This set of amendments that would increase the tax levy um in total dollars by $296,44 uh9. Uh Dr. Warren, will you please call the role? >> Can I just clarify? I did not capture the first and second on this amendment. >> The first was um Brighton and the second was um USA Ali. >> That that's who I had for >> Oh, that's was the first um uh the budget bringing to the table. I made the motion. I was the first and you sa was the second on this amendment. >> Okay. All right. >> This motion to amend. >> Okay. Thank you. >> Okay. Member Ali Ali. >> Um, yes.

098Yes. >> Member USA Ali. >> Yes. >> Vice Chair Bondo. >> Yes. >> Member Brighten. >> Yes. >> Member Lena. >> Yes. >> Member No, >> yes. >> Member Operman. >> Yes. >> Member Sautell. >> No. >> Student Representative Grant. >> Yes. >> Student Representative Milstein Jones. Student Representative Muhammad. >> Sorry. Yes. >> Student Representative O'Brien. Chair Lentz. Yes. So, the uh the amendment uh passes with the students voting with the minority or majority, excuse me. Um so, up next we have um uh the C the first of the categories that I mentioned. So, uh, the first is, uh, budget considerations based on new information. So, one of those would be the additional state revenue, which was $420,000. Um, so I would make the motion to add that additional state revenue in the amount of

099$420 uh,000 back into the budget. Would there be a second? Thank you, board member Brighten. Um, are there any uh questions on that amendment? that motion to amend. Hold on one second. I hear there's one on Zoom. >> Yes. >> Go ahead, board member Ali Elli. >> Yeah. My only question is so that um the 420,000 is actually going to go into the supplemental budget for this upcoming one. >> Yes. So it goes into our um budget. Yes. It's from the supplemental budget in Augusta, but it goes into just our regular budget. >> Okay. Awesome. All right. >> Thank you. Any other questions from the board? Board member Brighten. >> Thank you, Chair. I'm curious if we could get um just sort of like I'm running. So I I jotted down that the original so

100we were talking about $8,130,000 $968 as the starting point in terms and then we added the 290 whatever. Um if we then subtract the $420,000, I'm wondering where we are for the >> Great question. And also, Greg, the um the monitor that the board looks at is not working. So, if we could get that back online, that would be helpful. Uh Superintendent Scallan and finance team, are you able to chair? Sorry, I have alerted him to that, but he's not um able to fix it without coming out here. So, I think if if we want to do that, we'll probably have to take a recess. Okay. Uh we'll What What do you want? Would you like a recess? Okay, then we're going to take a 10-minute recess hopefully to um uh fix the TV so

101that we all board members have the same information. Uh we'll be back at 10 at 7:40. If you're in the room, if you can come back up, that would be great. All right, looks like we are back. Um, so just to review, we were um going to ask the superintendent um to show us some numbers on where uh the budget was after that amendment that passed before we vote on this amendment coming up. >> Yeah. And I'm going to just read this out and then we will move it over to a screen that you can see real time. Uh the amendment that just passed uh put the tax levy at $135,653,396. It put the tax levy increase at 6.624 and it put the estimated tax rate increase at 5.844. Thank you. Um, and board member

102Brighton, just to go back to your question, would you like what would happen to those numbers if we add the 420 back into the budget? So, superintendent, whenever you can get that, please. that would change the amended tax levy because the impact of it would be that it would lower the tax levy is it would put the tax levy at 135,233,396. It would put the tax levy increase at 6.294 and it would put the estimated tax rate increase at 5.514. >> 5.514. >> Correct. Okay. Is there any other um discussion about this motion to amend? Okay. I see no hands. Um, so then by roll call vote, uh, please indicate whether you are in favor of adding the $420,000 back into the budget from, uh, state funding, additional state funding. Dr. Warren, will you please

103call the role? >> Member Ali Elli, >> yes. >> Member US Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Member Brighten, >> yes. >> Member Lena, >> yes. Member no, >> yes. >> Member Operman, >> yes. >> Member Sautell, >> yes. >> Student Representative Grant, >> yes. >> Student Representative Milstein Jones. >> Student Representative Muhammad, >> yes. >> Student Representative O'Brien. Chair Lent. >> Yes. Uh, so that motion passes. Um so up next uh in this category of uh new um uh information there was some early childhood uh pieces um that that came through um and I don't know superintendent if you want to talk about um what those were. So the expansion of early childhood services uh has positions that we in our initial proposed budget proposed adding with the assumption being

104that the state would fully fund them. In conversations with the state uh the state has said that they will not fund uh the three positions. Um and our team felt like that was comfortable. And so just to be really clear, these are positions that don't currently exist in Portland public schools. These were proposed positions. The three proposed positions were a social worker, an additional social worker for $97,295, an early childhood inclusion coach uh at $19,647, and they reduced the business manager from our proposed 1.0 to a half a person uh for a overall budget impact of 45,650. And so these three positions, if the board uh will move this amendment forward, will lower the overall budget, both the revenue and the expenses, but will not impact the tax levy. Could you read the the number

105of reduction? >> The three positions are proposed social worker, proposed early childhood inclusion coach, and a half a business manager. And the dollar amount is $252,592. >> $192. Okay. So, I would make a motion to eliminate the proposed social worker position, eliminate the proposed uh early childhood inclusion coach, reduce the proposed business manager um by.5 um for a total reduction of $25,200,592. Is there a second? Thank you. Board member um Yusur Ali, are there any questions on the motion? Board member um uh Vice Chair Bondo, go ahead. Yes. I just want to make sure then if we can maybe for the 27 28 if we need those position we can we can advocate to have them on the local budget. >> You want to talk about that Dr. Warren? >> Sure. Um so this is

106a complex process that we're learning and working through with the state as we take over this um transition um of special education services for early childhood from CDS or child development services to us as a district. So there is um a complex sort of formulaf funded process um and and then a little bit of negotiation around the edges of that. So where we have landed for right now we believe is is comfortable for us with the the subtraction of these three positions. But the way that this works with them is that we we do a quarterly report and review and they disperse the funds um quarterly. And so if things change along the way and we have justification for changes um or next year as we're looking ahead and we have rationale and and sort

107of documentation to show uh that we need additional things um we can have that conversation with the state and we can put forward our um proposals and our recommendations and our rationale for why we think we need what we need and then we we open up that discussion with them. So that's that's the when I look at on the on the the budget proposes those that for the early child with the two two million and half right this is this is under under the >> so investment >> sorry can you say that >> for the early for the early childhood uh uh investment those are for the four years old right >> right so this um in particular what we're talking about right now is uh the portion of that early childhood budget that is

108about us taking over special education services and responsibility from the state. >> Okay. >> Um and we are only doing doing that for four-year-olds in the coming school year. Right. >> For the next school year, we will also take on responsibility for three-year-olds across the city. And we will go back to them with a whole other budget and proposal um and plan for how we're going to do that. So, undoubtedly we will require more staff for the following year. Um but we don't have that all sort of figured out yet. >> Yeah. I I just want to if maybe super you can get me back the number what we have in our overall for the specific one is 2 million or a million. >> Oh for that line I don't have that in front of

109me. Just one second. Heather and Lisa, if you have that number easier, feel free to yell. the board member Bondo I want to make sure we get the exact question you're asking right the finance committee revenue which would match the expenses >> right >> um was $5.3 million >> and so this is lowering that >> sorry there faces at the table. If if any of you have additional information, you can come up to the microphone to share. Um, keep going. In the meantime, >> well, I want to check this number with them. >> Okay. >> To make sure that we're all saying the same. >> Um, the new amount would be 5.188,970,000 in personal expenses. >> And that's for one year. That's just one year. Okay. Thank you. board member Biden. >> Uh, thank you,

110Chair. Um, so I have a quick um question about the actual motion. I think I heard the reduction of um positions 1, two, and three. I I might have missed it, so I apologize. I don't think I heard within the motion that there would also be um a uh companion change in revenue. >> Yeah, that's a good point. It's a good point. Um, I would like to amend the motion uh um to include the um mirrored with a uh an increase in revenue. No, decrease in revenue or increase >> Decrease in revenue. >> We would be changing how much we're getting reimbursed by the amount of those three people. >> Yeah, thank you for that catch. >> Any other questions from the board on this amendment? Uh any um discussion? Let me just double check.

111>> Um I just had a quick question. >> Yeah, go ahead. Student representative. >> I Yeah, I wanted to clarify um about eliminating a social worker position for what school will it be again? >> Dr. Warren, do you want to address that? >> Um this is actually was a proposed new position. It it doesn't exist right now. So we currently >> Oh, okay. Yeah, we have a a social worker dedicated to our prek programming and that is not this that is staying. Um this was proposing to add another new social worker position. Um and we we think that we can do without it for now. Um and so it it wouldn't be um a school or or an existing staff member. It's just proposed and that's true of all three of these positions. >> Thank

112you. Um yeah, >> I actually have a question. >> Go ahead, board member. >> I think I I missed this. The um the state will fund a halftime business manager. >> Okay. >> Can you say that into your microphone, please? >> Yes, they have agreed to fund a halftime. Thank you. >> Yar Ali, >> thank you. I don't think I understand the last part that um you guys just mentioned about the associated decrease in revenue. Can someone please explain that to me again? >> Yes. Uh superintendent, do you want to do that? >> I can for for these positions um they the state had um committed to making sure that any early childhood costs are fully reimbursed. any additional that come from expansion to providing early intervention services for four-year-olds next year. And so what's

113happening here is that the original budget that was proposed included these positions. And so the assumption was that there was also matching revenue for those positions. In conversations with the state, they have now said that there are not they will not fund those three positions as 1.0 FTEES. And so it's lowering both the cost, the expense as well as the revenue. So the actual impact on the budget, it pulls down both. And if you think about tax levy is needing to fill the gap, there's no impact on tax levy on it. So that's what's happening here. >> Board member Lina, >> um, has the state indicated uh for how many years they will reimburse for this programming? like are we taking on all of this work and then in five years they're going to say

114we don't reimburse anymore. >> According to the state um statute, it is 100% funded by the state. Um so that is what's in the law and what we're operating on. Everybody's operating on right now. But great question to keep asking. Um, okay. Any other uh discussion on this amendment? >> Yeah, it just doesn't make any sense. So, in statute, it states that they are required to cover it and at the same time they're not going to cover it. >> So, Dr. Warren, go ahead. >> Um, yeah, and I I don't have all of the numbers in front of me right now, and if if folks want the full picture, we can do that. But um it's it's in o over $4 million I believe that um in in if you have the numbers in front

115of you um but so they have approved many things right they have approved um the all of the teachers the related service providers the edte everybody that um our team has put forward based on what we know currently of the IEPs of students coming in as four-year-olds. So they have agreed to all of that. They have agreed to many of the administrative positions that we proposed. Um but these were the ones where they pushed back on us a little bit. Um and because the administrative positions are not uh defined by IEPs, there's a little bit more of a dialogue around that than there would be around uh the other positions. So, they have I I think it's been a fair conversation um and a positive conversation and and I think we've gotten to a good

116um kind of middle ground and uh and I I do think it will enable us to do the work um that we need to do next year. >> Yeah. >> Okay. So, so there are some proposed um positions and whatnot in this um subject field uh that are still going through and then there's just these three specific ones are the ones that we're just going to pull back. Is that right? >> Yes. Yeah. Exactly. Yes. Okay. >> Yes. And board me board member Ali Elli, the total of what is left that is still going to be coming from the state and reimbursements is $5.1 million. >> Okay. Awesome. Thank you. Thank you. >> Any other discussion? Um then um by roll call vote, please indicate if you are in favor of the motion to amend

117which would eliminate a proposed social worker position and early childhood, eliminate proposed early childhood inclusion coach and reduce a proposed business manager by.5 FTE. Um that would total uh $252,592 and would also decrease revenue by the same amount. Dr. Warren, will you please call the role? Board member Ali Ali, >> yes. >> Member Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Member Brighten, >> yes. >> Member Lena, >> yes. Member no. >> Yes. >> Member Operman. >> Dr. Opperman. >> Yes. >> Sorry. >> Member Sautell. >> Yes. >> Student Representative Grant. >> Yes. >> Student Representative Milstein Jones. >> Student Representative Muhammad. >> Yes. >> Student Representative O'Brien. Chair Lent. Yes. So that amendment um passes. Could we please get updates on the numbers of where we are with these three amendments um

118going through um while well I can't actually move to the next amendment because I need you for that one too. Um but the next one coming up is um just around health insurance uh benefits increase. Um so we'll talk through that. So with that change the tax levy is 135,233,396. The tax levy uh increase is 6.294 294 and the estimated tax rate increase is 5.514. >> Great. Um, so superintendent, would you want to speak to uh the next item which is the uh difference in health insurance benefits? >> Yes, happy to. um health insurance uh premiums came in at 10.45% increase. Uh this is a significant increase uh and is higher than the percent that we originally had in the budget. And so the impact that it will have on uh the local budget is

119$11,716 and it has a slightly higher impact on the overall budget of $122,847. The reason that it is different between the local budget impact and the overall budget impact is because there are some positions that are grant funded. And so that increase, that incremental increase um impacts the overall budget but not the local budget. >> Okay. Um any um uh so I would make a motion to increase the local budget by $11,716 to cover the increased health benefits. Is that correct wording? Great. Um is there a second? Thank you. Board member Brighten. Are there any questions on the motion to amend? >> Vice Chair Bondo, go ahead. >> What's the impact on the tax levy after that? We already on 6.94, right? >> It's 800s. >> Not much. >> Thank you. Other questions about the

120motion? >> You had the motion. Was there a second? >> Yes. Board member Brighton. >> Sorry, I can't. >> No, that's that's fine. No, I appreciate >> um Okay. Any discussion from the board? Uh then let me just double check. Zoom. >> I'm good. >> Okay. Thank you. Um then by roll call vote, please indicate whether you are in favor of um the motion to amend that would increase the local budget by $11,716 um to cover the increase in health insurance benefits. Dr. Warren, will you please call the role? Board member Ali Ali. >> Yes. >> Board member Yer Ali. >> Yes. >> Vice Chair Bondo. >> Yes. >> Member Brighton. >> Yes. >> Member Lena. >> Yes. >> Member Noir. >> Yes. >> Member Operman. >> Yes. >> Member Sautell. >> Yes. >> Student

121Representative Grant. >> Yes. >> Student Representative Milstein Jones. Student Representative Muhammad. >> Yes. >> Student Representative O'Brien. Chair Lent. Yes. So that amendment also passes. Um and just as a refresh, can we please do all the numbers right now before we move to the next section. Amended tax levy is 135,335,112. The tax levy increase is 6.374%. The estimated tax rate increase is 5.594%. >> Can you say the last number again? 5 >> 5.594. >> Thank you very much. Um so now we are moving on to the um second category um where people had uh uh suggested amendments which are the schoolbased positions. So I'm not going to read out all the positions that people suggested but if someone has a motion um to amend the budget with one of those um you're you're welcome to

122do that now. So board member Sautell I saw your hand. I'd like to um make a motion to restore the 0.5 Latin teacher position at Portland High School. >> Could we get the number that that will impact the tax, please? >> Can I second the motion? >> Yes, let's do that first. Good job. Um is there a second board member Lena? Thank you. The impact on the local budget and the overall budget is $51,000. The percent increase it would have on the tax levy is 400s. Thank you. Uh are there any questions on the motion to amend? Is there any discussion from the board on the motion to amend? I'd like to just address address it. >> Go ahead, board members. Nutell, >> we we've received a couple emails and today's um had a lot

123of statements from students. Uh parents and a few students have called in in the past and and talked specifically about how taking Latin got them into some or helped them get into some elite colleges and and that's really compelling. But I loved the uh comments that we got today that were from students who um didn't necessarily fit that mold and explaining about how Latin helped them understand English better, about uh how Latin, you know, wasn't just learning a language, but also was learning a lot about history. And um as someone personally who hated history as a child because it was all just wars and battles and um I always just called it man history. Uh I am now personally like really invested in ancient Roman history. It's just become sort of a weird fascination for

124me and um I just loved seeing those comments from students about being able to um as uh Mr. King referenced, you know, geek out about something that they were really passionate about. I can tell you as a teacher of high school students that so many of my music students really valued their Latin classes. And um as a parent of a student who took Latin for several years at Portland High School, um he really felt like it was very valuable to him and uh helped him become fluent in a third, you know, language. um he's now a fluent Spanish speaker and he a lot of that is because he understood the Latin roots of uh um English words and was able to then sort of make the connection to Spanish words. So I think there's a

125lot of value in that. Um there's also an equity piece in that uh eliminating that from my understanding would mean that Portland High School is the only high school that has just two world languages when the others offer three. Thank you, board member Satell. Um, student representative Grant, go ahead. >> Just to add on to what she just said at the end there. Um, not only would cutting Latin like get rid of the Latin program and all of the benefits it has, but then it would limit students to just the two languages they could take. It would add more students to already very full French and Spanish classes and it would lead to the possibility of students not being able to take it and to get into any college really now you are like required

126to have three years of a world language. So I think that and I've taken Spanish since I was 7 years old because I went to Ocean Avenue which was an IB school. So, we got Spanish early before anyone else did and now everyone does. So, I think it's just really awesome to keep as many language opportunities open as we can cuz the language I learned in Portland school starting at age seven. I would like to continue to study Spanish in college and I'm sure other people want to do that with their respective languages that they've learned. So, >> thank you, student representative Grant. Any other discussion? >> Just double check. >> Yeah, board member Ali. Ali, go ahead. >> Yeah, with the motion on the table, are we currently voting for or against the Latin

127program? Can you could you reread it, please? >> Yeah, the motion on the table is to restore um the uh.5 FTE Latin teacher. >> Okay, copy. Yeah. >> Any other discussion by board members? Okay. Um then by uh roll call vote, please indicate whether you are in favor of restoring the Latin teacher uh um.5 FTE at Portland High School um with the cost of $51,000. Dr. Warren, will you please call the role? >> Board member Ali Ali, >> yes. >> Member Ali, >> no. >> Vice Chair Bondo, >> no. >> Member Brighten, >> yes. >> Member Lena, >> yes. Member No, >> yes. >> Member Operman, >> yes. >> Member Sautell, >> yes. >> Member Grant, uh, Student Representative Grant, >> yes. >> Student Representative Milstein Jones. Student Representative Muhammad, >> yes. >> Student Representative

128O'Brien, Chair Lent, >> no. Uh, the motion passes uh 63 with the students voting with the majority. So, we're be ready for some new numbers when you're ready. Lisa, are you able to update it with the Latin teacher? Anybody play an instrument that we could have some instrumental music during this? Um, amended levy is 135,386,112. Yep. I can also make it bigger on the screen. Oh, now we're talking >> 135,386,112. The tax levy increase is 6.414%. The estimated tax rate increase is 5.634. >> Great. Um, are there other school-based position amendments? Um, board member Brighten, go ahead. Uh, thank you, chair. I would like to make a motion to restore the 1.0 FTE music teacher. Okay, let's just get that the cost. Superintendent, when you're ready. >> I'd like to second the motion, Sher Lance.

129>> Thank you. I'll remember next time. >> Restoring the proposed secondary music teacher would increase the local budget by $12,000. The tax levy impact is 800s. >> Thank you. Are there any questions on the motion? >> Um, thanks chair. I actually have a clarifying uh question on the framing um the phrase secondary music teacher. I just wanted to confirm that um what we've been discussing is a middle school level music teacher which also um will impact capacity for fifth grade instrumental as well. Um I can expand more on that now or when we get to discussion I can um advocate. >> Why don't you bridge us right into discussion? >> Okay. Okay. So I would just make the point that um uh I think the investment at this um fifth grade middle school level is

130um is really important in terms of building out um our music program generally. Um the feeder system will allow us to make better use of the FTEES that we added in the last budget process at the high school level. Um and I just want to make the point two points that um compared to our neighboring districts and our regionally we are just so far behind. I feel like this gets us closer not where we need to be but closer to where we need to be. Um, and I think often about um, kids that maybe want to try music and don't have access to private lessons, don't have access to, you know, musical parents or, you know, people in their lives that can help support them and are just at the mercy of one teacher who

131maybe has 20 minutes. Um, so I really want to see us um build out and invest in capacity to help students get started on their musical careers. >> Thank you. Board member Brighton. Is there other discussion in the room from board members? Board member Sata. >> Um, I 100% agree with the sentiment of the music department needing more support. My concern is that hiring a middle school, fifth grade instrumental teacher is not going to fix the problem. Um, I'm looking right now on my computer at enrollment numbers um at two of the three high schools in Portland and they are very small and um they're not going to get bigger next year. And I believe that we could uh solve a couple problems at once by reassigning one of the high school music teachers or

132um each of them halftime to work with middle school students. That would provide greater continuity from middle school to high school. We lose a lot of music students going from fifth grade to sixth grade and then from 8th grade to 9th grade in part because they don't know who their teachers are and that would help us bridge the gap to that. But I'm I'm looking at some of the courses that are being offered. Uh well, I I'll just use dearing because that's the one that's in front of me that have like one or two students enrolled in a course. And and traditionally, we don't run courses that have those really small numbers. Um here's a class with four, another class with two. In my view, those teachers are not um fully employed at the high

133school level. and it would be great to get them as part of the feeder system. We also have our elementary schools are vastly different sizes and so some of them have a lot of students that get general music once a week and some of them have like half the number of students that get general music and I wonder what those teachers my experience is that the teachers in the smaller schools are used for things other than music classes which is um not how it should be and not how it should be designed. I I I feel like we need a a really clear vision for the music department before we add another person. Um, a huge part of the issue with instrumental music is scheduling. And um, Mrs. Cabral, the department coordinator, spends weeks every

134fall trying to make schedules that work for instrumental music. and she goes from school to school and building administrator to building administrator trying to to make it all work and she has to do it every single year. And we still have students who get pulled out of recess who have to do, you know, a band or orchestra in the morning. We have students who are doing high school orchestra at night um who who couldn't fit it in during the day. And I really think we need to have central office support. Someone needs to sit down with the music department and say, "Where's your passion? Where's your skill? What would you teach if you could teach anything? Build a schedule that works. Spend another year um improving numbers because the numbers are coming up in some

135areas and then hire a person that will fill exactly the gap that we need. Um my concern is that by not hiring someone that Mrs. Cabral will try to do everything herself cuz that's the amazing kind of person that she is and that's not a working model. So I I really I just think it's too soon that we don't have a clear vision of who's doing what and where and um I I don't support hiring somebody else until we we know and until we get a workable schedule. >> Yeah, you can respond. >> Um thank you chair. Um I appreciate your perspective. Um, respectfully, I um I think we need both. I think we need to look at how we're using our resources and I think that um the degree to which we are lagging

136behind what other districts offer warrants the additional investment as well. >> Thank you. Other discussion vice chondo >> I have a question if you how many uh music teacher did we add last year to they are both >> only elementary or they are secondary as well >> one at Portland one at Daring >> okay so we already got some secondary >> any other discussion from board members >> yes >> yeah Julie um board member go ahead >> thank you um I respect a member Sartell's expertise and understanding of the system and I will not want to increase the second the secondary education but I want to make one point music is an academic subject and I really do believe that it is in the network's responsibility to make sure that individuals within their system are

137uh well supported and balanced and uh so I that's I think this is a case of of demonstrating that need and thank you. >> Thank you board member Aberman. Any other discussion? Yeah. Uh student representative Grant go ahead. >> Just sort of a question on what Miss Sautell said. Um there I know that currently in music classes at and band and orchestra at both high schools it is low right now. But is it true that it will stay low? it from what I have thought in the past it is low right now because all the kids in high school right now um the years fourth and fifth grade where like orchestra and band are introduced um it was co so literally none of us had that opportunity and from what I can tell watching my

138my sister go to King Middle School watching her band and orchestra and she's in chorus concerts they're huge So, I don't know. Wouldn't that mean there would be more kids moving into band and orchestra? >> Can I respond to that? >> Yes. And I went to the all city concert and the numbers at the middle school level are really big, >> but we're talking about adding a position for next year when I believe we already have people who could take on those jobs. Um, and then I would be wholly in support of adding a person next year once schedules are clear, once people have sorted things out and um, and yes, the numbers should start flowing into the high school at that point. >> Okay, thank you. I was just wondering. >> No, great question.

139>> Uh, board member Lena, go ahead. >> I just want to um echo board member Brighten. I agree with her, so I'm not going to restate what she said, but echoing. Thank you. Thank you. Any other discussion? Okay. Um then uh by roll call vote, please indicate whether you are in favor of uh restoring the proposed secondary music teacher uh to the local budget with the cost of $102 uh,000. Um Dr. Warren, will you please call the role? >> Ward member Ellie Ellie. >> Yes. >> Member Yura Ellie. No >> vice chair Bondo. >> No >> member Bryen. >> Yes. >> Member Lena. >> Yes. >> Member no. >> No. >> Member Operman. >> No. >> Thank you. >> Member Sautel. No >> student representative Grant. >> No >> student representative Milstein Jones. Student representative

140Muhammad gone. Did she drop up? Yep. Student Representative O'Brien. Chair Lent. Uh yes. The motion fails uh in a vote of uh five nos, four yeses uh with the students voting with the uh majority. Are there other amendments uh for the um budget? Board member Yusur Ali, go ahead. Um I would like to um restore the um.5 FTE Portland High School guidance council position. >> Great. Thank you. Um could we get the number please? >> Second. >> Thank you. B uh Dr. Upperman. We have a second from uh Vice Chair Bondo. The local budget impact and the overall budget impact is $55,134. >> $55,134. >> Correct. >> The tax levy impact is uh 043. >> Okay. Are there any questions on the motion to amend? Is there any discussion? board member. Go ahead. >> Yeah.

141Um I feel like um like a a.5 position doesn't seem like a lot, but when you're really in um the position of guidance counselor, I will speak from my own experiences. Um, for someone whose parents did not go to college, it takes a lot of time for the guidance counselors to get to know students and just to apply to one scholarship to navigate the common app. It takes a lot and I feel like although it does not seem like a lot as a number um, in practice I think it will help and it's honestly a big equity piece and I feel like Portland High School should have the same amount of guidance counselors as our other PPS schools. Thank you. Is there other discussion? Um board member Brighten, go ahead. >> Um thank you, chair.

142Uh is it possible to get um a I don't know if this data is readily available, but the um guidance counselor to student ratio at Portland during Casco Bay and regionally, I don't know if there's comps that are right at the ready or not. The guidance counselor and social worker ratio were previously shared during this budget cycle. I don't have them right in front of me. Um when it was shared at the time, um the high schools were all pretty similar and that was with the proposed 1.0 reduction in social worker and the 0.5 reduction in guidance. And so now that Daring has the 1.0 social worker uh restored from finance committee, um I don't have them right in front of me. I I think thank you. Um I think what I'm I'm trying to

143better understand whether um current state without the restoration of the.5 does that place Portland high school far behind like at a higher student to guidance counselor ratio than peers within the district and and outside the district if you happen to have that context. I'd have to find the number on it and I can do that. Um, for districts outside of Portland, the range varies significantly and so um I wouldn't feel comfortable saying that it's either higher or lower uh but that it varies significantly. Do you want a few moments to find the um >> Yeah. No, that's fine. Take your time. Um is there any other discussion on this motion to amend while we're looking for those numbers? Board member Slate. Um, I I just want to um thank Miss Karen again for sending a

144bunch of statements from students. um much like the Latin position. I just I enjoy reading them because they're, you know, very honest in their voices come through, but also uh there's a lot there that I really hadn't thought about with students and and what, um, member Ali said, you know, if you don't come from a family where that's just something that you do when you, you know, get to your junior year of high school, I I think it's really valuable. makes a makes a big difference. >> I will just um say out loud to the board um I think the the reasoning behind restoring the both the social worker and the guidance counselor make a ton of sense and I I will just say that like this is probably a role that might come up

145again next year or the year after as we continue to see a decline in students. And so I think that the board will just have to wrestle with like what is the time then? If it if not now, then then when? And and what are the compromises that we're going to have to make um over time as as uh enrollment declines. I think that there's a a good argument right now that now is not the time, especially under this administration and seeing all the all the student groups that have been targeted in the last year. Um the need is not decreasing. That is that is true. but just wanted to introduce that into the conversation. >> What I just put up on the screen is this chart right here um that was previously shared indicating

146that with the 4.0 at Portland and at Dearing um you can see the three high schools right here. Casco Bay is at 1 to 187. Daring High School is at 1 to 183 and uh Portland is 1 to 184. That's with the reduction uh before it's restored. >> Thank you. Any other discussion on this motion to amend? >> Yeah, superintendent. So that's prior to the restoration. Um and then post restoration that Can you tell me why Portland High School um has a uh has more guys counselors because as as you're saying um prior to restoration the numbers are nearly similar. >> Um yes. So the um this past year uh daring high school went to hire an additional guidance counselor so that they would both be at that four and a half or five number

147um and were not able to find a guidance counselor and so they hired an additional social worker at that time and so that's why they were a little bit higher in social worker and Portland High was a little bit higher in guidance counselor and so that's And so if you looked at that count before, so sitting here today, um there are five social workers at Daring High School and 3.8 social workers at Portland High School. That difference is really the impact of that additional hire. The guidance counselors is 4.5 at Portland High School and four at um Daring. >> Okay. So that's the difference. All right. Any other discussion? Okay. Then by roll call vote, please indicate whether you are in favor of restoring the guidance counselor position at Portland High School.5 FTE uh for

148the dollar amount of $55,134. Uh Dr. Warren, will you please call the role? >> Member Ali Ali. >> Yes. >> Member Ali. >> Yes. Vice Chair Bondo, >> 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, the motion uh passes unanimously. Um, are there any other school-based position um amendments anyone would like to make? Okay. Um, seeing none, then um I would like to take a five minute recess um just to get some water um and we'll be right back. Um up next will be any network positions. We're back. Uh, Superintendent Scallan, if you could just

149remind us where we are in terms of our three numbers, please. The amended tax levy is 135,441,4 or excuse me $246. So 135,441,246. The impact on the tax levy is 6.457%. And the estimated impact on the tax rate is 5.677. 677 >> 777. Okay. Excellent. Um so um the next category that is um up for um amendments. Uh we have any network positions that people would like to consider. So I would be looking for a motion to amend if there is one. Um Fatuma, go ahead. board member. No. >> Yes. Um my amendment would be to hold of the assistant superintendent of secondary schools for one year. Um and then the responsibilities will be distributed among the chief of schools and academics, the assistant superintendent of family and community engagement as well as the director

150of secondary indivisions um and outcomes. And that would be a savings of 180,000 $188,149. Thank you. Uh is there a second on the uh motion to amend? Your second, Vice Chair Bondo seconds. Um are there any questions on the motion to amend? >> Could someone re read it again? >> Yeah. The um the and board member No, please correct me. Um but your motion is to hold hiring of the assistant superintendent of secondary schools for one year. Uh that would uh give a savings of $188,149. Is that correct, Board Member Noir? >> Yes, that is correct. >> Great. Other questions about the the motion to amend >> and just was what was the second part that she um board member No was saying about who would pick up the responsibility? I just missed that and

151I wanted to write it down. >> Perfect. Yeah. Could you say that again, Board Member Noir? >> Yes, I can. Sorry, my internet is very it's horrible today. Um, but it would be distributed between the chief of schools and academics, um, the assistant superintendent of family and community engagement as well as the director of secondary innovation and outcomes. >> Any other questions? Board member Brighton. Thank you, Chair. Um, I have a quick question about that last part. Um, so I think, correct me if I'm wrong, what we're doing right now is just the budget which positions we are funding and not funding. Distribution of responsibilities would be not part of this conversation. >> I think it could be argued that it's beyond the scope of the the board. >> Okay. Um, thank you. And then

152my other question um would be I think actually for the superintendent. Um I'm I'm wanting to get at least a couple sentences understanding of um if this motion passes, what tasks, initiatives, what work is in jeopardy of not happening, not happening well. Um what would the impacts be of moving forward with this? >> Yes, thank you for that question. Um, I think we heard tonight from at least uh one speaker, if not a couple, about the positive impact that the network teams have had on being able to uh support schools and to support outcomes for students. This is a structure that was put in place last year and as a reminder, last year, two years ago, our academic team was 19 and a half people and I think now it is 14. And so already

153that team is doing uh work uh that was a bigger team before. Um not having an assistant superintendent of secondary schools from a practical end, we would need to ask the chief of schools to serve as uh that to manage the network team and to manage the principles at the secondary level next year. Uh we are on track right now for a new principal at Daring High School, a new principal at Portland High School, a new principal at Lincoln Middle School, and the assistant superintendent of secondary schools is directly responsible for those individuals supervision, coaching, and support. Additionally, the board has passed um some significant buckets of work that uh the chief of schools and the assistant superintendent of secondary schools and the director of secondary outcomes and innovation as a team of three already

154need to take on. The biggest one of those being the evaluation of our middle schools and presenting a plan to the board in October and then whatever comes from that then implementing it uh about eight months later. And so there is significant work there that uh those three individuals do. uh the director of secondary outcomes and innovation. I'm just going to add one additional piece. Uh they carry a number of roles, but one of them is the uh high school application that is due to the state. It keeps getting pushed back. Right now, it's due in October, and there's a fair amount of community engagement that we expect for both that as well as for the middle school plan. And so, I would say that there's significant work. uh our network teams are already stretched

155to do all the support and so doing this with one less person uh will certainly continue that stretching. >> Thank you. Thank you board member Brighton. Are there any other questions before we move to discussion? >> Uh so any discussion on this motion to amend? I would just say that right now our um you know increase estimated increase is is 5.6%. And that is a that is a pretty good rate based on the conversations that we have had. And so I just think about like um two things. Um does it make sense to remove positions that are in place to support the work of the the district like the big projects but also the the people? We hear that constantly that people need more support and I think that these these network positions are those

156positions. And the second piece is is I know that we've heard a lot from a lot of people about how confusing central office is. And I I 100% get that. I think it's hard when you don't interact with people all the time to know what people are doing and what their function is and how they're relevant to to your success and student success. And I think that that is a communication and organizational problem, not an a um indicator that people aren't doing really good and vital work. And so I would just like caution us to to be thinking about it in in those ways. Um uh and and also a separate point to just remind folks like we still you know our finance team is still growing in their capacity and the superintendent is still

157using some of his capacity to support our financial health and operational um health. And so as we're thinking about these network positions like that is a piece that has to be part of the equation and taking people out of that equation I do not think is healthy for this organization at this moment. I do think like next year when um that might look different and we could think about like how are we best re restructuring or you know modifying central office if needed then. But I um I'm I'm not going to be able to um support um uh this motion. Are there other discussion? Vice chair bondo go ahead. Yeah, I I I just want to give my view for all the position on the on the network position then I will be able to

158support none of them because I don't have any clear any details on each of the role and I really want to push for one more year to understand each position which role they really playing and the impact to the to our building and our student even though some can argue then is not a a position facing student directly but the secondary innovation outcomes has been so on the task and then too many thing they did not understand about the pra of of our students I really understand through the the that position then uh one on the who's who's leading it so I just want to to make another recommendation to the superintendent then if we can get before maybe the end of the school year or maybe beginning to get the each of them the

159role impact to the our student in a different building. So we know exactly. So everything is so gen in in abroad and general. So is just bringing a lot of confusion when you feel like okay you have to merge or you have to eliminate or consolidate it. So that's just why I want to make a pose on my side because I've been supporting some of those but I just want to say clearly then I won't be doing it for this time and I just want to get more clarity on each of those position as well. Thank you. >> Uh board member Brighten go ahead. >> Thank you. Um, I have a so that last piece of conversation made me think of a question that's actually similar to the question that I asked before, but just

160to put a little bit of a finer point on it. Um, we've heard a lot of um, people asking for more clarity, more, you know, who is doing what. And my understanding is that it would be really really difficult to cuz that takes work to like document and you know and publish and update the website and all those things. Am I off base in thinking that if we are cutting roles from if we're if we're eliminating positions from the budget, there will be fewer people to do the work of clarifying who's doing what. Is that accurate? I mean, I don't want to treat it as rhetorical, um, but yes, every time we're talking about reducing a position, we're talking about reduced capacity. Um, and I think that sometimes this question about even what's the information,

161it has to do with how it's presented >> or in what way that people need to access it. um because there has been actually a fair amount of information shared between the staff navigator, the website, the FAQ document this year that includes blurbs of all of the roles. >> And one of the things that we expect from members of our network team is that when something comes up that they respond and that they adjust. So this year uh during high school lost their principal and our secondary network team stepped in to do that and so Dr. Ahmed has been there more. Uh Alice Buckley who is the culture and climate coordinator is there. That's something that we don't normally write in the job description, >> right? But you all see in your own job descriptions

162and ours that other duties are assigned. That's where it fits. Um and so I just would say that yes, the loss of capacity impacts that and this information is available um and has been shared um and if there's a different way that people want it, we can do that. >> Thank you. I just wanted to just sort of um I think the po so yes, it was an actual question. Thank you for addressing the question. And I think the point I'm trying to make is that um I feel and hear the frustration from the community and my perspective seems to be that it's not going to get better. It's going to be really difficult to make the improvements communication wise, effectiveness-wise. I I I am such a strong believer in holding people accountable to like

163we we need to deliver results for students and the degree to which it's tough to see that it's not going to get any better if we're removing capacity from the people who are doing the work. >> Thanks. Thank you, board member Brighton, board member Ali Ali. >> Hey. Um so, uh thank you for um bringing that um motion um motion up. So I have a few questions. Um in the you've been here for three years now, right? So in the past three years um in the in this network positions like obviously your position was their superintendent. Um after year one, what what was the structural changes and what was the new hires? cuz I do see how the community is specifically saying that there's a huge difference in in the amount I would say right

164um um in in in positions and whatnot but obviously it's restructuring right and I would just like to know how that restructure happened yearbyear up to like now if you could share >> so I'm not sure I'll get all of the information just off the top but maybe it's helpful to start for comparison Uh so 3 years ago uh to today where we're sitting right now the central office has decreased by uh 6%. It is not growing it has decreased. Uh departments that jump out right so the academic team was 19 um.5 I think and is now at uh 14 at the network level. Our HR team was around 14 and is now at nine or so. And so these are spaces that when COVID funding was lost, we made significant reductions in central office

165staffing in response to that. Uh and so the actual number of central office folks um is down and it's down across the board. um at the end of or I guess during the budget for fiscal year 25. So this was during the 23 24 school year. >> That was the year that it was proposed to adjust to network teams. >> Okay. >> And that network team structure again resulted in a reduction in overall number of folks. Um, this past year going into this year, the biggest change was that we did a search for a CFO and we didn't find one. And so, recognizing that we didn't find one, the board approved a chief academic officer or chief uh, schools and academics individual. Uh, recognizing that we didn't have a CFO and so I was doing

166a fair amount of finance. And so that was the other big change. Um this year um we made the adjustment um to add an assistant soup at family and community engagement level recognizing both the need to continue to beef up that work and to build out our partnerships um and the work that happened there. And so that is where Dr. Ahmed's new position came in. >> Okay, understood. So that being said, I don't I do see the the piece of the CFO position um um uh kind of being necessary and needed. But if you've moved mature some of your work towards CFO and um and a whole new hire was hired on on based on academics, I think we can kind of classify that those two pieces are two full full positions that are now

167should be substantial, right? should be enough for those two um uh subjects. Um and now looking into the the the the elementary and secondary schools there were two people there already right um uh Dr. Akisuina Dr. Ahmed and the um the position of the family and community engagement superintendent piece that came and um it was it was said to that doctor I bet would be um uh in that position. See the point and I think the problem that we're all kind of I don't know who's all but whoever is questioning is kind of to the degree of so many structural moves which I expect because of a superintendent but to a point where it's kind of moving too fast a little bit right and we and I think I I would like to see a

168little bit of break on I mean, I know a lot of people have been asking about the uh positions and what they do. Um, I'm sorry, but that's a requirement. If if we we asked, then we need answers. Um, so with that with that regard, I I'm going to I'm going to support this um current amendment to happen because the secondary schools, Dr. Amed, obviously everybody, most majority of people know him. um uh him being currently in both positions because we haven't hired yet. Uh, I would understand if we needed a if we needed a um CFO or something like that, but at this point I don't know if it's necessary that we need both these positions um uh um as it is and and and and like dividing the financial dividing the responsibilities in

169between the three um assistant soups, right? would be I think would be incremental. Then we're already working together and also they have um they've hired under themsel under them uh um other positions. So just to wrap it up real quick, I think because of the financial situation we're currently in and the questions that we all have on the the individuals that are in question to have on the board, I I think that it would be necessary so to maybe even consider this. So that's it. >> Thank you. Any other discussion from board members? Uh, board member Aperman. >> That'll give me a chance to order. >> I didn't see your hand yet. Um, yeah, board member Upperman, go ahead and then we'll go down to board members. >> Thank you, chair. Um, I appreciate the

170desire of the amendment to um take care of issues that need to be dealt with on secondary and all, but I'm very concerned about making mush and oatmeal out of this or granola or whatever. Um people need to have a focus and that focus needs to also be uh paired up with a responsibility and accountability. And although I I think there are layers of quote overlapping or uh but I think when you start overlapping pieces then you're losing the clarity of who you call. One of the things I'm I've heard from individuals, not everybody because people will complain about um administration. It's it's the job you have to keep administration accountable. But what I have heard is that individuals are in more uh of the secondary and um elementary networks are in classrooms in when

171asked and helping when needed. I mean exact for example the secondary taking over what's going on and kudos to them for dearing because that is very difficult to be everywhere. Um so I I respect the the intent of the amendment but I would be against it because I think it would create two things. One, an a decrease in transparency and clarity. And the other thing is a decrease in the movement of the you of the entire district into a more um positive into a stronger um creation um if to be be very artistic about it. But that's that's my feeling. So I'm sorry I will not be uh supporting this amendment. Thank you, board member Upperman. Uh, board member Satel, are you ready? >> Yes. I I I'm looking at the other network positions that

172are listed here and it seems to me that what they have in common and and you know to be transparent a couple of them are are mine is um a sense of needing to reduce some network positions and that we're as a board some of us are kind of floundering with the idea of like what should that be and it takes me back to the original proposal uh original amendment that I had to cut $400,000 from central office. I didn't name positions at that time. I'm not really naming comfortable naming positions even though I have here. My request would be that we reduce network teams by two positions and I would leave it up to the superintendent and the network teams to figure out how to do that. So, >> so I guess that's like

173I'm I'm tempted to support this amendment because it comes at that goal. Um, and it seems to be uh consolidating positions and sharing work, but I I it it does leave it a little confusing about who does what. >> Other board discussion. Hold on. Let me see if there's anybody else. Board member Lina, >> can I respond to board member Sautel? >> I just I think that what you were saying would be a different amendment. Board member Sautell, >> I realized that about halfway through. I'm sorry. >> Yeah. Would you, you know, welcome to make after we get through this process? Yeah. Board member Ali Elli. >> Yeah. I mean, and and I I think that's a real question again, right? So what's the difference between the chief of of academics and then there's elementary

174and secondary and then there's the directors right like we still need information to even make a decision based on this current amendment >> so that information has been provided to the board um multiple times um so I think this so I just want to name that out out loud that that information has been made available Um I don't know if you want to briefly summarize uh superintendent >> actually I'd like to ask uh Dr. Ahmed and Dr. Atkins Dwina to address just the differences uh between your roles the director of academics roles >> chief >> um and the chief of schools and I'll ask Dr. Proctor as well if they want to share I can easily speak to the difference in roles between the director of academics and myself. So, um our director of academics

175um is the direct point person for our instructional coaches at um all our elementary schools. Uh she has also taken she also takes the lead in our district-wide um at the elementary level PD planning um and in and also has helped to uh work on that across the district for like new staff PD or just getting our PD calendar ready for the upcoming year. But um she stays focused on our curriculum, on our assessments, and working with with schools, their instructional coaches to kind of plan out their PD also for their teachers. Um so that's kind of I mean it's it's a very um small way to talk about what she does. Um you received an email today that outlined her work in terms of leading the walkthroughs. Um so she has helped to organize

176those. Um if we if there's like any support needed in terms of um working with a team of teachers at a school, she has gone in to support that. We're working now to review our work uh around the curriculum that we've done this year, moving from like the 2017 version to the 2025 version of ELA. So, she's working with instructional coaches and teachers to get some feedback on how things went this year so that we can um make some informed changes that make sense with with schools. So, she's very much on that side of things. Um my role is very much working with um the principles um and uh assistant principles to some extent. Um um I do facilitate a group of assistant principles um as as part of my work and part of our

177pipeline building work uh towards school leadership. Um and uh I meet with our school principles about every other week uh throughout the year. We ha I pay attention to our PD needs for leaders at the elementary level uh and collaborate with Dr. Amed and Dr. proctor around uh leadership needs across the system. >> Thank you. >> Yeah. Good evening everyone and uh I will first take a little moment actually to uh just take us that uh we uh see in our schools that uh inequitable outcomes for some of our students. And this persisted for a long time and the systems and structures uh which were in place or which are in place at times allow this inequities to be delivered all the time. So uh I want uh and the systems do not exist in

178void. there are us ways that really that they maintain it themselves uh whether we like it or not and we are part of it and uh I want to say because no system can exist without uh protection and nourishing and keeping them in place. So uh there is uh with that being said that we need really to be very careful of when we start new thing and say like this is a new uh u initiative or undertaking or a structuring so that we can combat this inequitable outcomes which are are really happening and was historically happening. And we see you know the network team uh structures are now working and we have seen that one it is new and two they're really like we see that there's some uh success uh I'm not saying like

179it is like you know a great success but it is really moving away where we were. So I want to uh argue the community just to recognize that and uh you know uh in February I wrote an article uh in one of the local newspapers where I was talking about how we will continue the momentum when uh ICE enhancement or ICE came and how we rallied around and we were mobilizing our community. So how we will do the same thing for this inequitable outcomes for our students. So I appeal to the community uh to support the schools to support the teachers and one of the ways to keep this uh outcomes is really like to uh uh create this scarcity where we will all let's say like who does what and and yes there's a

180need for efficiencies and but also we need really to be careful of like this in kind of like uh you know uh within the community saying like what is happening because uh our students need us to be united and as a one front. So I want to speak to the director of climate and culture and how they're different from elementary and and uh one developmentally uh they are totally different and where we are dealing with most of the challenges of absenteeism suspensions and discipline issues are uh in the in the secondary schools. So it is quite different than uh combining with elementary schools where this uh social emotional needs of these students are really totally different and uh this investment so far is working whether it is like uh uh as Dr. Scalan said like

181uh the director stepping up and really doing two jobs and or or just managing the job that she's doing as well as also supporting the schools and there was in the past there's times that we mobilized directors to support the schools and uh also uh Dr. Atkinson doing she said we directly as as assistant superintendent supervise the u principles and support and and and create the principal learning because we as institutions of learning we need to keep learning and learning together with each other and from each other and about each other and so this is uh again I will say it again this is really like showing some promise the structure and uh building on this structure is something that I'll bring to you and to the community as in general. >> Thank you. Um

182Dr. Proctor, would you um uh respond as well about your the primary functions of your role, please? >> Sure. Absolutely. Um good evening everyone. And so uh sitting in the role as a chief of schools and academics um you know I do a number of uh the work that I do is really uh really when you think about the lens of what superintendent uh Scallan described in terms of um him doing the work uh some of the work of finance then me taking on uh the schools and academics. really is about ensuring that there is co coherence um across the organization and across all of our instructional programs. And so there are systems that need to be uh put in place so that we can avoid uh the gaps in um outcomes from one school

183to another from one level elementary, middle or high school uh to another. Uh so it's ensuring that there's coherence in the instructional program. Um facilitating uh consistent uh practices and routines across schools regarding curriculum. Um and a differentiation for for how schools are uh managed in addition to how curriculum is also implemented. And it's really about for those systems ensuring that there is um strategic alignment. So uh I'm responsible for a number of the strategic initiatives uh in our strategic plan and so I develop and implement plans for uh success there. Two of the things that we have implemented uh this year uh was the school improvement planning process which we will continue uh where we are developing our leaders across uh the system to have a continuous improvement model and mindset where we are

184constantly talking about data uh through our quarterly stepback meetings. So there are stepback meetings that happen at the school level where leaders and school teams are talking about the data and by building that kind of practice and system we're also building greater capacity across the organization for us to increase our student outcomes. Similarly um when it comes to leadership development um you know looking at practices to um increase capacity not just at the principal level not just at uh uh the instructional or staff level uh but also within our system working very closely with cabinet working very closely with the assistant superintendent and ensuring that we have a mindset around how it is that we're problem solving and building out um logic models and and um initiatives so that we can drive um outcomes across

185the entire organization. So I work very closely um with board members as well uh with um supporting uh this board initiatives and information uh that is needed to the board taking on the work of um middle school as as it was described before the study which you'll hear a little bit more about later this evening um and then you know implementing all the way through that process. So it's really taking on the uh larger systemwide initiatives uh building practices so that and driving data. I also lead uh and support our data uh teams in addition to enrollment and IT overall but we're really looking at building a better data system. Yes. and data practice um so that we're we're capacity building for how it is that we're constantly looking at improvements across the organization. >>

186Thank you, Dr. Proctor. Um any other discussion on this amendment? Board member Brighten. Go ahead. >> Um thank you, Chair, and I really appreciate all that additional context. Um uh nice refresher. Um, so I just I am not going to support this amendment and it I'm I'm I actually feel more strongly about this than the music teacher, which is surprising to me. Um, but I'm really um concerned and alarmed at the prospect that that we would be saying we've passed this resolution. We need um staff to completely rethink how we do middle school. We have if I if my I jotted down some notes it I think um is it more new principles than not new principles at the secondary level I mean about 50/50 maybe like a lot of new building leaders who are

187going to need mentoring and I I don't see how with those things and all of the other items on the strategic plan we would be diminishing capacity to get those things done. Um I we have so much work we have to get done. I can't support um removing this role from the budget both from a amount of work we need to get done perspective and also just from the perspective of yes like this is primarily a budget dollars and cents conversation but part of what we're investing in is being an employer of choice. So, if we are saying, you know, all this like really aggressive strategic plan, plus by the way, middle schools need to get completely revamped plus, you know, you're a brand new um principal and you don't have adequate mentorship, we're not

188going to retain people. Um, so I'm really concerned and I'm not going to support this. Thank you. >> Thank you. Any other discussion? >> Followup. >> We member Ali Elli. >> Yeah. So, and that's the point is retainment. Um last year we have had an incident where two um Somali background um individuals that were in high positions were you know in situations um in principles right and now we also have another Somali um superintendent that was in a specific position. There's a lot of equity issues on top of this. So I mean I don't want to really dive into that. I'm personally going to stand my ground and and push back. Um there's the equitable piece, there's the financial piece, there's the like I mean we're fiscally suffering in a way, right? We're we're we're

189literally considering taking out um certain positions. Um there's already been a lot of structural change that's happened and the number one thing that we're really considering and requesting is, hey, can we just take hit the brakes a little bit and can we take a look at it? um you know and with all due respect um you know uh the people that we know compared to the new individuals that I mean obviously we know the superintendent now but it's just like where are our people as well right so and that's my question um and I that's why I'm I'm still at the point of let's put a pause on all this like not all of it but currently just this one position um especially and save that save that amount of money um and and and

190and you know slowly rebuild how it's supposed to be built if that's if this is supposed what it is. But I mean I like I said I feel very uncomfortable. Um I'm not going to go for it and I'm going to go with this uh amendment. >> Any other discussion? >> Then I would like to uh call the vote. Um so if you are um in favor of uh delaying the hiring of the assistant superintendent of secondary schools um which would give um $188 uh,149 back to the budget um please indicate that um Dr. Warren can you please call the role. >> Member Ali Ali >> Yes. >> Member Ali. Yes. >> Estrabondo. >> Yes. >> Member Brighten. >> No. >> Member Lena. >> No. >> Member No. >> Yes. >> Member Upperman. >> No.

191>> Member Sautell. >> No. >> Uh, more student representatives here. Uh, and so Chair Lent. >> No. The motion fails. Are there other amendments motions to amend um with network positions? >> Yes. >> Board member Sautell, go ahead. And I haven't written this down. Um this is new tonight based on a lot of the discussions. So, pardon me if the wording is wrong. Um I would like to offer an amendment. I would like to make a motion to um improve efficiency, streamline the network positions by eliminating two network positions. Um and I can talk more about that. I I think >> Do you want me to be more specific? Yeah, I think so because we need to be able to cost it out. >> Okay. I I think before I do that, I I need

192to know how many director positions are there in secondary the secondary network and the uh elementary network. And I I know I have a list, but I'm hoping somebody just knows. Yeah, I'm gonna actually just invite up Dr. Ahmed and Dr. Atinson Dwina to share that. Um, and the the reason their board members saw is I'm going to ask them to just walk through the whole network team because in some cases it just may be a title piece um that I think it would be helpful. Uh so just for the elementary network team I'll start with the director element elementary director of academics uh elementary director of culture and climate elementary director of ESAU uh elementary director of special education um and then we also have u the mobile maker space position is assigned to

193the um elementary network team um and the um social studies special projects coordinator uh is also assigned to the elementary network team. And then we have um our out of school time and expeditionary learning um coordinator that is part of that elementary network team. Thank you. >> At the secondary level, we have director of EOSOL, director of special education, director of innovation and outcomes, director of climate and culture, and uh director of academics. >> Did that give you what you needed? Yeah, remember? Yep. Um, so I was going to make a motion to uh consolidate three positions which I had named down to two, but instead I'm going to make a motion to consolidate on each side, elementary and secondary. So we're talking a total of two positions to consolidate four positions. Academics, culture and

194climate, Esau and sped four down to three to be designed um by the network teams. Board members Satellis, if I'm hearing you correctly, you want to reduce each network by one person. Yes. >> Do you um uh superintendent have a sense of um how to cough that up? >> Want to talk for a second? >> Okay. >> We need a second first. >> Um uh I think we need to um Yes. Let's get a second and then we'll cost it out. Uh is there a second? Vice Bondo seconds. discussion. >> Yes, because I think we need to understand the this going back >> five minute break. >> Yep. So, we need to take a 5m minute break to cost that out. Um, we'll be back at 9:31. Okay, we're coming back now. Board members, if

195you couldn't come back, please. Superend. Oh, we don't have board member Alina or board member Ali Ali. You're okay. >> All right, superintendent, whenever you're ready um to give us a number for that. >> Yes. consolidating from four to three directors at the secondary network and at the elementary network. Um would have a total budget reduction of $255,414 or 210 >> $255,41414. Thank you. So the motion on the table is to consolidate the um each of the network teams from four to three directors with a savings of $255,414. Is there any other discussion on the amendment? Board member Lena, go ahead. >> Thank you. Um, I appreciate what board members Hotel is trying to do here, but I also feel like it's a bit unfounded in terms of uh which positions are not necessarily needed.

196And it sounds from my conversations um I've been hearing of the effectiveness of these roles um especially when they're done well. um people really do value having their leaders at central office um supporting them. Um I think if there is a feeling of a lack of support that you know that needs to be looked into and why certain people feel supported and others don't. So I I don't support um this amendment. Thank you. >> Vice Chair Bundo. Go ahead. I just want to echo what uh B may just say Lena just mentioned then I won't be able to support the amendment also because of just the fact then we don't know which position maybe cut on both area by listening those two uh assistant superintendent so I felt more confident by understanding now the clear

197role on each of them and why each piece is really playing in that puzzle to make sure then we moving because if we we just remove every most of those elements ment from the central office. So we just don't know who's going to over you know taking over and um doing some overwhelming job around those positions. So I won't be able to support it. >> Thank you. Any other discussion on this amendment? >> Okay. >> Just want to make it clear. >> Yeah. Go ahead. Board members. My goal in in offering this is to be responsive to constituents that um I hear overwhelmingly from my neighbors and you know people who live in town who work for the system, but also people who are um on a fixed income and they're they're just really worried

198about the budget. And um one of the questions I always get is why are there so many people who work at central office and you know why is there so much money spent at that level? um our students have a you know this pretty high per student cost and some of it is not in the classroom. And so this is this is me trying to be responsive to feedback that I'm getting. As I've said before, when I'm out walking my dog, when I'm, you know, sitting in my front yard, when I'm, you know, going to the grocery store, I'm I'm trying to listen to what people are telling me and I'm trying to pay attention to money. Um, somebody asked me the other day, uh, you know, do I make these cuts out of value,

199you know, the things that I value, my ethics, or am I making them out of fiduciary responsibility? And and I really think it's both. Like I I think we show what we value by where we put our money. And it's like I I understand all of these positions are people, but um I have promised over and over again to try to keep the money as close to students as possible. And the reason I picked these four positions in part is because we already have two vacancies, right? >> Um >> I don't believe so. >> Well, uh if >> Blake Castle right is is moving to a principal position. >> So maybe it's one vacancy. Oh no, the other one was um that uh the secondary climate and culture coordinator hasn't been working in this role.

200So that's that's my thinking on this. I'm trying to be responsive and that's that. >> Yeah. Board member Lena, go ahead. >> Sure. Um and I just want to bring up that we did vote down um an additional studentf facing position with the argument that central office would be doing some of the scheduling. So if we're removing people from the network teams that could be supporting this figuring out that doesn't that argument doesn't really make sense to me because it's relying on non-school-based staff to help support and then not adding in a school-based position. So I I still wouldn't be supporting this. Thank you. >> Yeah. Go ahead. >> I think Jane, thank you uh for I'm sorry. member Sautel, thank you for um making that cuz I think what you're going based off of

201is also how to kind of shrink the the amount right is it's the the number of um network uh positions that we have and which is a you know it's an understandable um point and I agree I mean I mean I think that what other way do we have right what other way because I wouldn't I wouldn't indulge into like you know their work I I can't I can't identify what which directors who to you know to um I mean like I said like um having the structure stayed the same the way uh it was where the the secondary superintendent stays in position and the family and engagement superintendent position right now either a question there just two positions just too many positions That's what I would say. So that's that's where I would still

202go back to. >> Thank you. Um board member Ali Ali. Um with that, I'm going to call um the vote. Um so the uh the amendment um the motion to amend is to consolidate um each network team so that they will have um go from four to three directors. That would be a savings of $255,414. Um, so a yes vote is in favor of that consolidation. A no vote is against it. Um, Dr. Warren, will you please call the role? >> Member Ali Ali. >> Yes. >> Member Ali. >> No. >> Vice Chair Bondo. >> No. >> Member Brighten. >> No. Member Lena. >> No. >> Member No, >> no. >> Member Upper. >> She might not. >> Oh, great. >> Member Sautel. >> Yes. >> Chair Lent. >> No. Uh, so the motion to

203amend fails um 72. Are there other amendments? um to be made in network positions. >> Yeah, I would like to make that amendment um of uh putting um leaving the family and engagement superintendent position empty and having the position of grace um uh uh work with the p the current position of or the prior position of Dr. med being in the secondary position. I don't know if we could talk about individuals, but I'm talking about positions. Um, but I'll take that. >> Um, like I think like I want everybody to step back because we're on a line here where we're we're trying to make staffing decisions where our role is to be making budget decisions. So is like if there's a budget levy number that you're trying to get to, then let's make an amendment

204around that to get us to that number as opposed to Right. But there's one person in two different positions currently. So that's kind of where it's in question. >> So I guess I I would just say to you then like what is the amendment that you're trying to make? I think the amendment I would try to make is I don't know if it's going to even get anywhere but um to to pause the family and actually you know what never mind never mind there's no there's no amendments okay are there other amendments in the network um category just double check zoom Okay. Um so then we'll move to um any central office positions. Any amendments within that category? Okay. Seeing none, are there any other amendments that um are looking to be made right now?

205Yeah. Since the central office positions I'm seeing a delay hiring in civil rights officer I don't know like who proposed that but since no one spoke to it now it will not >> yeah people don't bring it up right now it is I think through the process people have withdrawn >> okay thank you >> yeah um but are there any other amendments that um are being made right now or need to be made right now okay Um then seeing none um I'm going to say that our original motion is uh is amended. I just want to doublech checkck the final numbers of the budget. Um Dr. Scallan, is it still um 1,35,441246? >> I'm just going to say it again just for clarity sake. Uh 135,441,246 is the tax levy. Um before chair, you get

206to calling the formal vote because if you remember we have to say those numbers, I'd like to just double check them one last time. >> Um and so if we're at that space, um or if the board wants to have discussion while the finance team double checks it because there's been a bunch of moving pieces, we would like to do that. >> Yeah, let's uh double check that number. Um uh and board just take a couple of uh moments. We do have a workshop about middle school work. >> Oh god. It's good. >> Done. Good work. >> Everybody complains. >> Yeah, it's so easy. Yeah. Yeah, they are. Good job. Yeah, take a little take a little walk. That back moving. >> She does need a special chair. Just be careful that you're not doing

207business. SL shape shape. What do you mean? Right. There was vision. That's I think she did. right there. >> Are we back? >> Okay, Superintendent Skell, are you ready with our numbers? >> Yeah. Yeah. I'd like to just make sure that we have everything captured, right? So, I'd just like to walk through the total different changes um first and just make sure that there's nothing missing there. Um and then I'll share with you the overall numbers. Uh so, the amendments tonight added uh or received $420,000 in additional state revenue from the supplemental budget. had $250,000 in identified additional main care revenue. Had the foundation contributing $66,260 towards the mobile maker space position. It restored the mobile maker space position. It restored the experiential experiential education position. It restored the manager of IT data and reporting.

208It did not move forward with any savings from the closure of the central office. It eliminated the proposed social worker uh in early childhood. It eliminated the proposed early childhood inclusion coach and it reduced the proposed business manager for early childhood from 1 to.5. It increased uh health insurance benefits by $101,716. It restored a 0.5 Latin teacher at Portland High School and it restored a 0.5 guidance counselor at Portland High School. >> Member Brighton, >> I did not hear in that list the um the adjustment to revenue to account for the three early childhood education people. >> Great. Thank you. Yes. >> Great. Um the I'm going to read for you several numbers. Now all of these changes, the overall change in the local tax levy um and overall local budget is $84,299. It puts

209the tax >> Can you read Can you read the number slower, please? >> Yep. $84,299 increase. It puts the amended tax levy at 135,441,246. It puts the local budget at 166,331,38. >> Sorry, can you do that number again? >> 166,331,38. The changes you made tonight increase the overall budget by $589,98. Putting the total budget at 179,324,212. 79,324,212 >> total budget the impact on the tax levy is a 6.457%. The estimated impact on the tax rate is 5.677%. If you were to think about this on a local homeowner, it is an increase of $229 30 cents per year in their school portion of their property tax bill. >> Thank you. Um, and just to remind me, I include the total budget in the amendment or in the motion to pass to city council or is it

210the >> I think if you could read the amended levy, the amended local budget and the overall budget. Uh, that would be great. You don't need to do the percents. >> So 135441246 >> is the local >> is the Nope. That is the amended levy. 038 is the local budget. Those are the two that really need it. Uh but we've been in the habit of also doing the overall budget which is 179 324212. >> And just to because I my hand was writing words faster than my brain was processing. The 135 is the amended local. That's the tax levy. >> Thank you. >> The locals the 166. >> Thank you. >> Okay. So, I would be um making a motion for the consideration and action to recommend the proposed fiscal year 2027 school year uh

211school district budget as amended with the tax levy of 1,35,441246 with the >> I need you to read that again. 135 million. Yep. The uh tax levy of 135,441,246. Correct. with a local budget of66,331,0338 and an overall budget of 179,324,212. That would be moving to the city council for approval. Um, is there a second? Thank you, board member Brighton. Are there any questions on the motion? Is there any discussion on the motion? >> I just have a question. >> Okay, we'll go back to questions. Yeah. >> Or maybe it's discussion. What happens if city council says too high? Then what's does it come back to the full board or to the finance committee or what? >> Yeah, it comes back to the full board, I believe. Can I ask a procedural question? So in the

212beginning when you voted to or you um oh >> moved to put the budget on the table it was Brien and Usur Ali and now we have that open. We have not voted on that. >> So we actually so we made amendments to that motion. So now I made the the amended motion is what's on the table. So, I said it wrong. So, let me do it again. Thank you. What? >> You already had what you said was already on the table. >> Yeah. >> Okay. So, we're going to I just want to >> No, you're right. So, I'm taking away the lens brighten and I'm going back to the Brighten user Ali. >> Okay. So now the amended motion that is um up for consideration and action um to recommend the amended fiscal year

2132027 school district budget to the city council for approval with the amounts of a tax levy of $135,441,246, a local budget of $166,331,38 and an overall um budget of $179,324,212. So that is the amended motion on the table. Is there we still go through discussion? No, we're already did the discussion. It's time to vote. Dr. Warren, please call the role. >> Wait, we're voting for the budget, not the amendment. The we are voting for the amended budget right now. >> For the budget. Okay. >> Where is he? >> Okay. Member Ali. Ali. >> No. >> What was that? A no. >> Yeah, that was a no. >> Member USA Ali. >> Yes. >> Vice Chair Bondo. >> Yes. >> Member Brighten. >> Yes. >> Member Lena. >> Yes. >> Member Noir. Yes, >> member Upperman.

214>> Dr. Upperman. >> Yes. >> Member Sautell. >> No. >> Uh, Chair Lent. >> Yes. So, the uh budget passes uh 72. Uh what was that, Stephen? >> Who said no? >> Um uh board member Sautell and board member Ali Ali. Uh as uh discussed earlier, executive session has been uh delayed until May uh 12th. Uh I'm going to go ahead and adjourn us uh and then we'll do our workshop. So, um, I make that motion to for the consideration action to adjourn the business meeting. Is there a second? >> I got you. >> Thank you, board member Ali Ali. All those in favor of adjourning. Okay. Um, that was unanimous. Uh, we're going to take another 5m minute break um and come right back at 10:07 for our workshop. Stop. Be careful. >> It's

215every time. Although I'm into account I didn't take accounting. I was a social scientist. >> All right, we're back. But we're going to hold ourselves for 45 minutes. >> Anyways, I'm just telling them gym today. They do these weird little polls. Today's question was >> would you rather wait five years and take a question? I was >> thinking like >> well's not done at the gym but most people is blueberries and people at the table are like >> five years is a long time. >> I think mediocre blueberries are fine. Yeah, I think I go with pineapples also. >> All right, Dr. Scallan, would you like to set us up for this workshop, please? >> Yes. Good evening. Um tonight, uh Ala Tunu and Dr. Cheryl Proctor will be presenting an update on uh planning

216for middle school. I just want to put this in quick context. This is not designed to be the full uh plan. This is recognizing that the resolution recently passed by the board and we're on a condensed timeline and so we did not want to wait to give you an update until the May 12th meeting recognizing that there's work that needs to happen. And so for transparency sake, we wanted to have a brief conversation this evening and a brief up update for you guys knowing that we will come back uh with more. And so with that, I'm going to invite up uh Pamela um and Dr. Proctor who I think is going to present slides. I'm I am I presenting the slide or is the slide being presented in the room? >> You tell me which

217would you like? >> Uh if you could present please >> give me one second. Thank you. All right. Good evening. So, um, as Dr. Scallan stated, "We just wanted to give an overview of um you know where we are in thinking of the middle school resolution that has passed and the approach that uh we are taking in terms of building out the study as required by the resolution. uh the elements uh of deliverables that are named and mentioned within the resolution, the timeline and some key decision points or uh points benchmarks whereby information would be provided to the board and decisions would be made. Um we could go to the next slide. And so you know the presentation again is just going to be about the con. We're going to touch on the context of

218the resolution uh which are some of those deliverables and the study scope. Uh the structure of um you know what uh the study structure in and of itself. uh membership in terms of um teams that will be working towards and uh towards uh the goals of the resolution and uh the engagement process. And then finally uh again we'll give a a draft uh scope of a timeline and next steps. So the middle school study, you know, is going to really be about advancing uh the board priorities for equity, access, and sustainability. And so scope alignment and what will guide the work uh includes the following. It's going to be grounded uh in the specifications within the resolution um which is to improve access, equity, belonging, and long-term sustainability for what our middle school programs can

219and will look like in the future. Um it responds to enrollment trends, fiscal realities, and student experiences. Um it will include a facilities review including HVAC and building conditions. We will be working towards um incorporating some of those elements. It really will be comprehensive so that we are looking uh 360 at all of middle school, the programs, the experiences of our families, our students um and outcomes um again fiscal and and other conditions. And the biggest part is that it'll be really steeped deeply in community engagement. um and it will be required throughout and embedded in every phase that we're going to describe of the study. So next you'll hear um from uh Pamela Atuno who's going to share with us um the different design groups uh that will that we are proposing will take

220on uh chunks of the study. if you could imagine the study being vast and comprehensive and um the membership of those groups um and open opportunities for community engagement the timeline etc. So I'll turn it over now uh to Pamela. >> Next slide. >> All right. Good evening everyone. >> I'm here. Okay. So uh we're going to convene a clear governance structure to lead this work. Um so next I'm just going to walk you through sort of the the roles of the different groups membership and how the groups themselves will be organized. So we're going to have three distinct um sort of structures um that will be leading this work. So first we have the guiding coalition. Uh the guiding coalition really their role is going to be to synthesize the work that is done

221um uh at the um workg groupoup level. So the outputs that come from the work group, they're going to sort of make that into coherent system level design that will be options presented to the board. Uh they're also going to prepare the final options and recommendations to the board as I just mentioned. But the members, the guiding um coalition is going to be comprised of members of the secondary network team, principles as well as educators, uh parents, students, and community members. So making sure that there's diverse representation of um multiple stakeholders there. um working alongside them will be the steering committee. So the steering committee's goal is really going to be to ensure that as this work happens that there is that alignment with the resolution itself. They're going to lead the engagement strategy and

222monitor progress to make sure that's happening along the way. The members of the steering committee are going to be uh mainly members of lead members of the central office staff and system leaders which will also include HR and finance just because of the scope of this work is quite large. Um and then we're going to have work groups. So we're going to have multiple work groups actually um doing doing the research and doing the analysis and engagement um at key points. So the the reason for multiple work groups is that this resolution really spans a huge the entire uh structure and system and programming in middle school. And so we're going to have various work groups that hold different um aspects of the study that needs to be done, right? Um the members of the

223work groups will be um comprised of uh secondary network team members, assistant principles, uh principles and educators as well. And um we still need to flesh out and clarify what the various work groups will be. But you know that's going to span the scope of programming, student supports, operations, uh transportation. So uh making sure again right that we're actually covering all the research questions that um are being asked of the study itself. Next slide. So we will ensure broad and transparent participation in this work. So next I just want to walk you through membership um and engagement uh as we really build out these three different uh uh working groups. So for the guiding coalition and workg group membership we are going to have an open application for all stakeholders in the process. We'll do

224uh outreach and make sure that is communicated via um school newsletters, reach my teach uh staff and community bulletins. Um and also you will be able to announce it here at the school board. Um in terms of having students engage in the process, students will be involved in the guiding coalition and we'll take principal recommendations for which students uh would be part of that group. Um applicants will submit um an application and they're going to express their interest, their background, and their ability to commit uh to the regular uh meeting sessions that will take place. And we we have yet still to figure out how many um participants we need at each level in the coalition and at the workg groupoups. But really when we put out that application, we'll have in mind how many

225teachers we want to have there, how many um parents, how many community members. And so as we look at the uh applications um we'll make sure that we have diverse representation of multiple um stakeholder groups as well as relevant background and also considering um people's ability to actually attend the meeting just because we have such a tight turnaround time frame. So we need to make sure people can take part in those. The selection process is uh designed to ensure diverse perspectives across roles, schools and stakeholder groups. Now, in terms of ongoing engagement opportunities, we're going to have many of those. And so, I just want to clarify that let's say someone applies to be in one of the work groups or the guiding coalition and they're not selected, that does not mean that they can't

226still participate and give input into the process because we're going to have um lots of opportunities for them to do that. So, we'll have engagement that's ongoing this spring um in the summer as well as in the fall. And uh we'll some of the ways in which we'll get input and engage uh the community is through surveys, focus groups, community forums, and we'll also do some target outreach to make sure that um everyone has a chance to sort of weigh in on this once the options are drafted before they come to the board for consideration. We'll make sure that we have community engagement that'll take place for the community to weigh in on those options, give some more input. We will document how we adjust the plan based on the input that we receive and

227then that uh uh those options will come to the board after that process. Next slide. All right. Um so the work will be phased with stakeholder engagement um driving each stage. So just want to really emphasize this. Um when you know you were working through the resolution finalizing it, we had lots of community members that came up expressed you know um already gave input into the process and all of that. So we want to make sure that this work is transparent and that we're taking into account every everyone's um input and and just making sure everyone knows where we are along the stage. So the timeline will be um aligned to the resolution of course um and uh the decision-m that will happen in October as well. So between now and May 12th when we'll

228be back here presenting to you guys the the next steps will be to launch those groups that I named the steering committee uh the guiding coalition and the work groups confirm the scope and research of uh and the data needs for each of the groups and as well as for the entire study and then really launch that initial survey as well in the spring um and going into the in summer of 2026 starting now we'll the groups will start conducting research, data analysis, and begin facility assessment as well. Um, and we'll expand engagement during that time as I've named in the previous slide through focus groups, surveys, uh, forums, um, and target outreach. And then in the fall, right, the fall will come around, we'll develop and refine the options based on all the data

229analysis and research um that has been done within the groups and we'll share that draft um uh publicly uh so that people can weigh in and give input um over the various options and then we will um go ahead and bring that to the board in October of 2026 um really for you to pick from the options that have been outlined from the research that's been Now, that's that's um it in a nutshell. I just want to open up the floor now for questions as we continue this. >> Thank you, Pamela. >> I'm sorry. Go ahead, Dr. >> No, I was just saying thank you everyone for for listening and and as Pamela noted, we'll open up for questions. >> Awesome. Board member Lena. Go ahead. >> Thank you. Um just two questions. One is

230how do you envision the guiding coalition meetings will go? Will they be u virtual, in person, hybrid? Do you have a a thought yet on how that might work? >> Um, that's a great question. Um, I think the preference for a group like that would be to have it be in person. Um, but we'll have to sort of navigate as as as we start to build it out, how feasible that is considering that the stakeholders we want to make sure are involved. Um, but the the ideal would be to have it in person. I just want to say from my own experience on the boundaries committee, I found it hard to work with a large group and a virtual setting. So, I would encourage >> in person as much as possible. I understand sometimes it's

231hard um maybe a hybrid option if people really cannot make it. >> Yeah, that's I don't know. That's my personal suggestion. >> Great point. For the high school design stuff, there was a requirement that it was in person for that very reason. It makes a huge difference. And then my other question is just about um stu the students that you hope to have involved. Um what age range are you thinking for the students? >> That is a great question. It's something that um we need to discuss. But I that's a question on the top of my mind as well whether it's middle school, high school, what what at what level are they able to comprehend what we're asking them? And so just just um yeah, all things that we're going to talk about at our

232steering committee meeting as we plan it out. And when it comes to age range, we want to make sure that we are um involving, you know, parents and families even from um our fourth or fifth graders who are looking at entering into uh middle school so we can hear a little bit of voice in terms of what they envision and hope to experience uh in middle school. And then for your previous question, I'd like to add, you know, when we talk about the guiding coalition and um inviting folks to participate and be a part of the guiding coalition, you know, we will be asking as far as, you know, as best as possible, we know that things come up. There are instances where a person may not be able to make a particular meeting but

233in general uh just to ensure that they have the capacity to commit the necessary time to attend the meetings and again preferably in in person. >> Thank you both. Other questions from the board member? Um oh okay vice chair Bondo and then we'll go to um Sarah Biden. >> Thank you. Uh I just have uh one question one uh recommendation on the on the guiding coalition because most of the time we have more on the team on the number of uh uh members. So mostly we have a lot from the the district and less students and parents from the community especially for the marginalized communities because I heard many time and that's the that's the population is so really difficult to do outreach to bring on the table. So I just want to make sure

234then we are inclusive on those missing voices. And then my question is mostly on the ongoing engagement opportunities. So, how did you uh see are your surveys going to be translated and are you going to be able to reach out to those parents and families from uh the middle school uh students? >> So, um in terms of just ensuring that we're engaging our marginalized population, um I think part of the key there will be the timing of when the guiding coalition meets. Um and then also having a discussion about whether or not um we we are able to have maybe um child care available. But even if not, we will have community engagement. Um so uh parent universities that we'll hold and we'll make sure we target those populations and make sure child care is

235also available there. When we've done that target outreach um and had child care available as well, that's uh it made it possible for more families to attend. So, I'll make sure that's in place. Um, and >> yes, go ahead. >> Yeah, I could add a layer to to note as well that we'll be working very closely with our family engagement and multilingual um departments to ensure that we're partnering with them uh to ensure that we have translation, that we're reaching out, that we're able to um gain the participation and the voices. of but most importantly the the regular and consistent part participation of our marginalized families and students. >> Uh and I just want to add one more piece. I always say the the multilingual they don't represent all the families. So we just make

236we just need to make sure >> Yes. And in the in the steering committee, just to um share a little bit, we have Grace Valeno who's on the steering committee as well intentionally to make sure that we have our our multilingual families included and um yeah, they're engaged from the beginning. >> All right. Thank you. >> Yes. In terms of the question with the survey. Um so that's something that we're actually going to be meeting about this week to really uh start to think about how what that survey is going to look like and the different ways in which we want to send it out to families. So we have a a diverse group of um district leaders in the steering committee who have you know from community um Sarah Warren who you know supports

237and overseas community and Grace Venuela who um supports the multilingual um and community specialist are there. So we'll we'll be able to figure that out and update you. >> Uh board member Brighton. >> Thank you. Thank you. Um I have a quick question about that last slide with the timeline. um spring summer 2026. One of the um phrases is begin facility assessment. Um and the what I'm looking to better understand is how that overlaps or does not overlap with um two things that have been discussed in recent um meetings. So, one being the Lincoln Middle School specific facility um analysis of the current HVAC system, but then also um we've talked about the need for a broad district-wide facility assessment. And so, I'm curious if this is one both something a third option C. >>

238Yeah. Can we um ask Dr. Warren to speak specifically to that just around the middle school and then around the effort to uh fasttrack a little bit the assessment. >> So the middle school piece uh is is specifically around Lincoln. Um and we just for those who haven't heard this before uh we have a a fairly in-depth study that tells us we have a major problem with our HVAC system, our heating and cooling system. um and in particular the heating part. Right. So, we've got big problems with pipes throughout the building and now we have a follow-up study going on and we expect to get the results back within a matter of days um telling us what our options are for dealing with that problem and that will um then help guide our next steps

239in terms of what we need to do with that particular building at Lincoln. Um so that study connects to this middle school work because the results of it will influence um at least our short-term direction in terms of what is possible to do at Lincoln. We are currently expecting that we will have to take students and staff out of the building for some period of time to deal with that problem. But this is the the detail that we need still. Um, so it doesn't necessarily determine where we go with the middle school work, but it will certainly influence where we head in the in the shorter term. The full comprehensive district-wide facilities assessment is something that um we have been planning for to start on July 1st. Uh we've worked our way through the the

240RFP process, so the procurement process. Um but we are now working with the selected vendor to see if there's a chance we could start it even earlier because um that is the that's the study that will give us the broader picture of what the many facilities needs are across the entire district and will lead us to a comprehensive long-term plan for facilities. Um, and that will ideally if we can if we can do that a little bit sooner and faster, we're hoping that might feed information as well into this middle school planning process that will um, you know, be useful as we're thinking through the broad spectrum of issues we have to figure out with regard to the future of you know, middle school programming. So, it's not I can't give you a specific answer

241yet about how it's all going to play out, but our goal is to try to expedite all of that so that we can feed information to this process. >> That was useful and it makes sense. Thank you. >> Yeah. And I think part of what we'll do as this process continues is just share with you transparently where we are with the work and what we've been able to do and then you know with that information also you can weigh in in terms of the timeline. Other questions from the board? Um, Pamela, when you were doing the high school work, you made this great graphic of all the people and how and little arrows about like who was talking to who. I'd be very interested in a similar graphic for this about the different groups and

242how they're going to talk to each other or if they're, you know, kind of like cupped over each other or just um >> Yeah. how they how they work with each other. >> Yes. >> Um, awesome. Um and then I just had another thought and oh um the role of the PTO's um uh and I don't necessarily think that they they necessarily need to have a role but just to be thinking of them as communication assets um uh you know they mobilized a lot around this and are great at sharing information. So just how do we utilize uh them within this? >> Mhm. >> Awesome. >> Yep. Absolutely. And I can envision right now um having setting up meetings um to meet with each PTO community. Yeah. Beautiful. Yeah. >> Other questions from the board.

243Let me just double check that um board member Nor doesn't have a question. Okay. You guys are off to a good start. I'm excited. I'm excited to see. Um so when will we have our next update on this? Do we know yet? Uh we said May tw uh May 12th. >> Thank you. Perfect. Okay. >> Okay. >> Awesome. Thank you. Thank you all for your work. >> Thank you. >> Yes. Board, thank you for all of your work. Um 10:30 >> 10:34. Yes.