November 25 Business Meeting & Executive Session

001Here's >> I thought I just have the election literally just an All right. >> Thank you. You too. >> Been a while. Haven't seen you since >> much better than I'm just double checking already. Uh, I guess. All right, we're going to go ahead and get started here tonight. I would like to call the business meeting of the Portland Board of Public Education to order. It is Tuesday, November 25th, 2025. Um, we are meeting in a hybrid format. Um, some of us here at Casco Bay and some online. Um, just really quickly, uh, would someone be able to make me a panelist on the Zoom, please? Thank you very much. Um, so we're going to start uh with a uh roll call of the current um student representatives and board members, please. >> Member Ali

002Ali >> here. >> Member Ysra Ali >> here. >> Vice Chair Bondo. >> Yes. >> Member Brighten >> here. >> Member Lena >> here. >> Member no >> here. Member Operman >> here. >> Member Sautell >> here. >> Student representative Fitzgerald >> here. >> Student representative Kiba. Student representative Lee >> here. >> Student representative O'Brien >> here. >> Student representative Ziggler. Chair Lentz present. Um and so now we're going to do the pledge of allegiance. to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Portland public schools recognizes the original inhabitants of the land on which our city and schools stand. the Wulis Tiguay or Maliset, Mcmmack, Ponobscot, and Pasimacquati tribes known collectively as the Wabanaki

003Confederacy or people of the Dawnland. We are honored to have Wabanaki children among our students today. And as a district, we are committed to making the past, present, and future of Wabanaki peoples visible in our schools and classrooms. And a reminder of our mission, the Portland Public Schools is responsible for ensuring a challenging, relevant, and joyful education that empowers every learner to make a difference in the world. We build relationships among families, educators, and the community to promote the healthy development and academic achievement of every learner. and our definition of equity. Equity is all people being held to high expectations and having access to opportunities that are reflective of their individual needs, identities, and experiences. Equity is achieved in the Portland public schools when there are no identifiable differences in outcomes and experiences for any

004population um subgroup. Um and so now, hold on one second. Um per um uh board policy um we have to uh move into a caucus right now um that is uh a caucus that uh indicates board leadership for 2025 2026. I know that there are a lot of folks here to speak tonight. Um but uh and I tried to move this later in the evening but we can't. So, I'm going to try to get us through it as quickly as possible so that we can get to um your comments. Um uh so, uh and this is per policy BCB-R if anybody is interested. Um first, any new student representatives that are here tonight? Um and I see you're already here, but I don't know if there's anybody else in the crowd that is a new

005super new student representative. >> Okay, beautiful. Um, thank you for being here tonight. Um, the purpose of this caucus is to discuss the leadership of the incoming board, um, specifically the chair and vice chair positions and to come to agreement on the nominations that will be brought forward for an official vote on December 9th, which is the first official meeting of the incoming board. All votes taken tonight are considered straw votes, which means that they are nonbinding. Official nominations and votes will be taken at the December 9th meeting. Um, this is a little bit of a weird procedure, so I will do my best to walk us through it. Um, but if anytime if you are finding yourself confused, um, you can just raise your hand and I will call on you and we can

006we can figure it out together. Um, so now that we have our new student representatives, um, and, uh, and current student representatives, you won't be in this role, uh, because you'll be leaving us next week. Um, and you won't be part of the next board. Yes, >> I'm >> That's right. I forgot. Beautiful. Um, so you will be part of this uh, role that we're getting ready to call. So, Dr. Warren, could you please call the role um for our incoming uh board and student representatives? Member Ali Elli, >> member you >> here. Sorry, >> that's okay. >> Here. >> Vice Chair Bondo, >> please. >> Member Biden >> here. >> Member Lena >> here. >> Member no >> here. >> Member Operman >> here. >> Member Sautell >> here. Chair Lent >> present. >>

007Student representative uh Milstein Jones >> here. >> Student representative O'Brien >> here. >> Student representative Grant. Student representative Muhammad >> here. Beautiful. Thank you, Dr. Warren. Um and just really quickly, I like to introduce ourselves when we have a new makeup of people on the board. So, um, uh, uh, board member Brighten, I'm going to start with you if you could just introduce yourself and your district, please. >> Certainly. Um, my name is Sarah Brighten and I represent district 5. >> Hello everyone. My name is Patuma and I represent district 4. >> Julianne Operman and I'm district three. >> Y Ali and I am at large. Maya Alina at large. Ryan Scallan, superintendent. >> Sarah Lince, uh, I'm chair of the board and also an atlarge member. >> Mickey Bondo, I am the vice chair

008and also district one rep. Jane Sartell at large. >> And Ali Ali, District 2. >> Sarah Warren, I'm staff. Saf Muhammad, student rep for Dearing. >> Sebastian Moan Jones, student rep for Casco Bay High School. Caroline O'Brien, PAD, student rep. >> Thank you. Um, so now I would be looking for a motion um for the consideration and action to enter into the caucus. Thank you, board member Aberman. Is there a second? Thank you, board member Noir. All those in favor of moving into a caucus, you may raise your hand. Yeah, I know it's going to be tricky, but um and new um student representatives, you can also vote in these to indicate your preference as well. Um, sorry. Can we just do that one more time? Okay. So, that is going to be a unanimous

009vote. Um, and so we will now start with the nominations for chair and then move into vice chair. Um, again, this is a non-binding uh process. Uh, but it does indicate um uh for the next meeting. Uh, I'm going to open the floor for the nominations for the 2025 2026 chairperson. Is there a nomination? Board member Brighten. Go ahead. >> Thank you, Chair. Um, I would like to nominate Sarah Lent as chair. >> Thank you, board member Brighten. Um, and in a caucus, we don't take a second um on any of these nominations. Um, are there any other nominations? Okay. So, I'm going to go ahead and close uh nominations and I accept the nomination. Um, uh, but is there a motion for the consideration and action to cease nominations for chair of the board?

010Thank you, board member No. Is there a second? Thank you, board member Lena. Um, all those in favor of closing um nominations for chair of the board. Thank you. That's unanimous. Um uh so nominations are now closed. Uh um board member Brighten, would you like to speak to your nomination at all? >> Um sure. I I recognize that we need to get through this quickly. um having served on the board uh with you since um when we b we both got elected at the same time um I've seen your um dedication uh and commitment to this district and I think your leadership is invaluable. Thank you. >> Thank you, board member Brighten. Is there anyone else that would like to speak to the nomination? Um just a a quick few words uh for me is

011that I'm offering myself up for this role once again. Um because over the last three years of this role, I know both how hard this role is and what it takes to make progress in our district. I also see more clearly now than ever the potential of our district, our community, and our students. Three years ago, when I came into this role, we weren't paying people correctly on time. um and many of our systems and operations were failing. We've made substantial progress in many areas and I want to continue to lead us into this next phase. Right now, we have a federal administration who wants to stop the work that we are doing here in Portland. And that's not okay. I will continue to fight for what's right for our students and work collaboratively with

012the superintendent, the board, and our community. I thank the board for their trust in my leadership. Um, last chance for anyone to speak to the nomination. Um, then we will move into a vote. Um, as a reminder, this is a non-binding vote to appoint me, Sarah Lince, to the position of board chair for 202526 per policy BDB-R. Please use the name of the individual um you are voting for with your voice when you are called on. So, Dr. Warren, will you please call the role? And again, you're indicating with my name if you would like to vote for me. >> And just to be clear, I'm calling new student representatives, not um departing ones. But thank you all. We'll miss you. Um, okay. So, um, member Ali Ali, >> uh, Sarah, uh, Sarah Lens. Yes.

013>> Member you, sir. Ali, >> Sarah Lens. >> Vice Chair Bondo. >> Sarah Lens. >> Member Brighten. >> Sarah Lent. >> Member Lena. >> Sarah Lens. >> Member Noir. >> Sarah Lens. >> Member Operman. >> Sarah Lent. >> Member Sautell. >> Sarah Lent. Uh, Chair Lent, >> Sarah Lent, >> Student Representative Milstein Jones, >> Sarah Lent, >> Student Representative O'Brien, >> Sarah Lent, >> Student Representative Grant, Student Representative Muhammad, Sarah Lent. >> Thank you. Um, uh, so that is, um, unanimous. Um, and now we're going to move on to, um, chairperson. Uh, so I'd like to open the floor for nominations for the 2025 2026 vice chair person. Is there a nomination? Board member Operman. >> Thank you. Um, I would please to nominate Mickey Mondo for vice chair of the Portland Public School Board.

014>> Thank you, board member Operman. And as a reminder, these nominations do not need a second. Are there any other nominations for vice chair? Okay, then I will close. Uh, nom. I would be looking for a motion to close nominations. Thank you, board member Yuzur Ali. Is there a second? Thank you, board member Lena. Um, all those in favor of ceasing nominations. >> Okay, that's unanimous. Um, Vice Chair Bondo, do you accept the nomination? >> Yes, I accept the nomination. >> Beautiful. Um, uh, board member Operman, would you like to speak to your nomination >> briefly? Yes. Uh, Mickey Bondo has been a blessing for the district. Her long involvement on the board provides us all with a historic perspective on what has changed over time in Portland public schools. We can know what has

015improved and what still needs to be worked on. Her advocacy for special needs and multilingual students is incredibly important as the federal administration moves to lower services for these students. >> Thank you, board member Operman. Um, is there anyone else that would like to speak to the nomination? >> Vice Chair Bondo, would you like to speak to your nomination? >> Yes, just a little bit. Thank you so much. Uh, couple years ago, I the one sponsor the equity policy and uh, accepting a third time a nomination as a vice chair. I just want to make sure that we are moving to the right direction and having making sure that our student come first so we can have a a place where is really safe and uh to move the academic learning little further. So I

016will keep working to make sure that their voice has been heard. Thank you. >> Thank you Vice Chair Bondo. Um with that we'll move into a vote. Um, as a reminder, this is a non-binding vote to uh the appointment to appoint uh board member Bondo to the position of vice chair, board vice chair for 2025 2026. Per policy BDB-R, please use Mickey Bondo's name um as your voting um uh when you're called upon. So, Dr. Warren, will you please call the role? >> Member Ali Ali. >> Mickey Bondo. Yes. >> Member USA Ali. >> Mickey Bondo. >> Vice Chair Bondo. >> Mickey Bondo. >> Member Brighten. >> Mickey Bondo. >> Member Lena. >> Mickey Bondo. >> Member Noir. >> Mickey Bondo. >> Member Upperan. >> Mickey Bondo. >> Member Sautell. >> Mickey Bondo. >> Chair

017Lent. >> Mickey Bondo. >> Student Representative Milstein Jones. >> Mickey Bondo. >> Student Representative O'Brien. >> Mickey Bondo. Student Representative Grant, Student Representative Muhammad. >> So, the vote is uh unanimous with students voting uh with the majority here tonight. So, I just want to thank you all for moving through this caucus together and I look forward to this coming year um and hopefully working with all of you. Um we now need a motion for the consideration and action to adjourn the caucus. Board member no. Um and then that was a second from uh uh board member Brighten. All those in favor, you may raise your hand. Beautiful. That's unanimous. Um so thank you new student representatives. Um we'll look forward to seeing you officially on December 9th. You are welcome to stay for this meeting

018or you can go. So it's totally up to you. Um uh however you you want. Um and current student representatives, you are still here. We get you for another meeting. Okay. And so now we're going to move on to public comment. Um uh and there are a few reminders about public comment that I really um want to make sure uh that are clear. So members of the public may speak on any subject directly related to the operations of the schools except for personnel matters or complaints concerning specific employees or students. This means you may not in name an individual or student in your comment. If you have a complaint against a specific individual or office, you may submit a complaint directly to HR or you can email the board for a conversation. Um, please see

019policy KB for more information on that. Our new director of people and culture, Jen Brady, if you want to look back there. Thank you, Jen. um uh is also going to be offering focus groups and opportunities to meet with her um one-on-one uh in the future. So, you can reach out to her um to have a conversation as well. Um if an item is on the agenda for later, please use the public comment associated with that time. Uh comments are limited to a maximum of 3 minutes or six minutes for individuals using an interpreter to make their comment. Individuals may not relinquish a portion of their allotted time to another speaker. The board may not respond to comments and please refrain from responding in the audience. Speakers must refrain from engaging in disruptive content or

020conduct including but not limited to using vulgar and/or obscene language, threatening others using words or by other actions. Using pjorative or discriminatory language with reference to a person or a group on the basis of their religion, ethnicity, nationality, race, color, descent, gender, or other identity factor, making defamatory comments, exceeding the allotted time limits, talking over or interrupting others, offering repetitive comments, and offering comment on matters unrelated to the school district's programs, policies, or operations. I will stop any public comment that is contrary to these rules. Uh to give public comment, you can come forward to the podium um or raise your hand in Zoom and we'll be alternating back and forth. Uh please begin your comment by introducing yourself with your name and address. We'll alternate batches from Zoom and in person. I will keep

021the time and raise a yellow folder indicating that you have 30 seconds remaining. And I will raise a red folder signifying the end of your time. If you get to the end of your allotted time and would like to request more time, uh, you may do so. So, you can come on up. >> Go ahead. >> Hi, I'm Victoria Ferman. I live at 24 Partridge Circle. >> Could you get a little bit closer to the microphone? Hi, I'm Victoria Ferman. I live at 24 Partridge Circle. I'm here today as a concerned parent. I've been a Portland public school parent for 15 years. I have nine more to go with five boys that will have gone through the school district. I've seen a lot of changes. When my son first entered Portland public schools, I didn't

022know if it was the right place for him when he was in kindergarten. It was highly but what I saw was dedication from board the school board admin central office and the teachers and community. We've made a lot of great progress but over the past year and a half things have felt different. Granted our climate is changing but the more and more I heard from staff and other concerned parents I realized something more was going on and I had a lot of questions. One of the greatest things about Portland Public Schools is our diversity. It is a the strength behind our buildings and in our classrooms and in our walls. When our schools do not feel the same and children feel scared and concerned and teachers are burnt out and leaving the buildings on medical

023leave or just can't do the job anymore, there's something that we need to look into. And that is why I'm here today. What are the changes? What is going on? Why are so many people concerned and scared or tired, burnt out, and feel like they can't come forward? I want my children to be in a district that is thriving, full of equity, diversity, and structure. I want them to feel safe, and I want my child to get the services they deserve. I have a child that has an IEP in Portland public schools, and it is hard to get what he needs right now. Teachers can't support him. They don't have the staffing, but they always have and they've always shown up. I have bipac leaders who have shaped and molded my children into what they

024are today that they want to see walking through their halls and they want to know that they are a safe place to go to. All I want as a parent is for my child to be ready to enter the world as it is. And our world is not singular. We are stronger together and I am coming forward as a parent. Can you still hear me? It's really hard to speak and lean over a podium by the way who knows a lot of the staff and they are reaching out and they're asking for help and they're asking for people to stand up and ask the hard questions that they might not be able to. And you all can. you are responsible and I know that you will do the right thing and listen to all of

025the voices behind me in your inbox and on the Zoom. Thank you. >> Thank you. >> Go ahead. You can come up. >> Good evening everyone. My name is Nyla Louisa 106 Booth B Avenue in South Portland. I'm here tonight because many in our school community are deeply concerned about the recently announced uh leadership transition involving the assistant superintendent for secondary schools and the creation or repurposing of an assistant superintendent [clears throat] for student family and commu community engagement. Uh this was a letter sent to all staff on November 6th, 2025 by the superintendent. While the superintendent framed this as a strategic alignment, the community impact and perception tell a very different story. For some of us, this change is seen not as a thoughtful reorganization, but as a demotion and reassignment of a leader

026who currently oversees the secondary principles and the secondary network district leaders. It also appears that an entirely new leadership lane is being created to accommodate a transition without clear rationale, justification, or position description. The result is a restructuring that duplicates existing leadership. We already have an executive director for family and community engagement, a highly experienced leader who has built and sustained critical district-wide systems for multilingual students like the Make It Happen program, English language development programs, newcomer support, and equity centered family and community partnerships. In a year when Portland public schools faces serious financial constraints, creating overlapping roles not only risks unnecessary spending, but also raises the likelihood that one or both positions held by leaders of color will ultimately be cut. This is not strategic stewardship of limited resources. Equally concerning is how this

027move places two leaders of color into an artificially narrow box. Instead of expanding leadership pathways, this transition appears to collapse them, shifting two experienced leaders into one silo and framing engagement work as the only domain where leaders of color can lead. This is the opposite of what equity requires. At a time when communities of color in Portland public schools have repeatedly asked for trust, transparency, and stability, this restructuring fuels the perception of internal politics rather than student centered planning. It also risks forcing out a respected executive director who, by the way, has not announced >> any Can I have 20 more seconds? >> Yes. uh has not announced any intention to leave or retire and who has dedicated decades to building programs the district now claims is central to its strategic vision. Our community is

028asking for clarity. What problem is this restructuring solving? How does duplicating leadership roles align with current budget realities? What data was used to justify the new structure? And how does this decision advance not undermine our commitment to retaining, supporting, and trusting leaders of color across all areas of district leadership? >> I would ask you if you want to email any more remarks, you you're more than Thank you. Coming up, I'm going to ask you guys not to respond in the audience. Thank you. >> My name is Tyler My name is Tyler Jealous. I live at 684 Congress Street. And this is 3 minutes and 20 seconds. I've timed it. So, if you could give me that time. Uh, I have taught in Portland public schools since 2012. I truly love my job and I'm deeply

029committed to the students and families in this community. But today, I'm speaking out because what is happening in PPS is alarming and unacceptable. Critical supports for staff of color systems that this district publicly committed to are being dismantled in silence. The district's retreat from its commitments does not just harm them. It undermines the professional community that has taught me, challenged me, and helped me grow as a white educator. The 2021 Educators of Color Insight report was not just a symbolic gesture. It was a painful honest account of what it means to be a staff member of color in this district. Educators shared experiences of racism and inequity with the expectation that PPS would do more than listen. They would act. At that time, the district did take meaningful steps. The creation of the director of

030BIPA Career Pathways and Leadership Development was not just another title. It was a lifeline. Educators that I have spoke to, uh, educators of color I have spoke to have repeatedly said how essential this role was. They mentioned affinity groups that built actual belonging, hands-on support through their certification product process, financial assistance that made further education possible, and coaching that helped them succeed in the classroom. One educator said plainly, "I would not have joined the master's leadership cohort without the director walking me through it and encouraging me. that changed the entire trajectory of my career. This work mattered and it worked. But after the staffing changes in central office in the summer of 2025, PPS simply let these supports fall apart. Many staff received no communication about who leads this work. Others were handed a generic

031email address and then ignored. This is not a minor lapse. It is a complete abandonment of responsibility. And then in November, staff enrolled in the leadership development programs were abup abruptly informed that funding previously guaranteed would no longer be fully provided. These educators were already enrolled in graduate level courses who now face unexpected financial burdens because of the district's failed to honor its commitments. There was no advanced notice, no explanation, no accountability. Some of these educators told me, "I feel dejected. I'm questioning whether I want to remain in PPS." Another said, I do not feel supported by central office at all. Who is responsible for this work? Now, another teacher wrapped up our discussion by saying, "In the end, it's the students who elude if programs like these are cut," adding to insult uh adding

032insult to industry industry, excuse me. The PPS website continues to advertise many of these initiatives, initiatives that in practice no longer function. If these programs have been quietly cut and left leaderless, then we are misrepresenting the truth to our current staff, our communities, our families, and our future employees. This is not a misunderstanding. It is a failure of transparency, and it's unacceptable. So, the question must be asked bluntly. Is PPS no longer committed to addressing the findings of the Educators of Color Report? The erosion of support for BIPO staff is not just a miscommunication. It is not just a restructuring issue. It is a breach of trust, a threat to staff morale, and ultimately a harm to students. Educators and family deserve clarity, not silence. They deserve accountability, not vague reassurances. For all these reasons,

033I'm calling on the board to immediately investigate these concerns under the ACAB and ACA harassment and discrimination policies. Thank you. >> Thank you. Um, and if there's anyone on Zoom that would like to give comment, um, if you can raise your Zoom hand, I can bring you into the conversation, but I see no hands right now. So, we'll go ahead and, um, come on in. Hi, my name is Mallerie Har. I live at 289 Dearing A. I've been employed in the district since 2010. I teach Esau here at Casco Bay and I'm a pre-K mom. Like most teachers, I spend most of my time in the weeds of my daily practice in my building. But in my particular patch of weeds, I am noticing a growing sentiment among staff that our district is losing its

034way. This is because we appear to be losing and devaluing the leadership of many of our district's vision keepers. By which I mean the people with long-standing institutional knowledge, community relationships, and experience working towards the district's most crucial equity goals. Tonight, I want to talk specifically about one of our most essential groups of vision keepers, which is our language access team. These colleagues are the lifeline between the institution of school and home for the 40% of PPS families who are multilingual. Unlike our predominantly white teaching staff, the majority of these colleagues are members themselves of our city's diverse multilingual communities. They have important insight about how the interplay of culture, power, and language shapes families experience of school. Theirs is usually the first number parents call when they have an urgent concern about their students

035safety or well-being. Yet last year, our language access team was cut by 20%. We no longer have interpreters for Southeast Asian languages spoken by a total of 106 families in our district. In fact, we are out of compliance with our Lao plan as we have more than 50 families who speak Vietnamese but no district interpreters to serve them. Using on demand virtual interpreters is not a sufficient replacement. The Department of Ed dictates that school districts must use interpreters who have specialized knowledge of educational terms and concepts. I myself have sat in on a few challenging conferences with online interpreters who have zero context about PPS and I can attest that our families deserve better than this stop gap solution. Years ago, the specialists were understood to be essential district leaders. Now they are spread thin

036and their expertise is undervalued. Early last year, several parent community specialists called on the district to act in anticipation of the increased presence of federal law enforcement in our city, but it was months before the district communicated any type of protocol. This situation sews doubt about the district's commitment to our multilingual families and their advocates. It is also concerning that after these cuts, the district has created new administrative positions in central office, one as recently as this month, creating new positions that are ostensibly about family and community engagement while undermining and in some cases eliminating the staff who have their boots on the ground in this area. All of this is contributing to the uh erosion of trust I mentioned earlier. True community engagement is built on relationships. Our personnel is our biggest asset to

037do this essential work and listening to our BIPO staff is the essential ingredient to retention and achieving our goals for equity and engagement. Thank you. >> Thank you. >> Good evening. Good evening. My name is Hale Lima 5 Dana Street. I'm a proud PPS graduate, a daring high school alum, and someone who returned to this district because I believe deeply in what public education can be. For me, coming back to teach at Daring and later serve as an administrator was more than a career choice. It was a commitment to the community that raised me. I became an educator and a leader because I wanted students to see themselves reflected in adults guiding them and because I know firsthand how representation and high expectations can change lives. I'm speaking tonight because I care deeply about Portland

038public schools and because I believe our students cannot succeed when concerns raised by staff, students, and families, including my own, are consistently met with no meaningful response. Under the superintendent, PPS has experienced a troubling decline in stability, transparency, and trust. Many of these issues are not hidden. They've unfolded publicly. The loss of key leaders across departments, the disillusion of major equity structures, and a visible rise in fear, frustration, and burnout amongst educators. These are not abstract problems. They affect our students directly, their safety, their confidence in leadership, and the quality of support they receive in the classroom. Under the superintendent, the community has watched the departure or reassignment of trusted administrator and staffs who were central to supporting multilingual, immigrant, and marginalized student. Long-standing equity initiatives have been weakened or eliminated. Educators have openly expressed

039concern about a culture of retaliation or dismissal when raising inequities. These departures and restructurings have happened too frequently to be considered isolated. I am one of many. As a PPS alum who chose to return to serve my own high school, I repeatedly raised concerns about equity, unfair workload distribution, lack of concern for staff who share serious complaints of biased language and behavior from other staff. These concerns were not addressed. Instead, I found myself in an environment where speaking up did not lead to solutions, and the problems I named continued. Ultimately, after raising concerns that I no longer felt safe or supported in my administrative role, I was told I could either be moved from my school, moved to different positions. None made sense. So, I stepped down. A decision that came at a great personal

040and professional cost. This is not only my story. It reflects a broader pattern that many educators and families have witnessed. PPS cannot function well with educators fear consequences for raising issues. PPS cannot serve students well when staff turnover becomes the norm. PPS cannot claim a commitment to equity while weakening or removing the very structures designed to support this equity work which has happened continuously this past year and PPS cannot maintain the trust of families when communication around leadership decisions is inconsistent incomplete or nothing is shared with us. I want this district to thrive to thrive. I want students, including the next generation of PPS graduates, to learn in schools where concerns are heard, where staff feel valued, and where leadership is responsive and accountable. And I know the PPS alum on this board here tonight

041understand the pride we hold in this district. But pride demands accountability. We're asking this board to communicate clearly with the community about what steps will be taken to restore stability, equity, and trust in Port Portland public schools and to investigate any claims of discrimination and harassment. Thank you. Thank you. >> Good evening, chair. Good evening, chair, members of the board, and community. My name is Mano Ali. I come before you today as an alumni, a former employee, and a daughter of this community. Portland Public Schools shaped me. Working here was one of the greatest honors of my life. I love serving our staff, supporting families, and most importantly, advocating for employees. As an HR generalist, I I have stood in front of this panel before, but I recognize there are new faces who don't know

042what happened to me. So, tonight, I want to speak my truth and clarity with clarity and respect. While working in HR, I experienced something no employee should ever face. One day, a staff member deliberately came to my office, dressed as a frightening character, stood silently in front of my door for nearly a minute, and then walked away. That was not a prank. That individual continued walking. It was targeted, and it let me genuinely afraid for my life. When I reported it, the superintendent dismissed it as a prank. When police arrived, they were they were asked to leave. My fear was minimized and I was dehumanized in my own workplace. I sent an email to the entire school board and my incident was referenced as something positive. This incident is an example of something of someone

043doing something positive and that was a dagger in my heart. This incident took a significant toll on me emotionally. No one from the board followed up or checked in. Everything changed after that and the retaliation began. Shortly after speaking up, I received an off I received a letter on December 20, 2024 stating that HR was being restructured and that my position HR generalist was being eliminated. This letter is a part of the record today. For clarification, I did not quit. I was laid off and told that I could reapply for the new positions if I wish to stay with Portland Public Schools. Even so, I applied for all three newly created HR positions. HR analyst, HR hiring coordinator, HR personnel coordinator. I was highly qualified for each one. I completed interviews and on February 13th,

044I was informed, you are not being hired for any of these positions. I couldn't return to the office. Instead, I was told to work from home until my end date on April 21, 2025. Then on March 7th, 2025, while I was still completing projects, I received a text saying that my email would be shut off and to return all technology and keys immediately. This was not restructuring. This was retaliation. Since being told to leave, I have continued to apply for other roles within PPS, including secretary positions and support roles. I even went through interviews for these jobs. No one ever contacted me afterwards. No email, no phone call, not even a notification saying I was or wasn't selected. There has been zero communication from HR principles, even the superintendent about any of my applications. I

045would like more time. >> You can have 20 seconds. Okay. >> This continued Okay. Ever since uh this continued silence speaks volumes. It shows a pattern, not a coincidence, of shutting me out entirely after I spoke up about harassment and retaliation. All while using the codes ACA and ACAB to label and dismiss my experience for harassment and discrimination when I officially complained. It's your job to investigate. I am asking the board to acknowledge that my safety concerns were mishandled, that the restructuring process lacked fairness, and that the silence and exclusion that followed were unacceptable. I love working here. >> I would welcome you to send any other remarks that you have um to the full board. >> Okay. Thank you for listening. >> Thank you. I'm going to ask the audience again. Please do not

046respond. >> Hello. I am Tyler Schwaller. I live at 9 Church A. >> I'm Tyler Schwaller. I live at 9 Church A and uh for three years I was the student equity officer for the district. So I facilitated and led our work related to harassment and discrimination of students. When I started that role, I was very inspired by the environment I was entering into. It was clear to me that talking about equity was not just about saying the right words, but about living out those commitments and there were practices to ensure that we held one another accountable and that we deepened our work together. I was heartened by the board's letter yesterday that made clear that these commitments remain with the district. I know this is a difficult time and so I had been waiting

047to hear from the board is this work to which you are still committed. So thank you for that clarity. I also want you to know that your words probably rang hollow for many and the reason for that is that there is a disconnect between those words and the practices. I would like to give you a few examples to help you understand where that disconnect might be and to encourage board members to consider is this information for which you were already aware or are there things you need to investigate further. So you gave the example of the reporting form making very clear that people can report concerns of harassment and discrimination. You should know that I was on a team that received those reports for the years that I worked. um I w had primary responsibility

048but I was with others and we uh consulted together and did that work together. I was the last person from that team at when I departed the district on July 10th. I had repeatedly said that somebody needed to take responsibility for this form and on my last day no one still had no one had conversation to talk about what that work entailed. After a week that I was gone the form was deleted from the main page. There's no longer a report a concern button on the main page of the website. It was also removed from the families tab. You can now only find it under the students tab. So that's one example where the structure may still exist in name, but the commitment to carrying out that work has certainly not continued. You should also

049know that the district, which prides itself on equity work, was out of compliance with Title 9 from April 1st, 2025, 2024 until July January 9th, 2025. There were new Title 9 regulations that were eventually vacated by a federal court. Um, I had done the work to create compliant procedures. That work was not followed upon. I do not know why. The only excuse given was to blame a previous board member. However, procedures are the responsibility of the superintendent and so you should ask the superintendent why was the district out of compliance with one of the signature civil rights laws of this nation while priding itself on equity work. That is a fact. There were also multiple instances where basic principles of fair process were violated. During complaint processes, there were a few instances where I gave

050guidance and then legal counsel gave guidance that was then disregarded by the superintendent creating increased legal exposure for this district. The board should know that and ask further questions. Also, I'm worried that there's a pattern of >> time. Tyler, would you like 20 more seconds? >> Yes, please. I also think there's a pattern of censoring information that is given to you. When I handed over information on ACA and AB ACAB on my last day, I was I said I would send that to the chair of the policy committee. I was directly told we cannot communicate directly with board members. I think that represents a pattern of keeping information from you. I will say I did that anyway because I was a public servant and you are public servants and any work that we do unless

051it is required to be confidential by law or policy should be able to be done in the light of day. That is why we are here speaking. I hope you will ask the questions that need to be asked to make sure you know what you need to know to ensure equity work continues in this district. >> Thank you. Hi, my name is Priscilla Batten Court 8 Boulder Laneyman. I am a social worker and a McKini ventilazen for PPS. Yesterday the board shared the definition of equity. They were powerful words but words alone do not create equity and right now the lived experience of many bipok and multilingual staff does not reflect this definition. Over the past several years, PPS has been slowly building a culture that center equity more more consistently. We were not done,

052far from it. But the direction was clear. We were moving towards structures and practices that supported the growth, voice, and well-being of BIPO staff. Today I do not see the same level of commitment or clarity at the moment where racism and anti-immigrant sentiment are rising everywhere around us. Our staff needs to feel not just here that PPS stands behind us right now. Many bipok and multilingual staff do not feel supported. Delayed or minimal statements in times of crisis came across as performative. And too often the emotional and culture burden of supporting diverse students and family falls on us because we were told that we can connect better. >> That expectation is spoken or unspoken is exhausting and in inequitable. The toll is real. For many of us this work is not just professional. It is

053deeply personal. In my own case, I work beyond my contracted hours because families facing homeless and immigration crisis cannot wait until the next day. I do this because I believe I live this experience. I was an undocumented immigrant. I know what it is to live in fear. I remember the fear that silenced my family. I remember not speaking English, my parents struggling through school conferences without interpretation, and failing out job application and HR paperwork for them as a child. I know how overwhelming this system feels for families who are just trying to survive. The work we do is rooted in identity, community, and lived experiences, but does not mean that the labor should be taken for granted. In previous years, the district had important structuring in places to support us and at the advocate for

054student and staff, especially the equity and inclusion department. With the destruction of human resources, those offices and leaders are are now gone. Their departure created a vacuum not only of support but of historic knowledge and relationship that cannot be replaced overnight. I often say I am not a social worker by degree. I am a social worker because it is who I am. I am here to speak on behalf of many staff and families who lives in constant fear regardless of their immigration status and who rely on us to navigate a system not built for them. And I want the board to understand that I too am carrying a fear. I am a US citizen. Yet, I still worry when I speak in public because of my accent. I worry when I speak my native language.

055I have advised my own children to hide parts of their identity because I'm scared of their safety. This is the burden that BIPO and multilingual staff are carrying every day at work. We are asking the district to recognize that burden to restore a structure that supports us and to demonstrate not just declare its commitment to equity. Thank you. >> Thank you. >> Um we actually have a hand up on Zoom that I haven't acknowledged. So I'm going to um uh pull that person over. So it's um Mon'nique. Go ahead when you're ready, Monique. He's um muted. >> Given permission to speak. He just needs to unmute. >> Yeah. Mon'nique, if you could unmute yourself, then you have permission to speak. Okay, we're going to go ahead and go with somebody in the room and then

056we'll come right back to you, Monique, if you can hear us. So, go ahead. Come on up. >> Thank you. Can you hear me? >> Yeah. >> Uh, my name is Brody Wood. I live at 622 Congress Street. Um, I went to Portland Public Schools. I am a library worker and um have worked in Portland public schools as a teaching artist. My nephew is a student. I don't have anything prepared, so I appreciate you listening to my um maybe disorganized thoughts. Thank you for your patience. Um, I'm here to add my voice to concern for what I think we are all deeply aware of as a culture of yeah, hostility, racism, retaliation. Um, and that feels like so deeply out of alignment with what is what are the stated values and mission of the work

057of Portland public schools. So I hope for a deep reckoning of that, a collaborative, you know, deep reckoning among the folks who are um yeah carrying that out and letting that live on um and like deeply harm staff. Um it's a you know I think it's a pattern, right? It's we're seeing this pattern and it doesn't have to be a pattern for us to be so concerned. We could only It could have only happened once. Any of these things could have only happened once and it should be taken so seriously. Um, so yeah, I'm just here to add my voice to, [sighs and gasps] you know, saying that this is so unacceptable and um it has to stop, you know, it has to be different. um black and brown and indigenous leaders, staff, teachers in

058this community um deserve so much more. And I hope that that goes without saying, but it seems like it doesn't. So, I'm asking it to start going I'm asking it to start being the rule. Thank you. Hi everyone, my name is Mariela Hakome. I'm a social worker at Darren High School and also a soccer coach. Um I've been a social worker here in the district for almost one full year and I absolutely love my students and this community. I feel that is the greatest privilege um to work with these students and their families and I take my role as their teammates and their advocate very seriously. I'm speaking here today because in my 11 months at PPS, I've witnessed and experienced the value of diversity and equity dismissed by those in position of power in

059the district. I support the experiences that my colleagues have all shared tonight, especially Tyler. And speaking about um Title 9, I can say as a current social worker, I had a meeting with the person in charge of Title 9 right now, they told me that they didn't receive a report I made with a student through the link given to me and then realized in that um discussion that we didn't have the right link and they gave us they're using a different link. So, just want to back that in in terms of proof of like the amount of reports I may have actually gone unnoticed because we don't have the right information and the right links. Anyways, um so again, I support all of the experiences shared tonight, but I'm going to focus mainly on the

060topic of immigration and the lack of action I feel has been taken by the district to actually support, validate, and protect our students. When you all visited during last month, I pleaded for help supporting our students impacted by ICE. I shared that our kids were being impacted every day and that we needed real concrete, thoughtful protocols to support our students with this issue and that we couldn't do it alone. I was disappointed with your reaction when I voiced my alarm, especially when I demanded that PPS needed to take a stand against ICE. I appreciate the message sent by you all yesterday on falling short on this topic of equity, but like many have said, words are not the same as action, and I demand action. As an employee speaking with those in central office, I've

061had my Latina identity questioned because of the way that I look when advocating for support for our immigrant population. And I've been told there's a costbenefit analysis that needs to be made when thinking about taking a stand against ICE. Um, our students have been getting taken. They'll continue to get taken. And so I'm really thinking about moral moral character rather than a costbenefit analysis. In my time at PPS, it has been demonstrated that when marginalized populations are impacted, PPS leadership leaves it to the employees that are members of those populations to figure it out. We have to figure it out alone and without resources. I'm asking the board and district leadership to take a district-wide stance against ICE and commit to creating a comprehensive plan to support our students impacted and a plan for staff

062to be given the tools to support these students in these incredibly difficult moments. This plan should include denouncing ICE on our district website, having accessible resources for families on our website, experiencing detainment, and having a clear, consistent protocol that all schools use when finding out news of a student and their family's detainment. In addition, in order to be more equitable, we need to actively work with families to make sure that we're thinking about their safety and how to give multicultural parents information in the way that is safest for them. It is far too often in my 11 months here that I've already seen that families with white privilege attend parents nights, information nights, college nights. We need to adapt to the current climate and we need to be offering those like not as a not

063as a at a one school. We need to offer it at all schools that um multicultural parents have an option to get video resources and all of these you know informational sessions online in their native language because that's what equity is and we have to care about their safety. We also need to provide protocols for staff club advisers and coaches on how to keep kids safe inside um inside and outside the building as well as what to say to kids when they share information that their loved one has been detained. Teachers are begging us as social workers to train them on what to say because more often than not now kids are coming to their teachers and explaining their experiences. >> Would you like 20 more seconds? >> Thank you. I'm really close. Telling staff

064to call the superintendent and try to keep ice in the main office or outside the building is not adequate and not realistic. Um and and most of these schools haven't even received any training or any PowerPoint on that training. Um our students deserve better and our staff are demanding better. Finally, it is imperative that when making this plan against ICE, we have the multicultural voices that represent the community along with the experienced clinicians from our student support teams at the table to inform the plans and the protocols, not the lawyers. Though we may feel helpless or like our hands are tied, our hands are only tied by the shackles we put on ourselves. History will remember, your kids will remember, and the community will remember the actions you do or not do not take. This

065is a formal complaint on the lack of action taken to support our immigrant population, and I demand clear communication about what steps will be taken to combat ICE and restore equity. Good evening, Portland uh public school board members. My name is Erica King. I'm a longtime parent and community member and a member of the family partnership advisory committee to the district that was created by this body. I have worked in the field of public policy for over 20 years and three of my children have attended Portland public schools. One who's here tonight in support of his educators and I come before you tonight representing myself and a decentralized collective of deeply concerned parents, students, and educators to express profound disappointment and to lodge a formal complaint regarding the current administration's actions and priorities. We are

066in a social contract with one another and we need to reckon with what's happening together as a community. I've been a resident of this city for over three decades and during that time I have witnessed a consistent trend of escalating property taxes coupled with a demonstrable decrease in vital school budget allocations. Um during this past year, I've watched and my colleagues, my teacher, my fellow teachers struggle with getting funds for teachers while I've watched this district add new positions um new superintendent, new positions to central office. And my engagement as a parent has spanned m numerous committees and initiatives and boards and superintendent from the oceanav PTO to multicultural groups at King and restorative justice circles and 15 years of service either on the pre on the FPAC or its predecessor group. I don't get

067up at 9:00 a.m. on Mondays to work with the district to volunteer. I do it because I care. And we have been all working diligently to build on the collective strength that we have in this district. across lines of race, class, culture, and spirituality. And the success of our district hinges upon our collective ability to confront these re realities and address our needs transparently. And that transparency is what's being undermined right now. The current administration is allowing the vision embodied in the Portland Promise, a commitment we have spent decades building and preserving together to become a broken promise to Portland. This is evident in practices that are actively marginalizing some of our most awarded and respected educators. And so this is a call given the serious nature of these budgetary, administrative, and equity based concerns.

068I'm formally calling upon the Portland Public School Board to launch an immediate and comprehensive in independent investigation into human resource practices and civil rights and equity practices. Please take the time necessary to fully understand the current environment and its profound negative impact on students and dedicated staff that that you've heard from tonight. We await your decisive action and commitment to transparency. Thank you for your time. >> Thank you. >> Good afternoon. My name is Helina Barto. I live at 24 Old Colony in Cumberland, Maine. I was the former senior executive director of finance and operations for the Portland public schools from August of 23 to December of 24. I'm a licensed CPA. I have my master's degree in accounting and I have over 20 years of accounting experience. I've also been the CFO for a

069school district in Florida for nine years with a population student population of 18,000 students. During my time at Portland Public School, I faced significant and consistent mistreatment by the superintendent. Uh particularly due to my ethnicity because I do um uh identify as brown, my age, and my gender. Some of my examples and highlights. This letter was also, by the way, it was uh given to the school board on October 2nd and the only response I received was acknowledgement from um the chair that the letter was received. Um when I took vacation, I never actually took vacation. Instead, I worked. And while I worked, I was mocked by the superintendent for having half of my face brown. Helen, I need you to um not go at the superintendent within this comment. You can talk generally about

070your experience >> for I understand, but it is my duty as chair to protect the employment rights of every person in this district. I work 24 hours one day straight to put together a budget only to have to come back to work the next day. I've worked consistently 60 to 80 hours a week only to be dismissed as it being impossible. I was after a trauma experience of seeing someone shot outside my window. I was told I could take time off but emphasized that my lur workload was it [clears throat] was a lot and that I should not take the time off. Uh during my exit time, I was dealt with hostility and I have actual um recordings of some of those conversations. So I do have that. I just want to point out while

071I was here, I was successfully successful at um transitioning the system to payroll in four months. Uh I was told to do have that done in four months. I did that. I developed the new financial formats that the finance committee to this day still use to to review financials. I I established reestablished some internal controls to to to address audit findings. I trained the current uh CPA firm that you pay a half a million dollars for. I trained them and I brought the district up to current standings for the IRS, the state, and reemployment. With all of this, I received a 1 and a.5% increase and other people in the district received a 15% increase. Thank you. >> Good evening. Thank you, Madam Chair. Can you hear me? >> Yeah. Uh my name is Rachel

072Tabot Ross. I reside at 39 Washburn Avenue. And I actually have more questions than I do comment. Um, I was on uh the Portland School's website, particularly the office of the superintendent, and what I'm struck by is um uh I don't find uh a copy of the superintendent's contract anywhere. Is is that information public? >> Yeah, it can be public. You can you can email for it. >> Um because it's not on your website, which correct? It it probably should be um just because it is public money. It's public institution. Um but my question is about the contract. My question is um what current contract um is the person in the role of the superintendent filling and has there been a contract renewal of any kind? If there has been a contract renewal, was that

073process public? Were who was involved in discussions about renewing a contract? And is there any evaluation that has been done prior to any contract negotiations uh to further a contract? If so, um, is the evaluation also public information? >> The evaluation is not public information, but the contract can be made public. >> Okay. So, I'm I'm requesting it now. I will put it in writing as well. Um, but, uh, there's a lot of outdated information on your website. Um, when you look for the job description, it looks like it was from 2009. Um, so I just encourage you, this is the public's business and it is the public's right to ask for this information and to be involved in any processes that use public money. Um, I've heard so much disappointment and so much frustration

074from people here tonight. And this is just the tip of the iceberg. We intend to get to the bottom of this and it starts with me looking at that contract if you can make sure that that is made available. Thank you very much. Good evening um Chair Lens and estee members of the Portland Board of Public Education. My name is Jenna Van Dill and my address is 1184 Washington Avenue. I'm here to speak about the concerns I have about the district's direction and how it's operationalized the equity work in the past two years. I speak from this lens as a parent of a preker at Lysup Elementary. I love that I finally get to say that I'm a Portland public school parent. Um, and I also speak to these concerns as someone who's been a

075community organizer, an advocate for educational equity, a former board member um, uh, on this Portland school board from 2009 to 2018. And specifically, I'm concerned about how the district has restructured its equity work by making changes at the district leadership level. This change uh in particular made in the FY25 budget that the board approved, specifically moving the executive director of family and community partnerships um under um another administrator um undo years of work that par that parents, families, and advocates had to place family and community engagement at the center of the district's work for student achievement. This position is more than just running events or surveys or press releases. It's a critical access point for community members and families to engage to share feedback. And it's clear that after listening to the public comment um

076that these issues span deep and are more systemic than just what I came to talk about. Um, I think um I've I want to I want to say that I've been in your shoes. I know it's hard to sit with the discontent of public comment. And I want to encourage you as a board to think about how important it is to hold this tension and to hold the feedback that you're receiving from your community from people who have come out all across from different perspectives who are saying that something's not right. And your responsibility as a board is through leadership whether it be the district level leadership or and the valuation process, the contract negotiations process, the pol uh the policy setting process and also internally through board governance whether that being >> doing the

077work of addressing pro of of whether or not the leadership that you currently have reflects the the leadership that is needed to handle the challenges and charges in this in this light. And I say that because again there are like I have I want you to think about the political moment that we're in. This is a moment that asks for courage. This is a moment that asks for for deep listening when people are most vulnerable in the community are are are being impacted and attacked at the federal and and levels. Like it is it is another thing to have it come at you couched in in a wrapped in a package of equity in a strategic plan. And so I think there's so much more I am going to say in my email to you.

078I would love happy to chat with you about the five superintendants that I was part of working with during my time in the district, the board evaluations that I participated and worked on. Happy to be a resource. It's been a while. I had hoped that um my time would be um I I hoped that we had moved farther and we we did at a certain point and it feels like we're moving back. So I'm here and I have opinions. We're going to be here for a while. So thank you. >> Thank you Jenna. Uh, good evening members of the board. My name is Ozgood. I live at 83 Beckett Street and I'm here tonight on behalf of my organization Portland Outright, a youthled membership organization building the power of LGBTQ young people through organizing for

079gender, racial, and economic justice. We've been a long-haul partner of Portland schools on queer and trans student policy, community resources, and many of our members are Portland public school students. We are here tonight to amplify the demands from students, families, educators, and community. Uh and as I want to remind folks how you hold and move through this moment will be an example to our students as well as school boards across the state where students are fighting tooth and nail for basic protections and equity. And I really encourage you to hear the voices of community and as folks have said before me to really sit with the discomfort and to move through this with care and tension uh and really centering the voices of community members who have taken their time to be here tonight. Um,

080outright has a current campaign which is called student resources not officers and we're seeking to build police free schools across Maine. Among our campaign demands are that schools work to build networks between students and staff uh and community. And to ensure this, schools need to have tangible engagement initiatives that are accessible to students and center equity. Uh, one of our other demands is that schools establish leadership frameworks that dissolve traditional hierarchies. We have been really proud to see PPS as a leader in critical and visionary work around divesting from systems of policing and harm, reinvesting in practices that center community care. I love many students in this district very dearly who have benefited greatly from the equity programs here. But I have to say that we cannot afford to lose leaders for our students to

081see BIPO staff's concerns pushed aside and equity eroded. Policef free schools only exist when there is community care and direct networks and student leaders can access community leaders and actually have those systems and care in place where people can access them. Student safety, community safety is only possible when the concerns raised by those here tonight are addressed with careful, thoughtful intention um and that trust is restored. So, I really just want to add that on behalf of our campaign and our organization and to continue to be a partner in helping you find the way forward. Thank you. That's good. Hi, Amelia Clancy. I live at 60 Walton Street. I'm a teacher in Portland schools and I'm a community member. Um, I have many, many thoughts about equity in this district. I sh them share them

082loudly and often. Right now, I just want to point out how you write letters about how you value equity, but then there's a clear example of your lack of commitment. You don't even provide child care at your essential district meetings. How are people supposed to access this? You're engaging in discrimination directly by not providing child care. It's one small thing that you can do. And this is exactly what we're talking about. You your words mean nothing. There's a million next steps that you can take. I hope you choose the right ones and we will hold you accountable to doing so. >> Hi, good evening board. My name is Todd Kich and I live at 1917 Washington Avenue right down the street. Um my daughter is a graduate, proud graduate of Casco Bay High School. Um

083and I work at the multi- uh lingual multicultural center here in Portland as one of the Spanish family and community engagement specialists uh for Spanish speaking families. Um, I want to second everything that's been said tonight and I just want to add a sense of urgency to it. Families are being disappeared out of the district. Um, not one six months ago. It's an ongoing problem. I want to thank Chair Lent for helping me uh direct uh directly to find legal counsel for one such family. Um but the problem is is that out of the goodness of of her heart [snorts] and her efforts and her personal connections through another person we will we were able to find an attorney. This situation of relying on personal connections and hope to find legal counsel for our families

084that are being disappeared is insufficient. There has to be something that our city there has to be something that our board there has to be something that our district can do. not to simply say to some of our poorest families, go find a lawyer for $5,000 retainer and good luck. There has to be something that we can do. Now, this is not something that when you got elected to the school board, you expected to be having to do, but this is the current reality. And so, I think for for our student representatives, for our community representatives, for our district representatives, there's a real and present danger facing our families and our students uh today. and the board. I don't have an easy answer for it, but somebody said this is a time for thinking big.

085This is a time for making equity real in Portland. And if we're going to do that, we have to think outside the box. We have to find creative ways not simply to express our support for our families, but provide them the real resources they need to be able to defend themselves, to defend their communities, and make our schools a stronger place. Uh, I want to move over to Zoom. M Lawless, go ahead. Whenever you're ready, you can come off mute. >> Can you hear me now? >> Yeah. >> Hi, my name is Michelle Wallace. I live on Woodford Street and I work at Portland High School and I've been with the district for 20 years now. And I would like to um speak to two specific points. Uh first, uh I received and read the

086email from the school board that came out yesterday in regards to issues of equity. And I want to say that um inevitably, unfortunately, what I felt like was I was reading a CYA memo that was preparing for tonight's meeting. Um, and while I appreciate that the district wanted to address their commitment to uh, equity as well as the boards, as I read the email myself, and I will only speak for myself, but I'm not alone in this, uh, started to feel like the message was that the school board and the district were committed to equity, but unfortunately the wheels were falling off the bus at the school level. I'm sure I don't need to explain to any of you how incredibly insulting, demoralizing, and demeaning that subtext is. And I think we can all agree

087that hearing the previous speakers this evening, many of us feel that the problem lies actually with leadership. So, I hope that gets addressed. The second point that I would like to make is one uh that speaks to what both Priscilla and Todd brought up. And that is again when I initially saw the email, I felt like I was or I I guess I hoped what I was receiving was a clear outlying of procedures in how to protect our students, our staff, and our families of color from the abductions and kidnapping of ICE. This is something that I personally have been asking the district for guidance on since August of this year. I have been in attendance at meetings where others have asked for it. And while I can appreciate a strongly worded email, I think

088we can all agree that that does not actually protect our students. And so I'm going to implore the leadership of this district that if you are making a commitment to equity, you make it in such a way that you provide guidance and protection for your staff who are seeking to engage in actual real activity. not signaling or performative actions, but real activity that keep our most vulnerable students, staff, and families safe. Thank you. >> Thank you, Melissa. >> Oh, thank you. >> Uh Stephen, uh we're going to move you over and then you'll be um welcome to talk. Go ahead when you're ready. Uh Stephen Sharp of Bracket Street. Um I've uh spent guess the last hour or so listen to this conversation and um I have a se slightly different take on things I

089want to speak to and that is the um natures in terms of the um communication you sent out um signed by the entire board. Um I'd like to know when the board voted on this in public to s send this letter. uh because um it's obvious the letter was discussed amongst the nine of you prior to being sent uh and it appears it was discussed in private uh which is in violation of um your policies and and state uh policy on uh exparte communication among board members. Um, and so I'd like to know uh how and when this letter was developed and uh you know uh when when a vote was taken to actually send the letter. So that's all I uh really uh have in terms of this and thank you. >> Thank you

090Stephen. Are there any other people in the room that would like to give public comment? Thank you, school board members. My name is CC Robinson. I live on Prospect Street. I also teach here. I'm haunted by the comments of one of my colleagues um who is the social worker at Daring who said um that Portland Public Schools is leaving communities most impacted by these problems, by what's going on. uh particularly with the presence of ICE to solve them. Um I just want to lift up specifics about her ask um her diagnosis that there's been a lack of action to protect students from ICE that we need concrete protocols that words are not the same as actions. Those are all her words. And uh in addition to her two asks, providing protocols for staff in the

091event of ICE presence on school grounds and protocols for schools when teachers, social workers, etc. find out students or family members have been detained. I'd add a third concrete ask a detailed plan for protection on the public grounds surrounding schools that many of us think of as school grounds but in fact we should all know in this room that playgrounds, parking lots, walkways, drive car pullarounds are all considered public. Um, as often as possible when lawyers are consulted to contri to to create policies in this area, please include legal advocates for student rights and immigrant rights like the ACLU and ILAP as well as community members most impacted. And most importantly, please do everything in your power to retain those staff with deep and longlasting relationships to the communities most directly impacted. Um, rigor, relevance,

092and relationship are really the only three ingredients of a good educational system. And when a kid's having a bad day, you can give them a boring worksheet that's not super relevant and not that hard. But the relationship is what matters on a bad day. Portland's having a bad day. and losing major, like Mallalerie Har said, visionkeepers, people with long, decadesl long relationships to the communities most impacted by all the things going on right now is a huge loss and puts us in danger. and the cone of silence around all of this is also contributing primarily due to ISIS's lack of transparency about their detention policies. But our um beloved furpa, which I think we should keep upholding because it's incredibly important to respect students right to privacy as well as um spread awareness that you

093can actually hurt people's immigration cases by sharing information. But what's happening is when we're problem solving, we need accurate information. And I I'm a teacher who cares a lot about this. I didn't know students. I knew about families who'd been members who've been detained. I didn't know about students having been detained prior to last week when that was actually happening. So, I think we need to like change up how we talk about things so we can share real information and problem solve with the parties most impacted. And please hold on to the faculty who and the staff who have the most direct connection to these experiences and the most um wisdom and perspective to bring to solving these really complicated problems because Portland's having a bad day. Is there anyone else in the room that

094would like to give public comment? Okay, good evening. My name is Elizabeth Capone Newton um aka Capone Enriquez. Um, I live at Takarav in Portland and I have two children in the Portland public schools. Um, and their father is a former employee of Portland public schools. Um, who has acknowledged publicly that he participated in the 2021 Educators of Color as a participant. Um, and I have a few things to say. Um, on a practical note, uh, in terms of, you know, people here tonight, and I'm sure people who aren't here as well, encouraging you to have clear policies about how you're going to support families, um, in terms of protecting people who are at risk of being abducted by ICE or their affiliated masked um people who do violence. Um I would encourage you to

095think about the um policies that you have for active shooters, those protocols. if there's an active shooter near or in a school building, those policies might provide some great um you know, clear advice about what to do um if ICE is in proximity to your school building. Um, and also policies that you have about custody agreements when there is a parent or guardian or former guardian who no longer has a legal right to a student but is trying to pick them up, for example, or remove them from a school. Um, those are two policy or those are two existing areas where you likely have protocols that you could lean on. Um, in terms of the calls for an independent investigation, I would encourage you to make sure as a board that that goes beyond um

096just the staff um that have been let go during the tenure of your current superintendent um or who have left during the tenure. I would also encourage you to have it be beyond um just people of color as a subgroup as you say in your email. A population subgroup I think is the term that you use in your equity policy. um not great terminology, but um and make sure that you consider disability um and probably something regarding the wage of the staff person, right? you have staff people with a lot of different levels of status and wages um and or anything else you have that can sort of approximate um socioeconomic status um and of course you know gender age I would encourage it to be comprehensive when you look at the patterns of discrimination

097in the district and also um >> I'm Elizabeth would you like 20 more seconds >> thank you and to go beyond you know the current person Um there are many people who have seen equity as being quite superficial work even before this superintendent and those of us who have been around for you know 10 or 15 years or longer know that. So I would there might be a current emergency where things have gotten worse. That's pretty clear to me. Um, but I would encourage you to make sure that when you look for solutions to this problem, um, you make sure that you're accurately diagnosing the problem because they're, um, as I hope the irony is not lost on some of the people who have left the district or lost their jobs. They are some of

098these same people who have pushed out others who were lower on them, who were lower than them in the hierarchy of the institution. That doesn't I still have compassion for them. It doesn't mean they're not being mistreated now. But there was for a long time an inroup. And even if things were not changing systemically for children and families in the district, as long as you were in the inroup, you were an apologist for the fact that things weren't changing and you defended the leadership, etc. >> And that is not change. So, um, like I said, I don't wish anyone badly, but I hope that people will reflect on what it is to be part of meaningful change versus to be in an in click. It is not the same thing. Thank you. >> Thank you.

099>> Um, is there anyone else in the room? Okay. >> Uh, good evening, Chair Lince and members of the school board. My name is Grayson Lukner, resident of 92 Woodvale Street in Portland. I just felt compelled to speak up because I've noticed that um a lot of areas of our state and local government are abandoning some of the most valuable assets that we have in our community as a city of Portland. That's our immigrant community and uh our people of color and the diversity that makes this such a wonderful place to live. I grew up in a very rural part of Maine uh where we don't have this wonderful community and this tapestry of different uh of of diversity and I've chosen to live here because we are such a tolerant and welcoming place and

100we want to value and center uh these folks who are being victimized at the federal level. And unfortunately what we're seeing is that the state government in which I participate has been unwilling to step up to the plate to protect these folks. We're trying hard. Uh the county I don't think is interested in taking a strong principled stand against uh the mass deportation efforts and discrimination that's being enabled by the Trump administration. And um I so I think it falls to to the school board. I think it falls to our our city council. These are the levels of government that people have to look towards to stand up for them. And whether or not people can vote, whether or not they're here uh whether they're documented or undocumented, they're members of our community and we

101need somebody to step up and and work to protect them. So that's what I would implore you to do and I won't take up any more of your time. Thank you. >> Thank you. >> Is there anyone else that would like to give comment? >> Alyssa, come on over on Zoom. You can take yourself off mute. Go ahead. >> Thanks very much. Um, my name is Alyssa Burke. I am a PPS parent of two alumni and one current student. Um, I'm also a PPS employee. And I was the I am former director of pre kindergarten education for the district as well. Um, I resigned from that position after um my job was threatened when I tried to um bring a resolution to safety issues that were unilaterally impacting multilingual students. Um, I have some cons

102significant concerns about the policy that we currently have in place for PPS staff related to ICE enforcement. Um, specifically because it does not actually allow any staff member to take any action that might be helpful to a member of our community should ICE be on school property. I'm concerned that this uh policy is not time-sensitive enough and also concerned that it leaves open the possibility of disciplinary action towards staff if they do elect to do something um that they think might be protective of a student or family under these circumstances. I also am very concerned about what's happening nationally towards LGBTQIA families and young people. Um, and I would really implore the board and the district to consider making all of their policies and protocols transparent around protections for transgender students and their families. Um,

103particularly given that our current administration, national administration, um, has brought up the possibility of separating transgender students from their families. Um, I think that everybody should be able to understand how their students information is being recorded by the district in IC and other data platforms. Um, and that they should be able to access this information without outing themselves to the school district or any individual employee um, or their children. Um, and I think lastly, I just would like to say that I that what is being said about the operation of central office in regards to the treatment of bipac staff and also LGBTQIA staff uh is accurate to my experience. I have significant concerns um about the number of queer staff who are no longer employed in central office um as a result of changes

104in this administration. And I have um subsequent concerns about what that will mean for this particular population of students um whose voices are not necessarily being res represented well in decision making. Thanks. >> Thank you. >> Is there anyone else that would like to make public comment? So, seeing none, I'm going to go ahead and close public comment, and I'm going to ask that we have a 10-minute recess so that board members can collect to their thoughts, and then we will come back um and and respond. Um so, we will be back at 7:50. That's okay. also getting um >> thank you. Okay, we're going to come back together here. And I got a ton from >> Oh, yeah. >> All right. We're done. >> Okay. Ready to go. >> Yeah. >> All right. Um,

105I had some planned uh remarks um that I have adjusted uh based on public comment tonight that uh I'd like to give uh and then I'll be turning it over to a a student to give some remarks. Um, but I I I think many of you know that I do a lot of equity and racial equity work outside the board and in a lot of communities across Maine. And there's this concept that I use in my work and it's called groundwater. That um racism is like groundwater in our world that we're all in it. We don't have a choice. It's everywhere. And when you turn to look to your right, the groundwater comes up on your left. When you turn to look to your right, flip that. When you turn to look to your left,

106the groundwater comes up on your right. And I think what people are speaking to tonight is the evolution of the groundwater in our community. And I I I hear the pain and the anger and and and you're right to be in pain and angry because we haven't yet figured out a way to get the groundwater to recede within our community. And the way that we think about groundwater is that we have to have a groundwater solution, which means a big enough solution across systems that can actually imput or impact the way that the groundwater is in the world around us. And so I want to bring in um Loretta Ross now who many of you probably know who is a tremendous um reproductive rights activist and author and she just wrote a great book called

107Calling in and it's a constructive alternative to calling each other out. It's an approach that calls us into a conversation rather than a fight. In her words, it builds bridges instead of burning them down so that we might walk together along the path toward collective liberation. Many of you tonight called the board into conversation and continued action and I'm incredibly grateful for that invitation. I want to thank you all for sharing your experiences with us and for being here tonight. I feel and hold all of the concerns and the anger and vow to continue to support all of the work that is already in process and the initiatives that will be developed with your input. I came to this board three and a half years ago because I wanted to protect the equity work of

108the district. And what I'm hearing here tonight is that we just need to do more so that people feel that. I'm hopeful that moving forward, we at the district and at the board can do a better job communicating the decisions being made, the wise behind them, and the desired impact we hope for them to have. I would also like to work with the board and the public affairs committee as well as Jen Brady to find regular times for public conversation to hear more about people's experiences with our equity work and what feels like it's missing. The thing about board meetings that's tough is there's no actual conversation. I think we can come up with better tools to be in conversation with each other. However, I do also feel that it's important for more information to

109be shared. Um, please know that this is not coming from a defensive place, rather from knowledge that a petition that we've all seen um is uh a petition rarely captures the full picture of any issue and does not allow for nuance or conversation. I understand its use as a tool to drive action, but I fear that action that this petition is driving is polarization. this strategy of divide and conquer has long been a tool of white supremacy and serves to drive wedges in our community when the biggest need right now is solid. I'm I listened. I listened and I would just ask you to listen as well. I understand that it's not always that easy to be in solidarity with each other, especially when it feels like things are being taken away or undone. Addition,

110add additionally, any personnel claim is incredibly hard to address publicly because we must protect all of our employees with the confidentiality that they deserve. The claims in this position and here tonight are incredibly serious and the board is taking them very seriously. However, to date, there have been no formal complaints made by anybody listed in the petition. And seven people listed are seven of the people, excuse me, four of the seven people listed are still very valued PPS employees and there is no plan to implein all of their roles. I I would ask I hear what you're saying and if you have been on the receiving end of retaliation, please reach out to the board. Thank you. The board and the leadership across the district, including our superintendent, are unapologetically committed to equity. In my

111three and a half years on this board, I have seen this demonstrated again and again. First creating a process to hire and onboard our current superintendent. Hundreds of people participated in that process and over a thousand more participated in the process to create the strategic plan we are now in year two of. One of the first actions the superintendent took once coming into this district was to do a wage audit of all staff not represented by a union. He did this to identify wage gaps and inequities in the ways that we were paying people and to make adjustments. Under his leadership, we have also developed a budgeting process that gets down to the scent to help us identify where our money is going and where we might need to adjust. This allowed us to add

112additional special education resources, multilingual support, and literacy staff and music teachers. all moves that help our student get the experiences they need to be successful. We've also created a a great data team so that our staff can use disagregated data to inform their practices and so we can clearly see as a district where we need to align more resources. We are now consistently implementing great curricula across the district to make sure that each student gets an opportunity to experience them because we know that they work. This year, we've seen our student attendance rates go up, our reading and math scores increase across the district, and our suspension rates decrease by 10%. These facts do not dismiss the claims that we've heard in the comments tonight in any way, but they are part of the story.

113As the board mentioned in their letter this week, there's currently a lot of equity work already happening in the district, but we have so much more to do. That's the thing with equity work. It's a practice and adjustments sometimes have unintended effects, but we are listening and practicing alongside of you. And with that, I'd like to turn it over to student representative O'Brien um for your um comments. >> My um peer representative Lee is going to begin. >> Thank you, chair. Good afternoon, everyone. Uh this past week, the student government at Casco Bay High School began organizing a walk out in protest of ICE. Following recent events that affected everyone in the Portland public schools community, uh this effort has been orchestrated collaboratively between Portland, Daring, Casco Bay, PAS, and Wayne Fleet High School students.

114>> At 2 p.m. on December 3rd, students across the district will walk out of class and assemble in Monument Square. The group will then proceed to city hall where a series of students and community speakers will address the crowd with Portland students with Portland students voices at the forefront. Portland is in Portland public schools, specifically Casco Bay High School students. Um although there is power in numbers, safety is the priority. Some students may wish to show their support but don't feel comfortable attending the protest. We want to make it clear that no one should put themselves in a jeopardizing situation. is integral to the movement that scaffolding being in place as we recognize that accessible participation may look different for everyone. Much of the preparation for this event involves strategizing and coordinating how to execute

115it safely, legally, and working transparently with school administrators in the central office. Being high school students, we're outsourcing support, seeking experienced organizations, and recruiting adult participation. If anyone has anything they would like to offer or is willing to volunteer their time to uphold the work of the students, please reach out to student representative Fitzgerald or myself. As plans are solidified, information will be updated on the voices of Portland Main students Instagram. An email address for the organization can also be found. Thank you for the opportunity to share. If anyone has questions, we'd be happy to clarify. >> Thank you, student uh representatives. Um and I would just Yeah, invite everyone in this room uh to join them uh next week. Um so now, student representative Lee, would you like to give fuller remarks or >>

116uh I would like I would not like to uh deliver my prepared remarks at this time. >> Thank you. Um so with that, we're going to move on uh to superintendent remarks. Good evening. I'm going to take a minute um before addressing the comments that were shared this evening um to just take a moment to recognize the Rockland student that um unfortunately passed away this past week uh with the accident um with the school bus. And so just want to take a minute for that. And then second, I want to thank the students. I had an opportunity to be in contact with uh the Casco Bay student cabinet uh last week after um the news about the Casco Bay student and the Dearing student that were detained um by ICE and their family that was

117detained. Um, and want to just thank our students for stepping in um, and providing a voice and an opportunity for folks to express uh, frustration and concern um, and a deep dissatisfaction with what's going on with the country right now. And so want to thank the students for doing that and doing that in a way that is helping to amplify voice um, and reaching across all of the schools. And so just very appreciative for you for doing that. So, thank you. I came uh tonight with uh a couple of comments. Um and I'm also sitting in a space where I am deeply reflecting on what was shared and the comments that were made this evening. um and recognize the hurt and the deep work that we have to do to make sure that all students

118in our district are supported and that all staff have the support and the environment in which they can be successful. When I was interviewing for this position, I I shared just a little bit of my own experience uh as a white leader um and a white leader in largely uh non-white districts. Um, and I shared with um the board at the time and then since shared with staff uh that I grew up loving school and had staff and teachers that made sure that I couldn't fail um and worked really hard to do that. And I I look back on that and didn't realize it at the time, but the sacrifice and the work that my educator, my teachers did um when I was an elementary school student with a speech impediment, when I was a

119middle school student testing boundaries, and when I was a high school student with serious case of senioritis. Um they wouldn't let me fail and they did everything possible. And when I was in college, um, I went to college in West Philadelphia and had the opportunity to volunteer at a school teaching world economics to sixth graders. And when I was there, I realized that for no fault of their own, students had varied experiences and not always the same experience that I had. And it took me from being a business major to walking into a school in the only section of Philadelphia when I graduated um and asking to teach math. And it was out of a deep commitment to make sure that the experience I had as a kid growing up that other students would have.

120And I didn't always meet that. When I reflect back on my experience as a teacher, there are days where I was where I was good and I was a good teacher and there were days where I wasn't and I had a lot of growth and learning that I did over the time that I was a teacher. Um, and I'm unbelievably grateful for the students that I worked with and for the staff that I worked with um, in alli section and then in the Frankfurt section of Philadelphia. Um, and when I grew up as a leader, my commitment um, was always about making sure that more students had opportunity. And so I went from being a teacher to a principal in the South Bronx. and I worked in a school that was almost 100% um students

121from either the Dominican Republic or uh Puerto Rico, a third of them being newcomers. And it was an experience that I um hadn't worked in that community because the community I worked in in Philadelphia was almost exclusively African-American. And I had to learn with my staff um and the teachers at the school about how to support students that were different than the experience I'd had in Philadelphia. And I uh worked with them and learned from them and learned from our families. And we started a bilingual program, something I'd never done before, but started a bilingual program uh to support students on both passing the New York regent and um uh language acquisition. And it was it was something that was deeply meaningful um to me. And I I I share that to say that my

122own equity journey has been one that's both pushed me in my own development and recognition of what I bring um as well as my deficits. And it's taught me the power of the community and listening to what we hear from folks uh about how we can do better. I saw that firsthand when I was at the school district as an uh of Philadelphia as an assistant soup and was a member of the district-wide equity steering committee. um and when I participated in marches following the murder of uh George Floyd and it was amazingly meaningful work and taking that work and coming here I was particularly drawn by Portland public schools commitment to equity and thought that I was ready um and fully equipped to take on that work and the work has been truthfully more

123challenging than I anticipated as somebody who learned about the district from afar. Those are both from competing priorities and fires such as addressing the financial pieces, the budget challenges that required after the first year that we reduce the overall budget by uh about 17% because of the loss of COVID funds. It's been further challenged by the federal government and the attacks on our work and the work that we are doing. Um, and it's been also based on my own growth and development. And I believe that we are both on a journey that needs to happen around making sure that all students are prepared and empowered. And that means all staff have the support that they need to be successful. I fear that this journey is long. We've heard about the educators of color report and

124the work that's been going on for many years. And the journey cannot be long because there are staff in our buildings today that rightfully demand that issues of inequity are addressed and that students only have one opportunity to be in a grade and to learn. And so we need to address those pieces. And those changes have not always happened with the eloquence that either they demanded or um that was needed. And so for that I apologize. Um I think about the intent um and the conversations I've had and learned from with Dr. Ahmed and Dr. Venuela. Um, and thinking about how do we support long-term uh work in our multilingual team and think about long-term transition and succession planning and never an intention and never a desire to have it ever feel like somebody is

125being uh pushed out of that position. And I want to acknowledge that we haven't lived up to that piece of making sure that our communication and our messaging is always clear. And so I'm going to take the the feedback and I took notes of all of the speakers. Um, and I'm committing that similar to the charge from the community that we're going to look into and address and to publicly provide updates on where we're at with these pieces um so that we can do that. And I also want to respect the amount of time that people spent on putting together comments. And instead of trying to respond to each one of them, I'm going to take this as a time to really sit in some reflection and think about uh what is the work and

126how do we continue to deepen it and do it further. And so I would invite folks to stay uh we have a little bit of business but to stay for the presentation because it is no question that our work around equity is in transition but it has not stopped. And so we have folks from our team sharing tonight that work. Um and so invite folks uh into conversation and into that. And so uh with that I'll conclude conclude my comments. Thank you. >> Thank you, Superintendent. Um, and now we're going to move on to um, yeah, >> I I don't want to interrupt um, our process and um, an agenda, but unfortunately this is something that um, all the things that I heard were just too much and it's illegal federally. the title seven of

127the civil civil rights act. Um the facts about race color discrimination US equal opportunity employment opportunity commission. These are a lot of points that are illegal and I think that it's not only necessary to discuss but after hearing all that I'm open to listening to you know any of the presentations but I will state this early that I'll be making a motion or an external investigation based on all the things that were said today. Um cuz I want answers and I have not received those clearly because the forgot what's called not accusations but those the reports that we were waiting for uh through the title N process um apparently it's not there from the people that were on the petition but I just heard from the people from the petition. So this this formally is

128a um I forgot the term but like when they're when people are making some type of you know accusation about something. Um that being said, I want a last thing I will also say um is that I don't want an internal investigation um with Drummed Woodson because they too >> board member Ali, this is a conversation um for executive session that we have. >> Yeah, but it is a confidential personnel matter and it needs to happen in an executive session. But to make a motion of an an investigation, I don't I can do that at any time. I saw the the the policy on that based I can do that at any time, too. So, let me just please finish and then we can figure out what we're going to do next. But another external

129investigation based on drugs, drug and wooden, because there's been many different policies that they keep trying to change, including equity um in in the race description, as well as other race descriptions that I literally just flipped out about yesterday. Um, and when we look at the federal laws, once again, it states discrimination policy, including race, religion, and all that. So, there's just like way too much that's happening in this school district. But, I'm going to let all this go right now cuz I we need to process this. But I promise you, I'm not letting any of this go 100%. We're going to move ahead with uh committee reports. So up first we have finance personnel and operations. Thank you chair. Um so in our most recent uh finance personnel and operations committee meeting we got

130an update from staff on financials. Um given that we are about 30% of the way through the academic year. Um so uh Lisa Beck um updated us on revenues and spending to date and where that is all tracking. We got an update on facilities. Um the last time the district had a comprehensive review of uh needs across the district in our various locations and buildings was 2016. So that is going to need to be redone. Please take conversations out into the hallway. You're more than welcome to have have them, but we need to continue with the business meeting. Uh so, uh the facilities team will be putting out an RFP for a new um comprehensive review of facilities needs. Um the existing uh the 2016 review that um has been the foundation for um the

131work of the facilities team since then. um is a long list. Um and so it will be uh very helpful to have that updated to to get an accurate sense of what our buildings need in order to keep students safe, warm, and dry um and allow them to learn effectively. Um and then finally, we also got a transportation update. the transportation team um is in the preliminary stages of uh figuring out some ways to improve processes around hazard zones um uh very preliminary conversations with Metro um in terms of how to expand um the district partnership with them in um uh some ways that's extremely preliminary. Um Metro is still modeling out what their capacity might be. Um and then uh looking at ways to update potentially um uh make the distance uh requirements smaller

132at different grade bands uh in terms of when a student would be eligible to ride the bus to school. Thank you. >> Thank you. Um up next we have policy. >> Thank you chair. Um the policy committee reviewed some uh new and existing policies uh last night. As you know, we have been in the process of creating a policy on staff conduct with students which is policy GB. I wanted to um thank the committee for its conversation um about this policy and as well the um school building leaders who weighed in on it. Um this was a tricky one for us. We looked at a model policy and um we really needed to tailor it to Portland to make it appropriate for uh Portland public schools. So, we've had multiple robust conversations about this policy.

133Um and I believe we will be voting on that and hopefully moving it on to the full board at our next meeting. Um we also looked at policy BEDH which is about public comment. Um we still have some questions on updating the language of this document. Uh hopefully we will pass that next meeting as well. And um last night we had our first uh discuss real discussion about creating a policy III on class size. Superintendent Scallan took the time to show us um what class sizes look like across the district presently and um we will be looking at a model policy at our next meeting um and hopefully also reaching out to uh building leaders to uh get more input and advice on this policy. Uh it's one similar to GBE where we would like

134it to really make sense for Portland, not just copy and paste a policy from another district. Um we oh we did pass um at the committee level we passed uh the review and uh changes to policy JHB on truency. So that'll be coming to the full board soon. Um we continue to update the policy committee calendar. So please uh say stay updated with that. Um thank you. That's all. >> Thank you. Uh and now curriculum and student success. Thank you, chair. Thank you, everyone. A lot to say as always um about this because there is a lot going on, a lot of good good things going on. Um the early meeting that we had um on November 3rd, uh we hel he heard a lot about um the goals of the school culture and climate

135committee for elementary and secondary students and actually implementation data and student outcomes were minimal because of the time of year and there's supposed to be some uh input later on. One of the pieces um I do want to state is that the elementary school program is called purposeful people. Um and they have some strict goals on that for the end of the year. And for that for the college, I mean college, excuse me, I'm pushing the kids. Um the high school level is uh culture, middle school and high school is a base system for social emotional learning and there the advisory which is in has been around but is much more um organized structured this year u is key to that. Overall implementation of any of these programs has been higher in the elementary schools

136because of the uh e efforts of the curriculum selection committee to provide multiple professional development and engagement opportunities. So as a a note to any future developments that is is critically important. um specific behaviors tracked in Swiss and um which is input from the teachers uh administration daily. Um the key thing that has been happening in the high school is a pri prioritization of personalization of relationships. In other words, the advisory teacher and the students in the advisory are getting to know one another and understanding who they are um and developing uh relationships on that. Uh this November 24th, we had a presentation on the update of the level of design and implementation in English language arts curriculum in and math uh in elementary, middle, and high school throughout um I want to one particular

137thing that has happened since I've been on the board that I'm really pleased about with the uh staff and and administration is the step act program. And I want to explain that because I don't think people realize how important it takes time. Throughout PPS, district leaders and administrators are taking a step back and thinking deeply about all academic programming. They are scheduling time to revisit their strategic goals, implementation plans, and performance data to evaluate how programming is meeting the needs of students. That's the overall in particular one of the uh particular thing for the English language arts um was a focus on native speakers and multilingual speakers. the program that's being used for ELA uh is increasing the cognitive load that is the in thinking of the students and has specific methodology that applies to

138teaching multilingual students um in in the idea of developing conversations, vocabulary and close reading. Those things are designed particularly for uh multilingual. However, they used with all students and as a teacher, I know that this is the sort of thing that is really very important um and beneficial. [snorts] Uh I the multilingual and as when asked about ESOL and the programming, there is some evidence of pre-teing going on and team collaboration at different levels on that math redesign. elementary groups are in a better place than the high school because they've had some programming which they're evaluating and looking at new potential programming. Um again the level involvement that is planned is it will be I think again very su successful in in u implementating the program. High school math program and design has not been

139done in many years. So this design team has a very steep hill to climb um to assess what's going on now, investigate potential changes. Um, one of the things I was really pleased in knowing that the high the secondary program is trying very much to provide ways of students who may start off in secondary schools with a lower level of math ability, but they can accelerate that they're not stuck in a track, which is a great problem among mathematics situations. Um, for example, the m um the middle school students in eighth grade may take algebra along with their eighth grade regular eighth grade math curriculum, which is a whole lot of math. And I think they're students that take that are are truly wanting to advance in STEM areas. So that was as a science

140teacher very good feeling. That's it so far. Our next conversation will be about um the um Abanaki and African-American social studies. Thank you, board member Upperman. Um and uh last is the public and legislative affairs uh committee report um which I am the chair of. uh that committee has been meeting to identify bills that we would like to take action on, including um giving written or public testimony or uh for or against bills. Um and as a reminder, those bills are aligned to the priorities of the committee. Um we also started to talk about community engagement and advocacy around those bills and what that could potentially look like. So when we reconvene in December that will be um one of our uh uh focus Bosai um of the committee. Um so that is all the

141committee reports. I just remind the board to read all of those PDFs that are attached there. Um and then up next we have the consideration uh and action to approve the meeting minutes of November 4th um 2025. Are there any uh um uh modifications that need to be made to those um notes? Okay. Um then seeing none, they are um uh passed as distributed and then we have uh the consideration and action to approve the meeting minutes of November 20th, 2025. Are there any modifications of those um minutes? Okay, seeing none, uh then those minutes are approved um as distributed. Uh up next we have uh personnel. So just two items for your um hopefully approval this evening. The first is uh one probationary teacher candidate and seeking board's approval for that hire. >> Great.

142Thank you. Um so uh is there uh a motion for the consideration and action to approve the personnel items listed? Um that is election of teacher candidates probationary. Thank you board member Operman. Is there a second? Board member Ali Ali. Um we do not take uh any public comment on personnel issues. Um, but if there are any questions from the board, I'm happy to entertain those. Nope. Uh, then seeing none, um, let's, uh, call the role, please. Dr. Warren. >> Member Ali. Ali. >> Yep. >> Member Ali. Vice Chair Bondo. >> Yes. >> Member Brighten. >> Yes. >> Member Lena. >> Yes. >> Member Nor. >> Yes. >> Member Operman. >> Yes. Member Sautell, >> yes. >> Chair Lentz, >> yes. >> And our student representatives are gone. >> Great. So, the motion passes. Um,

143up next, we have the consideration. Oh, sorry, Jennifer. Go ahead. >> Oh. Oh, thank you. Um, next, looking for board's um consideration and approval for one one-year only teacher candidate. >> Beautiful. Um, so is there a motion for the consideration action to approve the personnel items listed? Election of teacher candidates one year only. Board member Ali Ali. Is there a second? Thank you, board member Operman. Um, are there any questions on the motion? All right. Um, then um uh sorry I don't have my language in front of me. Um then by roll call vote, please whether please indicate whether you are in favor of uh the consideration action to approve the personnel items listed election of teacher candidates one year only. >> Member Ali Ali. >> Yep. >> Member Yuster Ali. Vice Chair Bondo. >>

144Yes. >> Member Brighten. >> Yes. Member Lena. >> Yes. Member No. >> Yes. Member Opraman. >> Yes. >> Member Sautell. >> Yes. >> Chair Lent. >> Yes. Uh so the motion passes um unanimously. >> Thank you, Jennifer. Um up next we have uh old business um and we visited all of these uh policies um at the last meeting. Um so we won't have we'll have an opportunity to ask questions um but won't uh go into the policies themselves unless there are questions. Um so uh would there be a motion for the consideration and action to approve um changes to policy AC which is the non-discrimination equal opportunity and affirmative action policy? Thank you board member Operman. Is there a second? Vice Chair Bondo. Um are there any questions on the motion? Any public comment on

145the motion? All right. Any discussion? Then by roll call vote, please indicate whether you are in favor of the consideration and action to approve changes to policy AC, non-discrimination, equal opportunity, and affirmative action. Dr. Warren, will you please call the role? >> Member Ali Ali, >> yep. >> Member Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Member Bryen, >> yes. >> Member Lena, >> yes. >> Member Noir, >> yes. >> Member Opraman, >> yes. >> Member Sautell, >> yes. >> Chair Lent, >> yes. So, the motion passes. Um, up next, I'd be looking for a motion for the consideration and action to approve changes to policy ACA, which is the harassment, discrimination, and sexual harassment of students. Is there a motion? Thank you, board member. Is there a second? Thank you, board member.

146Um, are there any questions on the motion? Any public comment? Hello again, Tyler Schwaller, Nine Church A. So, this is the area of policy that was my primary responsibility as student equity officer and I have three sets of suggestions that I would encourage you to ask to inform how you might treat this policy and then I have two suggestions that I would invite you to consider and you can do that with do with that what you will. So, first question, um, does the district currently have a Title 9 coordinator who has been adequately trained to fulfill requisite responsibilities under federal regulations? If not, has the district contracted with a law firm or other professional organization to provide Title 9 coordinator services, which is different from merely calling legal counsel when there's a complaint? So, one

147set of questions. Two, are principles now expected to conduct Title 9 investigations? The posted job description for the director of HR compliance seemed to suggest as much with the director simply providing support. If this is the case, have principles been informed of this expectation and have they been adequately trained? Three, is anyone coordinating the li the liaison reporting system outlined in ACAR so the related procedure or will the procedure be revised to reflect current practice? The current procedure was developed with the intention to expand returning reporting access, but I advise that it would be unlikely the district could maintain the same system without having a dedicated central administrator to coordinate and support the work. And there isn't I mean it's pretty long down on the list of priorities where that has been placed. Okay. So

148to be clear, these are not rhetorical questions. I actually encourage you to ask them and I would also encourage you to expect that they could be answered tonight. If anyone's giving attention to this work, which I really do sincerely hope they are, these are fundamentally basic questions that should prompt easy responses. So, in uh relationship to those questions, I have two um things that I would like you to consider. I know that this is the second reading and so I apologize I didn't come to you sooner, but I also know that board policy does allow you to make and act upon amendments at this meeting. So see what you think about this. Uh my first suggestion is a way for the board to make expectations clear for how this work should be prioritized. On the

149last day of my employment, I was asked if any policy requires having a student equity officer. I answered that the position is not technically required, only that someone must be designated as the Title 9 coordinator. However, I suggested that the district could not carry out stated commitments without dedicated attention. And so, this may be a good opportunity, and thinking about your statement yesterday to the community, this may be a good opportunity for the board to consider whether you want to ensure that someone is giving consistent care to the prevention and redress of discrimination and harassment. So, I would suggest something along these lines, and I have a print out that I can share if this language is helpful to you. So I would suggest adding at the end of section one, quote, "To help advance

150the mission, the district shall have a civil rights officer whose primary duties shall include but not be limited to coordinating the dis district's compliance with the policy with this policy and related civil rights laws, ensuring robust systems for students, families, and staff to report possible discrimination and harassment, and advising and training district and school leaders on providing for the prompt and equitable resolution of complaints in accordance with relevant laws and policies. based on uh feedback from staff that you've heard tonight and else elsewhere, I encourage you to consider this amendment also for ACAB, I think it's appropriate there and that could be a shared role. So, this kind of provision would operate much like the requirement under federal title 9 regulations that districts must uh have a title 9 coordinator that establishes certain responsibilities without

151defining or limiting the whole job or even requiring a certain job title. So likewise, my suggestion would necessarily require a standalone position, but civil rights officer duties would need to be assigned to someone and be among their primary responsibilities, and that's something I think is lacking right now. This could be a way for the board, you all, to set that as a priority for the district and ensure that it continues. I will um conclude with encouraging you to set a clearer expectation for maintaining an online reporting system. So, I saw in the notes that the policy committee was asked a question about whether having an anonymous reporting system needs to be named in the policy, and I'm glad that you kept it. Um, in light of how the existing form, as I mentioned in my

152earlier speech, in light of how it has been minimized recently, I would suggest amending the beginning of the paragraph where that reporting form is discussed. to read. PPS strives to ensure multiple avenues for reporting concerns about harassment and discrimination, including to maintain and publicize an online reporting form that is easily accessible and that provides an option to make an anonymous report without elevating it to a formal complaint. The anonymous process will necessar not necessarily allow for investigation and then it would continue. I want to make one other editorial note. I noticed in the revisions to >> Tyler, do you do you think an additional 20 seconds is helpful or do you have more than that? >> Yeah. Um yeah, I can do it. Um the definition of discrimination in ACA and ACABR are not correct.

153Um you need to ensure that they align with the definition in the policies themselves. you all or the members of the board in 2024 added a second sentence to the um definition of discrimination that refers to in uh impact being considered along with intent. So that's an important part of a definition that already exists. So you just need to make sure that the procedure aligns with the policy and if you want this information I will give it to you. >> Yes. >> Thank you. >> Any other public comment? I just want to clarify and thank you Tyler for your comments. We were just going over AC just now, right? Or were we going through all all of the >> We were just going over AC. >> Okay. Thank you for that clarification. >> ACA, sorry.

154>> Oh, yeah. >> You voted on AC. Okay. >> Thank you. >> Discussion. Yeah. Vice Chair >> make a motion. Yep. >> Yeah. I would like to make a motion to send back that policy back to the policy committee so we can review those relevant information and to update if necessary and bring back to the community. >> Full vote. >> Second. >> Yeah. >> Third. I'm just kidding. >> Um, so the motion on the the table is to send this policy ACA back to uh policy committee to take under consideration the questions that have just been raised as well as the potential um uh language uh amendments. Um are there any questions on the motion on the floor? >> Can go ahead. >> Can we make a motion to amend the motion to include ACAB

155because they're simil they're the same just a couple different words. Vice Chair Bondo, would you be >> Yes. Um, so there's an amended motion on the floor um that is to send ACA and ACAB um back to uh the policy committee. Um any uh discussion from the board on that? >> Yes. >> Um no discussion, but thank you Tyler for bringing this up. >> Beautiful. Um so, um Dr. Warren, could you please call the role? >> Member Ali Ali, >> yes. >> Member USA Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Member Brighten, >> yes. >> Member Lena, >> yes. >> Member No, >> yes. >> Member Operman, >> yes. >> Member Sautell, >> yes. >> Chair Lent, >> yes. So the motion passes unanimously that um those two policies will head back

156to policy uh committee. Beautiful. Um and I echo the uh appreciation Tyler >> and I also echo the pressure really. Thank you so much. Thank you is it was a must needed. Thank you. >> Um up next we have uh some new business which is the first read of the proposal to cease operations of TV3. um who would like to speak to this motion? >> Good evening. I'm gonna speak very briefly to this motion. This was a um requested change that was shared with our finance personnel and operations committee. Um and it was uh specifically to address um what are significant um security risks in IT that are created by our current TV3 technology and to which there is no easy or um I will say uh easy financially feasible etc uh solution. And so

157the staff have looked into this in a number of ways. They're going to provide you a brief update similar to what they provided the committee. Um that is recommending that we cease TV3 operations. Um recognizing also that we communicate all of our board uh sessions through both live streaming on Facebook as well as YouTube. Um and for the last I want to say 6 months, five months, um TV3 has in fact not been operating but has been uh just a loop uh that so it has not been operating and has not been impactful. Um I'm welcoming up here Brian Nukem who's our director of IT and Haley Drien who's our senior director to share. Thank you. Thank you very much again, Brian Nukem. Pleasure to be with you again. Uh we'll take you through the

158u slides that we presented in the subcommittee. Uh just that that background from the um related to TV3 in May 2024 deep seas our cyber security consulting firm uh completed a report and a external vulnerability scan to give us an understanding of what our baseline threat was. The final report delivered in July of that year identified 16 critical and high uh vulnerabilities um in terms of techn technology critical is the worst case scenario. Threat is eminent although it would be something that we could work on just to give you that scale. Since receiving the report, this this team has thoroughly reviewed the the findings and set priorities and remediated the the uh efforts uh remediated our our uh efforts and have cleaned up the majority of them. To date, we have remediated seven of the

159identified vulnerabilities uh through our internal staff and developed a targeted resolution for TV3, which we'll talk about tonight. identifi and we've also identified two other high vulnerabilities uh that are above uh the knowledge and the resources within our team and we'll have to be looking for outside consultants to help us. Before we talk about TV3, I just wanted to provide that cyber security roadmap that deep seas also provided to us. And in the spring of uh 2025, we went through a long-term planning process through a vice CISO uh engagement and they laid out a 2-year roadmap to help us uh improve our security posture. In that road map, we outlined a phased approach of strengthening our cyber security across the district in focus areas such as you see here. Focus of policy development, staff training,

160infrastructure upgrades, and an ongoing monitoring and risk management process. Roadmap uh reflects our continuous uh commitment to proactive security and continuous improvement. Now to TV3 technology associated with TV3 represents a small and specialized uh section of our of our overall technology stack and it's primarily used to operate uh to create public content as it's uh transmitted over the um and my apologies. I'll get that right out of your way if you don't see that. Okay. the um the bulk of that that service is to promote these meetings and also subcommittee meetings. As as Ryan shared, we have been using other means of pro of promoting that information publicly. This this application and these hardware the hardware used is not maintained by any member of the IT department. It has been running uh as is since

161Henry uh went into retirement. The vendor support has has expired and the tightroppe application has seven critical vulnerabilities uh which as mentioned pre previously is meaning that anyone could take advantage of that environment in our network at any time. my options here. One to decommission tightroppe and all the retire servers. But as we did that, it will create a a result of an offair status of TB3. Option two is to invest $17,100, which includes setup and a three years of support and an ongoing support model of $4,380 after year three. This requires 10 additional IT hours for maintenance and backups to a team that's already stretched thin. And option three is to outsource the entire audiovisisual and uh public um transmission to an outside vendor which has even a higher cost. And we we referenced

162uh uh Sarah Warren's research with headlight audiovisisual. My recommendation is to improve your security posture shut down TB3 immediately. Any questions? Go ahead. >> Hi. And uh does TV3 stream um on Facebook? Am I am I correct or >> we do that through a separate method? Do not use any of the servers or the applications >> to to stream to Facebook. This meeting today night is going to Facebook. It's done in the control room right over here to the to the side. So it is a separate work stream. >> Okay. >> Can I sorry just add one thing to that. We also upload it to YouTube. So it's available on our YouTube channel. Um and then the other thing I just want to clarify on the communications side of this is that um long ago

163TV3 would transmit other types of programming, but that has not been the case for quite some time. it was just recycling old programming and since um Henry retired there's no one running TV3 um and we do not intend to fill that position. It's an added expense um that I would not call a priority right now in the overall scheme of the budget um and the work given that we have these other platforms where we can um you know share the the meeting content. >> Thank you Dr. Warren. Other questions? uh board member Brighten and then we'll come down here. >> Thank you, Chair. Um thank you for this information. I'm curious about um I I'd be curious to hear your opinion about the level of risk. Um you said immediately um and so I'm wondering

164whether there would be whether you feel like the risk is high enough to warrant a motion to bypass um second read and vote on the motion to actually get this done today. Um but your expertise would be really helpful. Prior to this meeting and the subcommittee meeting, this was only held within the senior leadership team and IT department. Now that this is public, a dark actor could could take action tonight and bring us to our knees. This threat is serious enough >> that they could move laterally through our network and we could have another ransomware attack tonight. >> Thank you. >> We've held this information confidential till now. >> Okay. Thank you. >> Yep. Thank you, board member Yusur Ali. >> I'm just so confused. I'm sorry. I don't know anything about it. And so,

165um, of the options, can you hear me? Of the options, um, so the first, it's Could you please just explain the tie rope to me? >> Sure. It's the application that when you when you turn to 1302 on the spectrum lineup, you'll see an ongoing loop of a of a of aformational slideshow. That is the tightroppe application. >> If we are streaming our meetings on Facebook and uploading it to YouTube, is this needed? >> It is not needed. >> Okay. So then from that information, which options from your like in your opinion um I guess for to me right now option one sounds good. If we don't need it, there's no need for extra money. Just shut it down. >> That's right. >> Okay. Okay. I think Okay. I understood. I know it is kind

166of like talking a different language. Um, uh, but no, those are great questions. Um, board member Sautel, go ahead. >> Um, hi, I used TV3 all the time as a music teacher and um, Henry was great about videotaping concerts and other events and it was really valuable. What options will there be moving forward for events like that to be um recorded and uploaded to YouTube or made accessible? That's currently not a service offering of of my team at this time. Communications team could handle could handle that process and post it to the web for you, but currently it is not part of my team. there. Yeah, there is some capacity on the communications team to do a little bit of video recording and they have done that with some things and at times we have

167also hired um external contractors like um headlight for recording purposes. We don't have sufficient staff capacity to do a lot of that at this stage. We don't have dedicated team members for videography. So that would have to be um I think a consideration for the board to add into the the budget if that's a priority for the coming year. >> Would it would it be a security issue or any other or licensing issue to have say students videotape >> and have it uploaded by the district >> and posted to where? >> YouTube. >> Um to videotape send to someone in it and have them post it to YouTube. uh it would be through the communications team and then probably most likely posted to the YouTube channel that is hosted that where many of these meetings

168are posted. >> And would that be easier? Is that doable? >> Um possibly. Yeah. I mean, I think it's something we could explore. I don't I'm not aware that it's an idea that people have explored before, but I think it's certainly worth it. And I mean, we have a program at Paths. I think we could look at maybe more of a partnership there as well. So, yeah, I think it's c certainly something we could explore. >> I just I think that's really important. So many of our students have family members who live far away and for them to be able to attend a concert, you know, or see their students. Same with, you know, certain sporting events or we used to do um you know, infotainment like, you know, um workshops and things and it

169was it was really valuable. So I'd like I'd love to see something like that continue >> and that could continue through the the social media side of the house instead of through public access >> which is the direct impact of this this relationship. >> Thanks. Thank you. Any other questions from the board? Um I have a question. Have have we heard anything from the community since it's been down? Like I do not believe the board has received any emails, but has anyone else? >> I don't say this in light of uh but I've received comment from one individual about it um and that it impacted them. >> I will als I will also share that on the one day that we did broadcast, we did receive two complaints that our audio was not very good

170>> of the one time that we did that we did it. So >> Okay. Thank you. Thank you. Um, so I I think I would um be uh apt to make a motion to bypass a second read on this uh to be able to vote on this tonight. I would be looking for a second. Board member Upperman. Thank you. Any questions on that motion? >> Are we voting for what exactly? >> So are the No, that's that's totally fine. And you know what? I could have done a better job saying it in the in the motion. So, let me um let me just get the language up from the um from Diligent. Um so, we would be the motion is to um bypass uh the second read uh process for the the the proposal to

171cease operations of TV3. That's the option one in the slide. >> Yes. >> Yeah. And so, I did have a second on that. Any questions from the board? Any other questions? Um any Yeah, board member Lena. >> If if we are to vote to cease operations, does that preclude us from option three, which is well, I guess the outsource to local vendor is specifically about TV3, not about what >> correct >> board members is asking about. So I answered my own question. Thank you. >> Good good work there. Um and uh also I do think that this is something that could be taken up during the budget process if people feel like this is the priority of the of the district. Um uh any other discussions or questions on the amendment on or not amendment

172but motion on the floor? Um then by roll call vote please indicate whether you are in favor of bypassing the second read um for the proposal to cease operations of TV3. Dr. Warren will you please call the role. >> Member Ali Ali. >> Yep. Member Usra Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Member Ben, >> yes. >> Member Lena, >> yes. >> Member No, >> yes. >> Member Operman, >> yes. >> Member Sautell, >> yes. >> Chair Lintz, >> yes. Um, so that motion passes. So now I would move um for the consideration and action um to cease uh the operations of TV3. Is there a motion? Thank you, board member Aberman. Oh, did I just move? I'm sorry, I can't remember. >> Move. I'll do a second. Whatever you want. >>

173Okay. So, I am moving um uh to for the consideration and action to approve um the cease of operations of TV3. The second was board member Upperman. Are there any questions from the board? Any discussion from the board? And I realize I overdid public comment. So, if there's uh any public comment, I would uh take that now. Let me just double check the Zoom. Okay. Then by roll call vote, please indicate whether you are in favor of the consideration and action to cease operations of TV3. Dr. Warren, will you please call the role? >> Member Ali Ali, >> yep. >> Member Yusra Ali, >> yes. >> Me uh Vice Chair Bondo, >> yes. >> Member Biden, >> yes. >> Member Lena, >> yes. >> Member no, >> yes. >> Member Operman, >> yes. >> Member

174Sautell, >> yes. >> Chair Lent, >> yes. So, uh, the motion passes. Uh, so we can turn it off. >> Very much. >> Thank you. >> 15 minutes. Give me >> Thank you, Brian. >> Okay. Um, uh, superintendent just suggested that we, um, take a recess because the next couple of presentations are long. And I, uh, would agree. I have, uh, not gotten up yet tonight. So, um, let's take a 10-minute break and we'll come right back. >> For the record, I said the next one was short, but the one after >> didn't didn't mean to set you up for unreasonable expectations there. Everybody that's Luke >> Luke Luke's >> getting married on Friday the 13th >> birthday wasn't >> that's when the day was talking about getting married >> they certainly I'm not sure

175they said it that way, but it was certainly an expectation. >> Paul's birthday is the 12th of June, and I wedding ready for some focus on education. >> Born on >> Let's come back together, please. >> All right. Um, up next we have uh one of two focus on education uh segments. Our first one is going to be on policy JFC which is the student use of personal electronic devices. It's implementation update which I know we are all very excited for and have all asked about this a lot. Um [laughter] [laughter] >> thank you Cece. Um okay. Uh superintendent, do you want to do any further introduction or we can just pass it over to Dr. Ahmed and Dr. um Atkins Duino. Go for it. >> Good evening. So we're here to give you an

176update on the student use of personal electronic devices. Um I have a little short part. Dr. Ameds is a little bit longer. Um, and I just want to report that our elementary schools are showing very few technology violations and none have been related to personal electronic devices. Um, that was whenever we pulled the data probably a little over a week ago. Um, so since September 2nd, there have been Oh, I'm I'm sorry. Thank Why is that not moving? There we go. >> Oh, we did. >> Okay. Thank you, Dr. Smith. um that there have been six reported instances of technology violations across the elementary schools in our uh system for recording that. Um they were all from one school and all involve students being on YouTube on their school issued devices rather than on Lexia

177which is a reading uh program as assigned. So most of these instances were from one classroom on one day. Uh there has been zero documented technology violations involving personal electronic devices such as cell phones or smart watches watches. Um we do know of two to three cases where parents uh have not supported the policy and so we've worked through those on a case-byase basis. Um, I do just want to uh call out that while the impact of the new policy has been minimal at the elementary level, we continue to focus on our um recently updated technology usage guidelines. So, the elementary technology usage guidelines were updated last uh spring um and with support from Courtney Graphius, our assistant director for technology integration. And those guidelines emphasize age appropriate educational use of technology in our classrooms.

178Um so um Courtney and our library and media specialists um are doing staff sessions um at all of our schools to go over those um updated guidelines. We did do some schools in the spring uh last year, but we are continuing um to go through all schools this year. Good evening. Uh I'm sure you expect like it will be different than six incidents uh from the middle and high schools with the device infractions. But at the middle school the launch of device free envir educational environment was very smooth. All the three high schools reported that there is a more compliance or compliance as well as a positive student engagement and outcomes. Uh the staff loves this the feedback from the instructional staff. It is they are citing there is a reduced u uh infractions as

179well as uh more student engagement uh a strong parental and and uh guardian support for the policy and the implementation of the device free envir educational environment from the middle school guardians and parents. There are some uh recorded about 43 incidents related to use of technology and uh we will be looking into this data. The launch of device free at the high school level is presenting some challenges. There is relatively successful successful implementation of the device free uh at uh both Casco Bay and Portland High School. And uh there is also some active uh you know looking into or refining the entry and exit logistics at the uh during high school and uh there is uh similar to the middle school uh staff uh and um reporting there is more engagement and reduced uh distractions

180and infractions. The data indicates that there are still some challenges or initial challenges related to the compliance. However, there is a strong parental and guardian support for the implementation uh given the recent communication channels from the parents and the guardians. And there are at the high school level about 115 technology related uh infractions or or incidents recorded since September second. And that data we are using as a baseline to look at you know uh and compared to the uh uh what comes next. Also uh the data from uh Daring High School is still pending and not included into the5 uh technology related uh uh infractions. Our next step is uh to analyze the technology violation data and identify specific trends and also interventions. So there will be a we'll be conducting a deep dive uh

181and look into the 115 uh from the high schools uh in the uh schoolwide information system to and uh we will also look into make a priority and finalize the entry of the dealing high school infractions into the Swiss and look into this data as well to create a baseline. We will be looking into both both quantitative data that is collected from the Swiss and this infractions as well as also looking into the system and see uh explain this data and uh qualitatively and get a feedback from staff, parents and students so that we can come up with uh appropriate interventions. With that, there are any questions for us? >> Yeah. What questions does the board have? Uh, board member Brighton, and we'll just work our way down. >> Thank you, Chair. Thank you as

182always for the information. Um, my question actually does have to do with those six um, elementary school kids. Um, and my question, it actually is probably more of a technology question and permissions. Why are we giving devices to students that can even get to YouTube at that age band? So, I have gone through this a few times with Courtney as far as um we there are some there are we still do have some of our videos especially like around the Wabanaki curriculum that do have videos on YouTube. So, that access is still valuable as a curriculum resource. Um, she has helped us to change many of those links that when they were first came out, they did include like access to things like that had ads on them. >> So, there are some things that

183we can put in place that remove those ads. So, we've tried to do that. Um, but I do I think there you know blocking it completely would reduce that would mean that it would be like not having some of those resources ex accessible. I thank you. Um I would love to see no YouTube on elementary school devices and find other ways to allow for students to see the um content that loca is residing in YouTube but um that's merely an opinion. Thank you chair. >> Thank you board member Nor. Go ahead. >> Um follow-up question for that. Um, is the YouTube not blocking certain videos that are not age appropriate? Is it complete access? Because when I have >> We do have it set for the most um at the elementary level, it's set for

184like the most restrictive that we that is available for schools. Um, it had actually been set at a middle level and then Courtney and I reviewed last year and I we just decided to move to the most restrictive level. Um, if there's something that it's blocking, teachers have to make a special request to unblock that. So, >> I had a second question for Dr. Ahmed. Um, for the 115, do you know the number for Casco and um, Portland High? Like how it's divided? Is it majority and one or can we get that data another? >> I will get that data. >> Great. Thank you. >> Thanks. >> Thank you. Um, board member Lena, >> sorry. Yes, I didn't I did not see your hand. Go ahead. I That's all right, Chair. That's all right. Um,

185a couple questions on the technology related disciplinary incidents. two things. Are they the cell phone or are they the laptop at the high school and middle school? >> It it could be the cell phones, it could be the headphones or it could be, you know, so that that piece um and what's the problem with Swiss? They just it's hard for those teachers to implement it. Is it difficult to get to it? U >> because it's not fun. Yes, it's uh but it it is something that we really need when we get this data from west it not only tell us the number of infractions but it tell us when it happened where it happened how you know all those information so it is very important to get to explain the numbers and say what it

186means how we can >> I hope you have better luck with PD at at uh the school high schools um >> I'll leave it at that >> thank you board member Upper. Um, you start just to make sure you do not have any questions. Okay. Thank you, board member Lena. >> Thank you. My question was also about Swiss because I attended a staff engagement session and there was a staff person that was saying, "I just don't want to do any more data entry." And so I guess I'm wondering if you feel confident that there is good staff buyin for putting the data into Swiss. And if if you don't know, then can we check? And if you feel like there needs to be more encouragement, I'm wondering, has the staff seen this these updates? Like,

187have they gotten an update at a PD um saying, you know, this is how the cell phone thing's going at our school right now? So the uh the middle schools actually where the Swiss is much more implementation and they were doing it before it is more robust and uh uh the data uh is almost I could say it's accurate because that's the way they used to send not only for the infractions of the students due to the technology but an infraction so they have major minor and then under that naming it what is it for so in the middle school is much more uh detailed in the high schools is uh a new uh way and and there are times that only like uh the admin team are the ones who are inputting that so

188that to capture that the data. So it is uh work in progress to get that but without the data no data means like no information and we cannot deise and get into an intervention. So it is something necessary. I know it is tedious and takes a lot of time from teachers and stuff but if we don't have that there's no uh it will limit like what interventions are working and what are not working. >> Thank you uh vice chair Bondo go ahead. >> Thank you for the presentation. I'm going back to to have some clarification on the on those 115 technology related disciplinary. So I just look at the date then we have recorded say September 2nd and I look at we are close to November close the end of the year. So I'm just

189wonder why we have to wait to get those evaluation so we can reinforce and making sure then we can adjust what need to be adjust. So why has to take to that long to is just the way the entry is done or is a specific reason why still now we just don't have any right evaluation. So uh the interventions and and working with the students is like day-to-day things that going on and working with the students calling families collecting their cell phones. So there are some interventions happening but looking at the data comprehensively and saying like where these things are most of it happening and why they are happening is looking at the every uh collectively this is another thing but there are day-to-day intervention. So when you collect a cell phone from a kid,

190you're just recording that and you're taking this and say like next time parent will collect it from the school. So all those things are happening. So the interventions are happening but looking into more holistic and saying like let's take a pause and and look into and that was was one of the things that we need to be doing. >> All right Dr. if we have some intervention uh day by day and we we don't aligning with the evaluation process with the datas so I I see ourselves if those intervention is just the one needed or we may reinforce other intervention after those evaluation so I just wonder if we have a time frame to have that specific those specific evaluation done or we have to wait to incorporate more more information because 115 is already

191a lot in my in my opinion even though we have some daily intervention we which is not reflected here that's exactly so I I just see then we taking a little long time to to have those evaluation done so we can reinforce the right intervention even though the daily daily intervention is done but the more holistic approach intervention that's why need to be done with evaluation of the data so we have a clear information on what's going on and what really happened. >> So, do we have a time frame to evaluate that >> analysis? Yeah. And uh definitely and uh the daily to dayto-day intervention according to the progressive discipline protocol is happening but the step back and looking collectively looking to this data >> and just saying like what other things are not in

192our tools and what trend is we see. So it could be school specific if it is like uh the area that we got most infractions of cell phone or technology use was in the bathroom >> what we are doing about the bathroom and that those things are already happening with the school but taking a step back and saying like what we see in this holistically when we put all the high schools together and what trends we see and when we put all the middle schools together what we see but the schools actually are and and Portland high school they're doing great job with like uh being uh responsive and doing daily or adjustments of what the what trend is they see. So the schools are doing it but for us to all of the numbers

193and say like what trend is we see and and what >> I'm still confused but I'm just waiting until I got a result from the evaluation. Thank you. >> Okay. Go ahead. Hi. Hi. It's [clears throat] been a while, but um when I taught elementary school and we had I had YouTube videos that I used um I moved a lot of things over to Kid Tube, which was a lot more secure. I don't know if that's still an active site or might be a resource we could look into. Um here's my question. How was the feedback from teachers gathered? Like, did we send out a survey? Um, did people meet with I'm I'm just curious like the in the presentation um you said that you know teachers were really enthusiastic and I totally believe they

194are. I'm just curious how they how we asked them >> the feedback from the staff. Yeah. about the uh implementation of the you know cell phone free or technology free. Mainly it is uh you know the expressions that the teachers are giving to us and saying like this is this makes a difference but there wasn't like uh holistic uh survey that we give all the secondary schools or all elementary schools and said like give us feedback and we didn't do that. >> Okay. the feedback we are getting like you know through different channels of communications. >> Thanks. >> I just had a couple questions and then we'll um come back for additional ones and I I'm sorry if I missed this detail um but why do we not have dearing data in this bunch? So

195uh and this will be uh you know dealing with uh starting with uh you know uh less administrative team or complete administrative team they had some uh from the get-go some challenges of starting and the implementation of this with uh so there were some uh capacity related issues that didn't start yet >> and just to double check so I was under the impression that Swiss was being used before now in all of the high schools. Is that wrong? >> Uh there there's limited cases that some high schools were using for like we're only using for majors only the admin uses. So it was like not inconsistent the way that it's used. >> Okay. Okay. That's helpful. Um and then I I will say that we have gotten a couple of emails from specifically high school

196teachers who are feeling frustrated because they do feel like they're having to phone police a little bit more. um that you know I think um the the solution I think that was like um said to folks was the pouches, right? But we know that kids aren't using the pouches, but in most instances they're still keeping them like away in a way that they weren't before. But teachers are I I from these two emails that we got. Um it seems like there could still be some more support about how to either communicate that with students that like the bigger picture of being cell phone free is the is the goal. Um rather than using a pouch um and just around like kids sneaking them to the restrooms and and things like that. Um, so I just

197wanted to say that out loud. Um, because you know a couple emails have come in and I'm just curious if those are things that you are also hearing. >> Yeah. Okay. Beautiful. Um, let's see. I'm sorry I got confused. Yes. Board member Aberman and then board member No. >> No. Okay. >> Okay. Um I guess I I don't if in in you're looking at the data there's two things I think what um vice chair Bondo was trying to get at is is that you refine to the deep dive analysis and you've kind of looking at all the data of day-to-day but is there going to be a report um at some point about this information um when you get Swiss you when you get the staff over at uh dearing up to up to snuff

198on Swiss and you know what So if you're thinking January, you're thinking March, you know, that's I think that's kind of what we're trying to get at that point. And so that's the one piece. And the other things is is of the 115 incidents, which means it could be the same student doing it uh repetitively. And I was wondering how the protocol for calling parents, taking the phone, is that being implemented? And how are the parents reacting to that? if they must be there. I be I don't know that you can answer that right now, but that would be part of what if when we find out when we're going to get the data back. Um >> yes, indeed it the the pro follow the the admin and the staff are following the discipline protocol,

199progressive discipline protocol that we put together >> for the phones where they take the phone away, they call mom. >> Yeah. Yeah. Okay. And there and the response is there are like students that when you take one time it doesn't happen again and students who need more reinforcements and supports. So it is happening and all schools are doing that. >> Okay, good. And the parents don't mind being called >> I won't never mind. >> I want I won't go there [laughter] >> from from the high schools. No call is good news most of the time. >> Okay. Thank you very much. appreciate it with you know getting this in back. Remember Ali Ali? >> Could you remind us what how the process is of um discipline when >> a whole list? >> There's a whole

200list. Okay. Is there can I find it somewhere? >> Yeah. >> Okay. When you please please enter it to me. Thank you. >> Other questions from the board. >> Okay. Well, um uh >> yes, go ahead. When will our next uh presentation about the south be? It's >> okay if you don't have that, but if it's in the near future because I just want to see >> I have I mean this was originally planned for I think the policy committee. So um and then >> spreadsheet >> I can >> it may not I'm not sure that I have it on the that spreadsheet because I uh I can't get it to you. >> Thank you. Yeah, I'm sorry. What was the answer to that? >> I'm not sure if it's >> I think I think

201it would be helpful to hear from the board when we would like to hear another update around this um uh because I am certainly also interested um in regular updates on this. >> So, this was supposed to be presented to the policy committee originally. I we asked to just have it come straight to the board because the whole board was interested and that it seemed redundant to have it just go to the policy committee. >> Yep. >> Okay. Yeah. I mean um as soon as possible to be honest uh yeah I mean if it was presented in in front of the policy committee in the first place we would have just requested the same information you know and have that you know viewed and it wouldn't have to be presented without conclusive information. So um

202yeah if that's possibility please uh have that next or as soon as possible. to board member Yura Elite and then we can >> on the policy committee agenda and it's not on the yet. So >> I think this was the only one that was scheduled. Is that correct? >> Yeah, this one scheduled for policy but um it did seem to make sense to bring it to the bull board because the board had spent so much time working on this particular policy last year. Um so that was uh Chair Lena's recommendation. Um, and uh, it does seem like it would make sense to how based on whatever the board wants, we can add it to the full board calendar. And if you want it to go to policy committee, we can do that, too. >> Great.

203>> Um, so I I would make a recommendation that perhaps like February, like another three months or so. Is that three months? I don't know if that's three months, but yes, like if if we could have another update in February uh, the full board, that would be great. >> We can follow up. Yeah. Can I and can I just just so we're level setting on expectations? Um part of it is about the analysis and the next steps and part of it is about the dearing data. Um will we have that by the February meeting? >> Yes. Okay. That's great then. Yeah. So >> great. Thank you for that question. All right. Uh so I think we're going to um move um forward. Thank you very much. Um so up next we have our um our

204human resources update and this is uh an update that we give every year in the fall that looks at our hiring data um and some numbers around employment. Um so we have some good historical data here. Um, and I know that this team has been working incredibly hard uh to get this presentation um together. So, uh, I will turn it over to you. >> Thank you. Yes, I think Dr. Scowan, you're okay to drive the slides. >> Thank you. Thanks so much. So, um, thank you for having us here. Um, you chair Lent, you are correct. This is an annual conversation, an annual report and typically um a conversation that we have after the conclusion of our submission of our NEO data to the state which happens at the end of October. And then we

205have all of our data about all of our staff and we're able to take a look at um what's happening with certifications, CHRC's as well as whatever other data that we typically report to you on which includes demographic data and the like. So we have that today. Before we start running through our presentation, I do want to take a moment because usually when we um hire new people, we try to bring um some of our new administrators, we try to bring them forward. And I think none of the members of the team have had the opportunity to come forward and be introduced to you. So, I did really want to start with um introducing and giving them the opportunity to share a little bit about themselves and their connection to the work. And then we'll

206go through and everyone's going to get to take a part in the presentation. We're going to um excuse Rosa if at some points. Please excuse her if she needs to sit. She's um tired and expecting and we're going to let her take a load off anytime she needs to because we're trying to take really good care of her. Um so I will just start by saying that these three um fabulous women that you see behind me have all started within the past three to four months. Rosa started with us July wait I wrote down 28th. Um, Jen Brady started with us on August 11th and Bridget started with us actually in as an analyst and moved into this role um of HR compliance, director of compliance on September 29th. So, um, working to build our

207capacity as a team together, but I really want them to be able to tell a little bit about themselves. So, I'm going to go in order of when they were hired. So, I'm going to start with Rosa and she will tell you about her role and her background. >> Thank you. Good evening. Um, so I'm so happy to be here and I apologize, but I am actually very exhausted as I'm sure you all are. So I'm I will try to go through my background um fairly quickly here. But I began um my career in education in adult education teaching history, reading, and writing. I had the opportunity to also redesign the ELA curriculum to better meet the needs of students uh most of whom were of African and Brazilian descent helping them move success successfully

208from um ESOL classes to high programs. I then um moved on and spent seven years teaching high school English for the Worcester public schools which is the second largest school district in New England. um primarily teaching sophomores on the um ELA MCCAST exam, helping them prepare for that. And happy to say that my students um for six consecutive years had the highest um district scores and um that is an urban urban district, but also um we we either outbeat or very close to beating um suburban districts in the state. So um with student growth percentiles between 90 and 98% every year. So that is just one of the highlights um of the work that I've done as an ELA teacher as well as um my class being featured in the Worcester magazine for having the

209highest number of winners in the Worcester State um University MLK poetry contest um focus on diversity and equity and um just a wonderful achievement and celebration. Um I was also um the AP literature and composition teacher um where we did not um stop any student from joining the class. Anybody who wanted to take the course could take the course and we did so with um a third of our population being multilingual students and um on IEPs. So with that we also um received such high scores that um I was a I I earned a bronze uh recognition from the state. Moving on my final year at um the Wester public schools I served as an interim AP supporting educators in diversifying content improving attendance and addressing classroom challenges. At the same time, I worked part-time

210for a program called Purple, which is a service provider for the Department of Education and Secondary Education, supporting over 125 educators statewide in preparing portfolios for initial licensing. um as a four month months ago um I moved to Portland uh fell in love got married and um and now serve as a director of recruitment and staff development and I also um am a part-time adjun adjunct professor at USM in the uh literacy language and culture department. So I'm happy to be here. um fairly again fairly new in the role but really excited and you know even after hearing everything tonight um really looking forward to the work that's to be done in the role and um thank you >> and I'll just highlight that Rosa really is is the one who keeps us I mean

211I think we're all student centered and Rosa every conversation that we have when we have our director meetings just just always keeps us focused on back to we are HR so we support staff but everything we do is about how it gets back to students and student outcomes. So, thank you for always keeping us really centered on that. Uh, next, starting with us on August 11th, Jen Brady. >> Thank you. Um, and we knew we would be speaking late, so we, you know, wrote our bios down, so we so we're reading um trying to stay awake. So, um, such a pleasure to be with you tonight, and thanks so much for, um, this opportunity. I come to this role after more than 20 years of working at the intersection of people, systems and learning and

212I worked remotely for the past 15 years. So it is a joy for me to be together with real live human beings that I can you know see and touch. It's it's uh actually just really wonderful. Um as the CEO of a national consulting firm, I partnered with clients across the country. um that includes National Urban League, Los Angeles Unified School District and National Afterchool Association. And that consulting work was really to design and facilitate equity centered leadership development, improve staff culture, and build supportive systems for adults who work with students. And since I was doing that work nationally, I thought, wouldn't it be wonderful if there was an opportunity to do that work locally in my own in my own community? Earlier in my career, I served as a founding vice president for an

213organization based out of John's Hopkins University called the National Summer Learning Association. Um, and that was really built on the belief that all children should have access to enriching learning experiences that build wholeness that nurture their humanity and that can prevent summer learning loss. My masters in is in public policy with a focus on nonprofits and education and that all really helped me keep my work grounded in practical implementation while also attending to systems. So I come here to work at PPS also as a parent of two. My son joined for the um first part of the meeting to see his teachers give public comment. So that was pretty fun. The teachers, the edteexs, the bus driver, Dan, um the office staff and leaders who shape my children's daily lives are my neighbors and friends.

214And I want them all to have a healthy and consistent and supportive workplace because I know that when the adults in our system feel valued and supported that our students benefit from that. And so in this people and culture role, my goal is really to help us advance equity in the ways that are lived every day through daily practice um and relationships and to build a staff culture of belonging and positive relationships to really make our schools work. Um, of course I am I'm part of um strategic initiative 1.1 and 4.1 where the focus is making sure staff feel valued, affirmed, effective, and supported and I'm really committed to doing that. So, thank you for this opportunity. Pass it to you're gonna I'm gonna pass it to you to pass it to Bridget. >> Well,

215I feel like now I have to say something about each of you because I said something about Rosa. So like if you if you couldn't tell from that engagement, Jen like from she we talk a lot about thermostat and she's I think like a really great thermostat for our team. So when we're having conversations and things are getting heated or we're having emotions and feelings, she's really good at saying like let's just where let's where are we at? Let's gauge. Let's it's okay bring it down. So um she you could hear it in her voice, right? She's got a very calm presence and I really uh need that and appreciate that on the team. Last but not least, um starting with I'll do my comment for you first. So Bridget started with um HR when

216we transitioned the department. She started with us in February, late February, early March. March. Okay. And like sort of immediately impressed with her ability to um address compliance issues, conduct audits, identify gaps in our data and weaknesses, and then put things into place to correct for those things. Um and to you know just write let's get SOPs going and let's get this written down and to start document documenting and so like really just from a lens of compliance has been for me just absolutely invaluable um in terms of the support she's been able to provide for the systems in our HR department. Um and so she was so impressive that when this role posted and she applied um it was a tough candidate pool. It really was. And she really just rose to the top

217as being the right person to continue that work for us. So, um, this is Bridget Wheel. >> Hi everyone. Thanks so much for having us, um, here today. Um, and I'm excited to be a part of Pland Public Schools. Um, I worked, um, in Portland and lived in Portland for, um, several years previously. Um, I have over 10 years of experience um, in various HR capacities. So anywhere from compliance support, reporting, recruitment, um benefits administration, even workers compensation across several different in industries like healthcare, um fintech, so technology, and even retail um a small retail business before kind of transitioning over um here to Portland public schools and education. Um so a lot of my experience includes um implementing um HR processes um SOPs um so everything is consistent and fair um onboarding um processes

218tracking lenture um for the hospitals um as well as even processing payroll um at one point. So, all of these are vital functions um that I'm using in my experience to leverage to establish consistency um as well as process integrity here in HR with Portland Public Schools. Thank you. >> Thank you. Okay, so now that you've met them a little bit, we'll kind of mo move through our slides and talk a little bit about the work that um we've been doing to include the data, which I know that you're curious about. Um so today we're going to talk about our staffing levels and where we're at um with our staff, our demographics and what trends we're seeing. Um we'll look at some recruitment and retention um data. Although just for full transparency, we don't h

219it's a little bit not a little bit old. Some of it's the same as last year because there hasn't been actually updated data provided to us. So we had we still talk about it. It's still good data, but want to be transparent about that. Um we're going to do some reflection on the strategic plan initiatives that are held by this team. Um, and we really want to take some time toident identify things that we think have been going really well and we're feeling really proud of. Um, as well as what we see and and know and have identified as opportunities of growth. And I think we'll continue to reflect based on a lot of what we heard today as well on what we can continue to do and and examine as we move through and

220sort of um challenge ourselves to to challenge the work. So So before anything, I think just important to talk about the why behind what we're doing. I you know again we've engaged in some really great conversations as a team late lately around why do we do this work we actually had this as part of a retreat conversation with the entire HR team last week why are we in HR why do we do this work and again Rosa keeps us centered on it but I think really the the feeling in the entire room was this is about the experience our students get and we know and understand and value that the experience our staff get impacts our students directly but we know when we're talking specifically about some of the demographic information tonight we know that

221demographics matter. There are plenty of um and that diversity matters. There's plenty of studies that would point to that. And while there's variation in the studies, what really um comes across in any of the data, any of the studies, is that student success is boosted by having a diverse workforce, a diverse educator, set of educators. And it's not just black students with black teachers. We see it. It's for all students, white students, Hispanic students, black students, doesn't matter. It benefits and boosts student achievement across the board. Um, it also builds stronger schools because we are it's a a microcosm of our our entire community. Our students are and our staff are engaging with people who think differently. They're challenging each other. And that builds deep conversations that builds trust and it and it strengthen strengthens

222our our schools and our organization. And so we know that those are important conditions for our students. Um, and because we know that it's part of our strategic plan, right? This is integral work. Equity is what the first thing in that strategic plan and um and really every time we talk about it we're like it really exists in every part of the strategic plan. It has to be part of curriculum. It has to be part of um our work with community. It has to be part of our work with personnel and our systems, right? We that this all has to work together for us to be successful. So we know it's important and that's why we talk about this data around the diversity of our workforce. So, um, we have a lot of different Oh,

223sorry. There we go. Um, we have a lot of different data sources that we consider. Um, one of the most common is our NEO report, which someone asked me last year and then we struggled to figure out what it meant. But our NEO report is, um, a reporting that we make to the Department of Education at the end of every October. Um, and it's important for a lot of reasons, partly because of funding formulas. Um, but it really informs us about our staff around their certifications. Um it's Rose has already been using this data to really dig into who are our staff that are ESOL certified and she'll talk a little bit about that and we know which staff are dual certified and which staff for some of the middle school data that I know

224Dr. Oper sometimes asks for it informs us right around what where our different staff are. So is it a is someone teaching math? What is their certification because they could have a variety of certifications for that. So we get a lot of information from that. Our team works that um opens to us sometime mid J mid July and then they're able to start entering. It's closed right now. We can't make any changes. So there's a couple thing data points in here where I was like that's changed. We can't go to the system right now to change it, but that'll impact our report come that will come out again next month for us. Um, so we get all of this information. We also have district demographics information. Um, and that is in intended to be captured

225during the onboarding process and that demographic information is really focused on racial ethnic identities and some and gender identities of our staff. Um, but for purposes of today, we'll be talking about the racial ethnic identities. Um, we've hired a lot. There's been a lot going on in HR. I know that we, you know, that Ryan has given the number before. I think the actual number of like ins and outs and job changes like in terms of processing people, it's closing in on a thousand people um across the analysts. Um, and again, that may that could be that someone's had a job change, but even that requires a process in terms of data entry and configuration in the system. But specifically um as of last week when we were pulling this data together um 254 new

226staff hired in 2526 that includes 63 new substitutes. We're very excited about like getting new substitutes on board. So that does include 63 new subs 350 and counting stipened and temporary positions that have been processed. So when stipens would be and I guess it may be a current employee but anyone who's getting a stipen. So maybe someone who's a classroom teacher but is receiving a stipen or a differential for running a club or being a cluster coordinator. That would be in that 350 number. There's still a process that has to be gone through between HR and finance to to do that work. Um coaches. So that's why I say it's sort of and still counting because we still have all our winter coaches coming in and then we'll have our spring coaches as well to

227add to that. Of course, we have separations and job changes that we process. Um and then we have a lot of um areas that are still I I want to just like still call out our identified areas of growth. Um specialized programs, special education continues to be an area of of struggle um for us, for Maine, for the nation. Um and I think we're in better shape with transportation and transportation this year than last year. We're in decent shape with transportation right now. Doesn't mean we don't still have needs, but feeling okay and have some great apprenticeship pipeline things coming up. um and facilities um staffed and some staffing issues there. So, we're working on trying to like help them through um some some shortage areas right now for facilities. Those but those are the

228areas that seem to be trending as as continued areas for growth. So, we have this NEO data and and I know you want to know so how where are we how is that going? Some of some of these you might say these numbers look similar than last year. Some of them are because we have some people who are, you know, have were in the same boat last year. Um, but in terms of our violation report, we feel really good about where we are this year, much better than where we were last year. You can see we have a number of staff where we don't have a concern. Our J1 visiting teachers, people where we've we've seen their letter and their letter says they're eligible for conditional certification and they've submitted to the state saying, "I

229want it." We're just kind of like in that waiting zone for the state to formally issue it. So, we're kind of in a holding pattern there. Um, and we do have some people where maybe that they have a certification, it may not match what they're currently teaching and they're working on on addressing that in the interim. They do have a teaching certification. They do have experience. So, the an example could be someone who's maybe an ELA teacher who's moved into an ESOL um position and is just waiting for an emergency certification to be um issued and is willing to do the coursework for that. So, that would be um an example. >> What's that? >> Oh. Oh, hey, great. Right there. Um, right. For example, um, I'm not calling anyone out. No, I think it's

230great. Right. So, just but but these are these are like in the world of violations, it's like these are the violations that we're like, "Okay, we'll take that." Right? Because we know we're going to have some violations because we have staffing shortages and we're trying to figure out how to best fill those. Um, and then a couple people we have to correct title two. So, feeling really good. Um, we have five pending applications um, waiting on the Department of Ed. And this is things like people who are have transferred in from out of state. They have their out ofstate certification and that the reciprocity they'll get their certification. We're just kind of waiting on that process to run its course. And then last year at this time we had 41 CHRC issues that we reported

231to you. And we are now I I put 11, but I actually think we're at six as of today um because we've been working to address and correct those. >> Five of those. >> Can you clarify what a CHRC is? >> Oh my gosh. It's the criminal history and records check. It's like a background check. Um the fingerprinting that our employees are all required to do. And so yeah, 11. We're down to like six, five people in the renewal process. Someone just popped up as an expiration. So that was just today. So we have to find out what's happening there. Um the team is doing manual reminders out now. So our we've got what all the expiration dates are and so doing a a six-month out, three-month out, one month out reminder. And we really

232are excited to move to automated reminders in ADP so that we aren't manually doing those. We're not there yet, but it is on the horizon. I don't know. I'm look I'll look at Haley. I'll look at it's coming. It's coming. Um and so that's really going to help us to stay on top. Employees do receive notification um regarding renewals of their certifications from or they should from DOE as well. I do. I get my notifications at six months, three months, one month from the Department of Education as well. So, we're doing this as like an extra an extra boost, an extra followup to really ensure that we're helping people stay on track of that. Okay. So, um when we look at our demographic data, which must be coming up soon, um when we look at

233our demographic data, just want to highlight there are some limitations to this data. So, about 14% of our employees are missing demographic data. That's a combination of things. It's some about data migration and it is some about maybe people weren't entering that in the past, right? So, we are working to address that and clean that up and make sure we're correcting for that. Um, but we know that we have this missing data rate and that does impact what these numbers um look like. It's legally required for us to collect data on on ethnicity. Um, and I just want to sort of articulate that for the team this it's a little bit of an uncomfortable process. It's less than ideal because um it is voluntary. So while we are required to to have this data in

234our system, employees providing it is voluntary. So if an employee does not want to provide their information, that's fine. They don't have to. It does put our staff in a position of having to visually identify. Um and that can feel uncomfortable to people and um can lead to misidentification. Um and so that's just a reality and that's what it is and we talk about it and we move through it. But that's a less than ideal situation and it it may impact our data. Um not sure. So we are trying to look at our data through a lot of different lenses and we're trying to like track our trends in a lot of different ways. So just a quick staff overview. This is of at the time of this data piece. This was 1300 1,379 staff.

235You can see that um nearly 60% are with our pea teacher unit. Um, I'll read the other percentages, not that you need me to, but about 16 and a half with our edtech unit,if just over 15 with base. Um, almost 7% non-REP, two and a half% are our administrators, and then, um, 6% are SEC, which are student enrichment coordinators, not to be confused with special ed coordinators. Um, and then we have our BIPO trends. So again, just like highlighting that the the and Haley if when there are questions about this, I've already told Haley she's all over it. She gets to be the person when we talk about the ends of these data, right? There's a lot of variation and as I shared, there's this missingness in the data. So want to highlight that. And

236this is the data that we're using as our comparator. So slight decrease from 16% last year to 15% this year in terms of our our percent of um BIPO staff in public schools. Um this is again just our comparator. So our student population, our student demographics have stayed relatively flat um at 52% last year, 52% this year and you again see that compared to that slight decline for our staff. And then the next slide looks at some specific numbers. So when we just sort of look at again what is that n what is the group that these are being determined with for our edte um 200 out of 212 edte we're down two bipox staff compared to last year. For our administrators, we've stayed level. And for our teacher teaching staff, we've actually gone up

237eight educators um classroom teachers or people under that pea contract. And then on the next slide, we, you know, wanted to kind of think of like how can we look at this data since we know that there's this missing component. There's this 14% missing data on the that initial bar graph. We also wanted to look at what are our trends, how are we doing? Um, and so we just pulled all of the people we've hired in the last 12 months. So we went back November 1st, right, till the till October 31st or right in the beginning of November and looked at the last 12 months and because we have that data, right? The team is is has entered it and we have all of that data now for that group with with out that missingness.

238And so when we look at our last 12 months, we see that 18% of the staff that we've hired in the last 12 months identify as bipok. And I think that felt really exciting to us because that's like a trend trending in the right direction. That's an an increase in that cohort um of new hires. And so um we we felt like that was worth sharing um because it doesn't again it doesn't have that missing data component that leaves us sort of without in sitting in the unknown. This is the known. And then this is the slide I said just for like full transparency is the slide from last year because we haven't been provided this data for um any more current than what we have here. But historically PPS has had um really solid

239retention rates that are higher than the state average for our teachers and support specialists and edteexs. And then where we really were like okay there's some room for growth here. We can reflect on this is our um our data our TNTP data. And this is around retention strategies specifically aligned to feedback um that staff are receiving. And we've talked we've worked through this data in a couple of different formats and meetings. Um but uh had a nice uptick and then a decline last spring. And so we really want to dig in and understand more about that and make sure that our systems are designed to be providing meaningful feedback for our um our staff, opportunities for our staff so that um people are aware of what what how they're doing can feel good about all

240the things they're doing right as well as to know what the areas are where maybe there's space for growth. So that is the last of our data slides and then we wanted to share a little bit with you about um the work we've been doing with regard to the strategic plan. Um and so we have a lot of initiatives and this is good. I'm happy to move because I will get to I think I have one more slide before I get to like break off and let somebody else talk for a bit and go grab my water. Um so as we look at the strategic plan, you know, our work in HR is grounded in the strategic plan. We have this is a a point all of our director's meetings and all of our HR

241team meetings we we weave back through to the to the strategic plan and really want to again just highlight like the intensity of the work that we've been having now that we have this full director's team which has been really great. It's not like me sitting in a space by myself talking to myself. Um but the the work that we've been able to do to engage and and have dialogue around um these initiatives has actually made it more and more clear to me about how interconnected all of these initiatives not just the personnel ones but all of the initiatives in the strategic plan are but these specifically 1.1 and then all of the the uh initiatives in the fours which are the people initiatives are really like I trying to come up with an analogy

242and when we were starting the work I was like well it's like a puzzle and you you know they all fit they all just fit together so nicely but really they're it's not that they're a puzzle because that is almost feels too linear in a way, right? But all of these things they're constantly like a universe moving around each other in and out. You know, they rely on each other, the tides and the moon and the story. It's just this nice little universe with these initiatives. And as we continue to do this work together, we're constantly having moments of like, oh, right, this thing that I'm doing connects to that thing you're doing, and that's how it's gonna that that's how this work is going to improve uh, you know, improve upon what you're doing,

243and you're because you're doing that, I can do this. And so there's just this really nice um I don't know, you know, I wasn't here, so thank you for all the people who worked on creating these initiatives, but they're they're they really are structured nicely and work together so nicely to sort of have this overarching thematic look at how we support staff and how we challenge things that come up and how we're working through equity and all of that. So, I'm going to stop talking. I'm gonna have some water and I'm gonna pass it over because Jen Brady is going to talk about initiatives 1.1 and 4.1. She's gonna pass it to Rosa King for initiative 4.2 who's going to pass it to Bridget Wheeler for 4.3 and then I'll come back for 4.4 and

244feel free to sit while you're not talking. Really? [laughter] >> Um, okay. So, um, initiatives 1.1 and 4.1, the the great thing about 1.1 is that it doesn't just, of course, work with all the fours, but in 1.1 goes through all of our initiatives. The equity, that's our equity initiative. So, initiatives 1.1 and 4.1 are really to we're focusing on growing a staff culture where equity is a daily practice to support student outcomes. And I really intentionally put the word daily and practice um because it's something that I think we really want to be um seeing regularly. We want to be seeing the actions of equity. So what I've been doing in the three months I've been here since August 11th um I have been doing a lot of relationship building and listening. We know

245this work will not move without relationships and listening. Um, and far be it from me to come in and tell people how to do things, I need to understand where things have been, what needs to happen. So, I was really grateful for all of the comments. I was taking mad notes. So, that to me that is helping us put together our plan. Um, so I've been doing one-on-one interviews with principles. Um, I only have two schools that I haven't gotten to talk to yet. Um, I've been, um, we implemented a district-wide staff cultures and values survey. And that was really asking about how we work together at PPS. So, when we're working well together, what does that look like? What does it sound like? What does it feel like? So, we can start to capture

246what our lived values are. I'll be presenting more about values at one of the next upcoming board meetings. Um we as an HR team have conducted site visits and have been listening deeply to um school personnel who are bringing their questions, comments, um issues and we're keeping track of all of that. And then um listening really closely to leaders and teachers. Some of those listening sessions have been able to surface some early themes around belonging um and the desire for belonging, the um need for communication and what kinds of supports we can co-design that would actually help. So what's next is I'm moving to um listening sessions with assistant principles and district leaders as well as educators. Um, and then we're launching stay interviews with Bridget um to understand why do people stay? How do

247we um how do we continue to build those good retention strategies? Next slide, Ryan. Thank you. And so um additionally, in addition to listening and relationship building, I've spent the past 90 days focusing on equity skill building and professional learning. So, this has picked up some of the work that was already started over the past several years working with the leadership academy. We were able to offer two um large-scale trainings for 59 district leaders um that participated in sessions each in August and in October. And those sessions talked about addressing biased behaviors and giving a protocol to address biased behaviors when they're observed. the network teams launched the culturally and linguistically responsive teaching trainings that um I think we heard about a little bit earlier that was really in support of instruction for multilingual learners

248and so that is work that is happening currently happening what's coming next um we are working on an ICE deescalation training for all staff and that is in the works to be happening this winter In addition to that, um, an active bystander training where we will be able to train working with an outside vendor, be able to train staff to be active bystanders to stand up and um, put a stop to behaviors that are not okay. Um, also co-designing and launching a re-imagined affinity group or community of practice model. So I have heard um interest and desire for affinity groups to be deepened and meaningful and more um available. And so we're working on that. That's coming next. And then developing a three tier equity PD pathway so that we can offer equity trainings at

249various levels of readiness. So people who who are kind of new to equity work can get in on some more beginner kind of workshops or trainings moving to deeper more introspective self- interrogative work. And then my third and final slide is around um building people systems. So like I mentioned in my intro um systems and people this my happy place um and so we are working on drafting the values in action that like I said I will share with you in an upcoming board meeting. What's coming up next is a wePS reboot. Um this is our staff recognition system. And so after hearing some feedback um from staff, we're going to offer an opportunity for peer shoutouts so peers can recognize each other and then also have a um aligned system of recognition that aligns

250to our PPS mission and values so that we're actually um being able to acknowledge educators and our staff's great work as they line as they align with our values. um activating a crossroll equity steering committee. This this is what needs to happen in my opinion right now. Um we we need to be be going on this right away. And um so this is the opportunity to be building a steering committee that is cross district cross roles and that we're able to then tap into that steering committee to help design what our equity plan really moving forward is. Um and of course we'll be ongoing working with the team on reviewing our hiring onboarding and retention systems. I will pass to Rosa. I um am in charge of initiative 4.2 which builds pathways and pipelines for

251professional growth and future opportunities for folks in the district. Um we are currently launching plan which is the Portland leadership and advancement network. Um so first thing that is up I'm really excited to announce um the apprent apprenticeship grant funding to um support two 660 cohorts that are starting in January. Um and why this is so um important um we we know that we have a large population of multilingual students that need this level of support. Um, and as of November 2025, there were only 12 educators in the district with the certification who were not ESOL teachers. So, with this work, we are actually quadrupling the number of staff with this credential. Um and excited to also say that the DO well um after speaking with them on you know the funding for this and

252getting everything you know approved and ready to go in front of the council for um all this work um I received um actually just today um news that the commissioner is uh of the do is really excited about this being longterm and something that's sustainable um even after um the these current funds run out. We're also launching a leadership pathway um for teacher to assistant principles um that will start summer 2026. We already have 15 educators signed up. Um we will be at 25. This um just started to generate buzz in the district. Um and we've asked um in addition with the 660 cohorts, we've actually asked admins across um all of the schools at PPS to nominate teachers um for this um pathway. Uh I do not know all the teachers in every single

253building, right? So I can't uh it wouldn't be fair for myself or you know any of the members you know on the team who are fairly new to um pick and choose who can participate. So really the the administrative team um did a great job in identifying uh future leaders uh within their buildings to um participate in all of this work. And we know that estab oops, sorry. We know that establishing a pipeline um is really essential um in streamlining internal recruitment goals um and developing the skills um our new leaders will need for future administrative positions. We don't want to give out emergency waiverss anymore. We want people to be ready to go and have the skills and coaching that they need in order to do the this work effectively. Thank you again. Um

254so the other side of that coin, right, the administrator mentoring. Um we are launching a six-month mentoring program for administrators right now uh starting January 2026. So this is designed to create full alignment across PPS. We know that a lot of the schools operate in somewhat um silos. uh we want all the information that um is being presented to staff and to students from the top down to be in full alignment. So this is part of that work and then finally collaborating with edtech leads um to help develop a structured monthly professional development plan um which is modeled on the framework used for new teacher PD uh that I facilitate monthly. >> Bridget will Thank you. So I am the lead for our 4.3 initiative. Um so making sure that new employees are receiving the

255best possible experience um as a way to monitor kind of progress and make any adjustments um in our onboarding practices as needed. So one of the things that we've um recently started is implementing um 30 6090 um surveys to new employees. Um, so we launched the um the first 30-day survey um in October and they just launched um the second um 30-day survey for anybody hired since that date as well as launching our first um 60-day survey. So um the survey allows us to collect comprehensive feedback. Um so not just um getting a sense of you know the basic HR on boarding but also to um assess [clears throat] are employees feeling a sense of belonging. Are they feeling welcomed within the district as also within their um locations the sites that they're working at?

256Um are they receiving the necessary tools and technology? Um and is that is that being received in a timely manner? Um, also any kind of initial potential issues. So, how are they um with clocking in and out using the time clocks if they're hourly? Um, their first paycheck, were there any errors? So, kind of trying to address those um upfront um and make any kind of necessary adjustments to our onboarding practices. um kind of the next steps as I mentioned um we just recently kind of launched this um so kind of once we kind of get a couple of different um surveys out and getting the data collected kind of starting to do some analysis on that um to determine kind of are there specific areas that we need to um improve upon um so

257is it you know something that's location specific is one location you know having a different onboarding experience than another or is it role specific as well um so definitely different areas that we can kind of um look into and kind of grow from there as well. Um another um area that we've um started working on as Jen Brady mentioned um we started doing HR site visits. So, we're conducting two site visits monthly going out to the different locations um to engage with employees um to meet them where they're at um and actively tracking any um questions, issues um feedback from employees um to kind of make sure that we are able to um provide accurate information across to all the sites to all the employees and provide clarity. Um, it can also help us identify

258areas where we might need to provide employees with additional resources. So, we can work to create some employee facing SOPs as well um to assist with any of that. Um, as of now, we've conducted three site visits um and we've been submitting um surveys to those employees that we've met with to get feedback on whether or not they find um this useful. Um so far of the 14 employees who submitted um survey feedback, 79% of those felt that the site visit was very useful. So we'll continue to capture that data and improve upon our processes as well. Um another piece of our onboarding experience is um going to kind of a paperless version within ADP. So, we're currently testing that um with our staff and new employees um as a way to um increase efficiency

259and kind of decrease um the need for paper forms. Um as Jen Brady mentioned um because this is where it kind of interweavves with her initiative. Um, so we'll also be looking to um implement exit and stay interviews for our employees to kind of identify any contributing factors um that relate to employee retention and turnover. Um, and that way [clears throat] we can make any necessary adjustments to try to keep staff and retain staff here. And then lastly, um, starting the work on reviewing our handbooks both for employee and substitutes. Um, we want to make sure employees have clear, accessible documentation regarding current district um, processes and required procedures. So, I'm excited about this work and um, it's continued improvement. So, the only way to kind of learn and grow is to get feedback. So,

260it's always great. >> That was a great segue. The only way to learn and grow is to get feedback. So, I'm going to talk a little bit about initiative 4.4, which is very much about feedback. um in that there was a slide earlier that I mentioned where um there were these retention strategies and we have this TNTP data and it's about feedback and were people recognized, were they encouraged, did they receive feedback and we saw that dip a little bit in the spring and so I think where that really aligns nicely was is with this work of um initiative 4.4 for and ensuring that we are providing those coaching opportunities which will be for our admin embedded in some of that work um that Rosa talked about. Um the work that that I've been spending

261a lot of my time and energy on is around evaluation systems um because those are are our formalized system of of feedback um systems and structures for that. And what I've really discovered um initially you see that first bullet bullet point is around calibration and accountability. And as I looked through the data around past evaluation cycles, really quickly was able to see like, ooh, we're we're not where we should be with this at all. Um, and so that was enlightening and oof. And so we have had um engagement with leaders and training with leaders at this point to say like we need to get back on track for this. This is so critical um for so many reasons, right? especially with our our year one and year year two teachers who need so much more

262support and feedback and really the first five years of teaching and then through your entire career, let's face it. But those first two years are so pivotal and these are our opportunities as leaders to provide feedback and and help our our new employees to to show growth and to move through that that system. Um so we haven't been using our evaluation system I think at the level that we could have. This really goes back several years um back into sort of I think it it fel we fell off a little bit during COVID and have not gotten back to where we need to be at all. So um working with training leaders and then just going back to what are our timelines for evaluations and what are accountability measures working with Bridget to ensure that

263we're tracking and and ensuring that the evaluations are are getting completed so that people are getting that robust and meaningful feedback that we want them to have. Um so that's happening just with our our our evaluations that are sort of already in whatever structure they're in. We're also piloting um an evaluation tool evaluation system for our non-rep employees. So that's all of us here. Um so those of us who are this is for our central office and network teams predominantly um who are not part of any bargaining unit. Um we are engaging in that that sort of ongoing coaching feedback goal setting evaluation process. And I'm not going to speak for anybody else except I will say that for the our survey data so far has shown that for the most part um our staff

264are feeling that it's that it's been a valuable experience. Maybe some like I don't know the forms are wonky and thing like some definitely some feedback around around how we could improve upon it but the overall feeling is like this is good that we're doing this. This feels good to be actually engaged in a cycle of feedback and engaging with my supervisor in this way. Um so pretty positive feedback on that. Um, next up is we will be working um with PAA and base to establish new evaluation tools for those two groups and hope to pilot those in 2627. And then in 2627 we'll work on developing um evaluating developing our tools for pea, edtech and SEC um to pilot those in 2728. So, we're kind of nicely in line with um I think we're

265the the strategic plan has a couple of years of design and plan here, but we're we're piling a little bit now. We're a little out of the gate ahead, but also just really excited to be moving through that work. Um and as I already mentioned that we've had some training with our leaders around how to conduct one-on-one meetings, how to engage in meaningful feedback and coaching. Um, so that not it's not just enough that they're checking off boxes and doing the observations. It's not just enough that Ryan meets with me and checks off a box that he met, but it's important that the conversations that we're having are reflective. I know he's whispering something over there now, so hopefully it's nice. Um, but but that our conversations are reflective and meaningful and give help give

266me the support and guidance. they they give me the recognition that we're giving employees the recognition for the hard work they're doing and also and setting them up for success and then also challenging them to grow and and to look for areas of of improvement which we all have. So that's where we're at with initiative 4.4 and I'm now I'm just going to I think it's like just a little summary of acknowledgements and next steps. And so really want to um I do want to acknowledge that you've gotten to engage with the directors a little bit. I I feel like I really must also highlight Erin Tossy and Elizabeth Redwood and Liz Vaughn and Adam Greenwood and Gavin Pat who are um some of whom actually offered to come tonight and I was like it's

267really okay like go get started on your your vacation. um but who've really been you know they're doing so much of the behind the scenes work and when I said earlier you know this many new employees and all of the d the data going into NEO that's that's that team leaves hiring that's that team um workers comp retirement plans that's that team right they're they're doing all of that work and really want to just like shout out some huge appreciation for the work that they're all doing um so for some accomplishments and recognition the equity team roles we've talked about this moved under HR are starting um with the 2526 school year and so we have new team members. They've worked diligently in the last three to four months um and and really I think

268as you've heard tonight just trying to take some time to to learn to understand and to be able to build systems and structures and plans based on those learnings. Um so district leaders have been doing that digging in as Jen shared with um TLA and doing that equity and culture work um that those we've had been having those site site visits um whether individually with site leaders or going and doing those HR site visits looking at how we can continue to grow and refine um the affinity groups. Um, man, Rosa, like just so huge shout outs because that's really exciting that like we she's just really moved things forward in the past couple of weeks, especially um on these professional growth opportunities. So, really exciting news to hear about the work she's doing. And I

269think the 660 cohort um is I mean I know I I know Angela's still back there and is excited about it. Lots of people are very very excited that this work is moving forward. No, she really is. because I mean Angela been talking to me about it and so I think like you know this we're here and this is really exciting. Um and then as Jen mentioned this um we are PPS reboot. So really a lot of work that's like up and running or like right on the on the edge of of starting up. Um in addition to May I ask for a move. Thank you. Um in addition to the um that work of course with a with a restructuring of the HR team really this whole team has been together for about nine

270months. Um and a lot of time has been spent on looking at our systems tightening up our structures. Hopefully that's that's borne out in some of the data today. Um we really we've really worked we understand like having overlap in our roles has been imperative. Um I'm I'm a big believer in cross trainining and having that overlap because people even people go on maternity leave and you have you know you have to have a plan for how you're going to cover that work when someone's not there. And so often we we don't have that that in our work. And so we've been really intentional about ensuring that we have that um so we can and then we're all that also is helping us to keep each other honest and keep our um work consistent. Um

271really we are trying and know that there's still room for growth here of course but trying to improve communication and transparency and I think with the surveys and the site visits we're trying to collect that data and I really am just so pleased that that's all happening and we we do bring that into our HR team meetings and and look at it and talk about what kinds of things we're coming across um during those visits and and what's coming up in those surveys. And then I really I just want to say again the substitute interviews like really happy we I was trying to go it alone and do them monthly last year and didn't hit the mark as much as I wanted to but um this is a collective effort of the entire team because

272everyone's taking turns running those interviews um but by having these monthly panels um we've had three now um and so just really like getting lots of new substitutes in we know how critical that is when someone can't be at work right as a te I never wanted to take a sick day as teacher because it was like such a hassle to create sub plans and I always worried like I wanted my kids I I I felt like oh a sick me is maybe going to be a better experience than like no no no one being able to cover the class or joining classes and all the things that can happen. Um so really invested in having substitutes so that when our staff need to take a day off they don't have to feel all the

273guilt about that can weigh on people about that and can really know that we have qualified people to step in. So feeling really excited about that and then you know acknowledge that you know and I think we could rewrite these slides a million times over after some of the things we heard this evening as well but and and we will I mean we'll be talking about it and I won't sleep tonight. Um but there's lots of room for growth too, right? And want to acknowledge that and so um Jen's working on that creation of the PPS equity plan having timelines and outcomes so that people understand where we're going and what our thinking is on the timing of that and engaging not just what where we are like HR team but by engaging with a

274a broad cross-section of our community and ensuring that people have voice in that plan. Um and that's really through that equity steering committee that she mentioned. um restarting those affinity groups so people have spaces for to connect with each other and spaces for belonging. Um, I'm looking forward to that for my own uh my own um queer space, I guess, for for lack of better. Um, but looking forward to having that opportunity. And I think also acknowledging that like 15 18% of our staff are BIPO. We we also want to ensure that we're we're creating opportunities with the other 85% of our staff or other 82% of our staff to to push on these conversations to challenge and to to ask people to go deeper in their their self-reflection and the work um the work

275of all moving forward um and being in equitable spaces and doing work with with equity at the forefront. um building on work that we started last spring. Um we're continue we want to continue to support our hiring managers with with um examining their own bias and helping the panelists on our hiring committees to sit in that space. So Barrett and I had done some of those trainings last year and we'll be continuing that work. Um and really want to also look at how we can expand our recruitment net, right? And that's not the only pathway, right? we have grow our own models, but also wanting to see, you know, maybe we step a little bit outside um and go a little broader with our recruitment efforts um in terms of bringing all cross-sections of diversity

276into Portland public schools. Um so we we know we have some work to do there. And then I think the final slide I believe um which also just is some growth areas. We've got those employee recognition programs that are starting back up and getting a little bit of a revamp. Um, employee wellness and you know, boy, Elizabeth Redwood, she was super excited to take this on and so Elizabeth is has been engaging as our district's wellness person with the Anthem and um is rolling some stuff out, you know, January because that's when we all make those New Year's resolutions. Um, and so excited to roll out some employee wellness engagement and I think that that's important for all of us for our our we heard a lot about burnout. I've talked a lot about burnout.

277So for all of us to have for our physical and mental health um we continue to identify areas where we're missing data. Like I talked today about this missing data and I think we've we're all finally in a space where like we've we've been working to correct some of the stuff we've needed to correct and now it's just like we expect the data to be accurate. That's it, right? Like just I just want to state that the expectation is that our data is accurate. And so um Bridget, I'll just call out runs like regular audits so that we are constantly going through and just right just checking our data and a little bit of a microscope or a magnifying glass on it to make sure that we that what we're what we've got in our

278systems is accurate. Um, and knowing that like things mistakes happen, but we were in a space of too much too much inaccuracy. So, we're not in that space. I feel much better about that, but we still have work to go there. And again, that's the expectation, nothing but accuracy. Um, and then Bridget talked a lot about the surveys, but um, and Maya heard Maya's talked about exit interviews a number of times, and so really want to just sort of say like that's work that we're still building out. Um, and we we know we still need to do that work. Um, and we hope to take some of the data that we're we're getting right now from those 3690 surveys to really ensure that that we have a a comprehensive and robust onboarding hopefully with the

279digital system so that when we go into our new hiring season, we're like ready to to rock and roll and implement that. Um, but you know, thank you for for like constantly, you know, for asking and challenging and wondering because I hope you see some of the things that that I know I've heard in the past few months starting to come through in the work that um that this really great team that I feel really really just beyond blessed every day that I'm getting to work with with this team. Um, and so we're we're ready. We're ready. We're ready to rock and roll. I'm still awake. >> I have a vacation day tomorrow. So like, you know, I'm uh >> I'll be I'll be awake for a while. That's I'm I'm a little bit of

280an owl. So So with that, I know that um there's I'm sure maybe thoughts, questions, feedback, and we are all available to answer. Even Haley hung around for when it's data and I'm like I don't I Haley's gonna answer. >> Beautiful. Um, I just want to um start with a comment about um like I just see the team here. Like I see how you're treating each other, how you're working off of each other and that is really awesome to see and I think it like directly coordinates or um impacts like what we heard tonight that you're thinking like at scale. We're not thinking about individual people but we are thinking like groundwater solutions, right? Like we talked about earlier tonight. And I think that that is just like really exciting. And the fact that we're

281doing that on top of like being able to say that our data is going to be accurate like that like that just hasn't happened in years, right? We haven't been able to say that. And so I also just like acknowledge the amount of work that it took to get us to that point and how much it it's taken to to kind of like move all these pieces forward. So I just wanted to um uh uh recognize that and express gratitude. Um, I'm sure the board has a ton of questions, so we'll start moving um, uh, through those. Um, yes, uh, board member Yuzer Ali, go ahead. >> Um, I was just going to say, seeing you, all of you stand, I just look like the Power Rangers and that you're just here to do the

282work. Um, >> that's so true. >> I have a couple of questions. [laughter] >> We are working on a model. Um so I was interested in the um slide 17 that is 4.1 uh and that's the implementation for a strong inclusive staff culture and with just everything that we've heard tonight and the concerns that has been expressed is there any thing that you can speak to now of you know how this work will look like in the future um and will it be data driven and what I mean by that is like any feedback from PIPO and non- BIPOX um you know staff um and will we see anything like any results in the near future? >> So um we'll use the TNTP data as our baseline and then we're really going to be measuring

283for belonging. Um Haley and I are working on revamping the TNTP um well creating a new staff engagement survey so that we can really assess how do people feel to work at PPS and do they feel a sense of belonging? Um and then we'll be able to break that out by demographic data. That will not happen until um spring. Um, but what we're doing at this point is understanding what are the things we need to measure and then making sure that we've got programming that's supporting that feeling of belonging and connectedness. >> Okay. Thank you. Um, my questions are all over the place, but is it possible to make um reporting mandatory um or not >> like um >> demographic data? >> Infographic data. It is not >> the employee. The employees have to be

284voluntary. Yeah. >> Okay. And what is the active bystander um point that we discussed? >> Yes. So active bystander is another training. So we have two trainings coming up. One is about um intervening when with ICE. So that is something that came up in the conversation here. And the other is active bystander, which is when you as a as an individual notice harm being done to another individual, whether that is um bias, um racism or andor ICE, there are steps and practices to intervene and be an active bystander. So being being someone who can um step in >> Yeah. >> and know have the skills to do so. >> Okay. Um and could we get data around um where bipok staff or students I mean teachers across the um schools or is that not possible?

285>> Disagregated by schoolated schools. >> It's right said yes. We want to Yes. And we want to be careful about sample size. Oh, that makes sense. Okay. Thank you. Yeah. Go ahead, board member Ali. >> Yeah, quick follow up on that. Um, when you say bystander, um, and in between ICE, um, is it more of like requesting that they, uh, they have a warrant if, um, you know, say things like that or >> I I don't know. Um, I I don't know. So, we're working with it. Maybe you Yes, we're Go ahead. Yeah. [laughter] Thank you. Good. My telepathy. um Prevention Action Change is the um organization that's going to be coming in uh to do that. Um and uh so the the I've I've taken both trainings um myself. Um the ICE training is

286about how to bear witness to what's happening to collect information um and to um uh kind of not escalate things, but to keep the information or keep the situation safe and supported as much as possible. Okay. So, but but it's not like a a physical block or whatever. >> It's not. >> Okay. >> It's not. And it's also about like how to connect to the ICE um hotline that is uh existent in the in the state now. >> Okay. >> Yeah. Great question. >> Thank you. >> Uh board was that it board member Ali? >> I think that's pretty much Yeah, I was just trying to understand what that bystander was, but thank you so much. >> Beautiful. Um board member Lena, >> thank you. So, um I had a question about the slide that

287has the pie chart on it. I just noticed that the Portland adult ed um unit was not on there. Is that a represented group that we have demographic data on? >> Uh Haley says it might be an oversight. The Portland Adult Ed staff actually crosses over a lot of different groups. So there are pea members would be reflected in the pea count non-rep base etc. Um it sounds like potentially the um new unit might not have been captured >> replicated. >> Okay. >> So we can I can work with Haley to recapture so that you have that data. >> Okay. Thank you. I have one more question and it's about exit interviews. >> Sure. Um, I'm I'm wondering how you're going to be um putting the the the information that you get from those together

288in a way that's sharable, I guess, because if if it it's not really a data collection thing or is there a way to collect data in an exit interview? >> So, I our thinking on the exit interviews has been sort of two a two-part, right? Um, one that we have a space for anonymity Um, so that there's whatever that format is that the data is being collected is like this is con meant to intended to be anonymous and if you'd like it to remain confidential kind of a thing um with an opportunity to link out to an a different form that if you want to meet and have a one-on-one engagement with someone on the HR team as a more formalized in-person um not anonymous exit interview that you can kind of click to link

289out of this form. So, whatever you put in here, sorry, whatever you put in this form remains uh remains anonymous, but you can click out and request for an for a non-anmous meeting. Um, I guess if in terms of sharing out um we haven't really talked about that because I do want to be cognizant of like I I've had some exit interviews where people have said I don't I don't want um I want this to remain confidential. I want it to remain anonymous. So, I'm like I've got notes and I'm tracking informally tracking some thematic pieces. Um, we h I we haven't really engaged in how we might share that out. Would there is there a spec is are request that that be shared out with the board or what >> I guess my thinking

290is for the use of the board or administrators to know what trends there are? Why are people leaving? It's important to have that >> information. I mean, I think as we're collecting it more through an anonymous survey, I do think that we'd be able to identify trends and things like that and it wouldn't um think depending on how we write I want to be careful of sample size and things depending on how we what kind of information we collect about staff. But um but I think it would be easy enough to capture like some trending data, right? To be able to at least provide that that um output and then um you know certainly I've had a couple of exit interviews where people have said I just want this to be confidential. So, I've had

291a couple where people have said it's okay. I like my feedback shared and I've shared with some supervisors some things that have come across my desk so that there's awareness. Um, I want to sort of be where meet people where they are in terms of comfort. So, you know, trying to have that two-tiered space. Um, but yeah, I mean, I think we'll figure out how we're going to collect it because we haven't developed it yet. It's on the horizon. um and happy to set up a time whether it's a board meeting or part of this presentation next year to share that as part of our retention work. >> And I just want to add real quick to part of that can be how we formulate the questions that we include to be able to have

292measurable data as well. >> Vice Bundo, >> thank you. I just want to be I am so impressed for the powerhouse woman in front of me >> and thank you so much for the presentation and I'm so glad Rosa then uh the pipeline for professional growth is really happening because I advocate for years and I see the the trend because I didn't have a lot of report back then so thank you for reporting then so I see then we going to the right direction and um I think you answer most of my question on the on the on the last slide slide on the area of growth. So my page was already full but when I read it I say okay I got almost everything but the thing that I just want to encourage that

293after listening all the public comment today I was kind of little disconnected what you guys presented >> because it was not really reflecting what we heard. So this is about HR and it's about human resources. I mean that's exactly what equity work supposed to play off. So I'm just feel like listen to all the amazing women here and the expertise that you have then is not only about awareness is not about only getting information is mostly about action driven >> and I think what I would like to see is that when you know about the staff culture and value survey everybody inclusive that's why the the the the equity can be on different level of not only the leadership but different level of principal office classroom setting and also transportation in any area. So that's

294why I really recommend the only question I have is on the on the initiative 4 one I am so tired one I think is page 19 I just wonder about a protocol for naming and addressing biased behaviors. So I saw 59 district leaders participate the first two sessions. So I'm just wonder just for leaders and not for staff and if he's if he's yes as the channel reporting goes I mean as the way that protocol it just it was just informations or it was really a protocol put in place to report some of those bias >> not um not about reporting but to address bias in the moment so it's a um kind of language protocol called SBI situation Oh, >> behavior specific >> behavior intervent. >> Yeah, sorry. >> SBI. Not sure. I can't

295tell you what it means now. But it's a it's a way to say like when this happened, I noticed this and as a result this >> Impact. Yeah. >> So those are the leaders of the building. >> Yeah. have to name it and then from there we have some intervention bringing on >> right that's the work we need to do is figure out what so then what like how do we continue to move this work forward >> I would love to see 2026 why is bringing >> I know right >> can I just add a little bit to that um >> the so this was the the work that we were doing in partnership with the leadership academy which began um last year and that's a partnership that we forged because we were conscious that

296we had reached a certain point in the work around equity where there had been good things done but we really needed to go deeper and we needed to make sure that it got down to the classroom level that it it had an impact on instruction and that it would ultimately move student outcomes and we we were in a little bit it felt like a stuck place. Um TLA offered um an opportunity for partnership with funding from the Nelly May Foundation. They had been doing a lot of work in places like Atlanta around culturally responsive leadership and instruction. And so that that was what led to that partnership. It's been an evolving process with them to lay out an arc of learning which started with a priority on our leaders, school and district leaders, but then

297also a lot of work um with our network teams and our academic leads figuring out how to then begin integrating more of that work into the training for instructional coaches so that it it doesn't feel like two different layered disconnected things, but that there is equity oriented professional learning focus on culturally responsive um work that is integrated in when we're looking at things like literacy and Esau. Um, so that that's the other kind of next step. And then separately from that, we've also had a really like a professional learning community with our three operations directors um of transportation, food services, and um facilities. Sorry, I'm tired. um and and really working with them to dig deep on some of the issues that they're seeing on their teams and and how do they lead in that

298space and and do a better job of like just knowing um what the options are for them, what the strategies are, what the tools are. So I would just emphasize that that was a starting point, not an ending point. >> Exactly. Okay. >> Yeah. >> Thank you so much. And uh like we heard today is mostly a systemic failure. Then I I watched tonight and after listening I I feel like we have on the on the beginning of something moving forward. So I'm going to keep watching that one closely 2026. Thank you so much ladies. Great work. >> Yeah. Go ahead. And I just want to add a a piece that um like you you guys have uh amazing people in front of you leading this work and really digging in and four months in.

299Um and also want to acknowledge that one of the things that we include in the slides and that the team talks about is that this work isn't only the work of this team. And so want to also acknowledge that um while they're putting the the box in place in which the work can happen and can happen safely and are helping to plant the seeds that grow, there's work and feedback that is coming from others, right? And so you can see some of those themes where they have gone out and sought feedback and developed ideas. And one example of that is Jen Brady talked about um the ICE deescalation training and about active bystander training and want to acknowledge that that wasn't an idea that sort of like was plucked out of the air but came

300from conversations that Chair Lent was having with staff that I was having with staff that Jen was having with staff that Carrie Dowy our pea president was having with staff and advocating around um and so one of the things that I just really appreciate about what you presented tonight is the fact that the right answer or the next step doesn't just have to sit with this team and that you're really seeking out pieces like this and so appreciate that we even had uh the team from PAC here tonight um to continue to support and engage around this work um and So also appreciative of everybody who comes to these conversations to help us make this better. So just want to acknowledge that. >> Mr. Bondo. >> Yeah. I just have a last comment. I'm sorry

301it's too late, but I just wonder uh because that's a burnout issues. That's a burnout area because I've been seeing a lot of leaders and to the HR team being burned out with all the situations. So I just want to make sure that we're building a system about social emotion while people can support each other and making sure then the the mental and the physical health has been taken care of because we have a a long pathway when I heard tonight is a long way then we have to start building back the trust and I think it's going to take a lot of all of us to make sure that we take care of each other. So I'm just hoping you ladies are doing the same thing. Thank you. >> Yeah. Uh board member Brighton.

302>> Thank you, Chair. Um thank you for all the information. I have three questions. Um and I will try to be quick because it is so late. So um the first question I have has to do with the leadership pathway from teacher to assistant principal. Um and the nomination um system to identify. I'm assuming you know a nomination comes in, it gets reviewed. Um my question has to do with whether either currently or for future consideration does it have to be a principal or can it be somebody a a colleague um making the nomination? >> Could I could I build off that question because I had a very similar one which was just like how are we making sure that we are mitigating bias that might happen about who is a leader or who could

303be >> Yeah. So I'm just I'm curious how you're thinking about that. So, we needed a starting point um for this. Yes. Um the that was the quickest and simplest way to do that. But I also want to point out that when um though that email went that email blast went out asking for the nominations and people were nominated um people started to tell their colleagues about this where um we actually in specific to the 660 cohort that was supposed to be one cohort and it doubled in two weeks because people were nominated and then people told their colleagues and then people started emailing right hey I'd like to join this, can you tell me more about it? And then it just like went from there. So, it's very, again, we're we're so um uh

304we're at the beginning stages of the leadership cohort because it doesn't start December 2026. Um that we haven't been pushing it out as much as we have the 660, which is going to be starting in January. Um so, that's definitely there's still there's still open pos, you know, open slots um for that particular cohort. And if we need a second one, then we need a second one. That'd be great. >> That would be great. Um my uh second question uh is around um I think it was slide 12, the chart in terms of the the two edte um and then uh the eight additional teachers. I'm curious whether um the two ed edte that are that were down is that because people left the district or because they became teachers? >> Oh, do you know?

305I don't know if I mean >> we would have to research that question. >> Okay, no worries. Um and then my third question actually has to do with the ice deescalation um training. Uh the slide says winter and you know winter can be December, it can be March. Um and I I I want to acknowledge the fact that like we want to get this right and we had people tonight saying we need this now. So I would really appreciate some additional context around is it that it's going to be you know from December through March and different groups of people is it that it needs to iterate? Um, are there is the team thinking about ways to get as much information out to staff quickly? Like if that's possible or like waiting until it's all

306just so tied up with a bow and and then you can like that's the sort of thing I I'm hoping to get more insight about. >> Yes. So if I can if I can share briefly. So we're partnering with prevention action change on this. This is training that they run and that they have run uh even for some groups in Portland public schools already. And so there are a couple of uh PTOs as an example that have participated in this. And so no, we um it took us a little while to get it scheduled so that we could come together and coordinate. And we had that meeting last week. uh we were able to finally get it and they were eager to jump right in and needed to work out logistics um as they have

307trainers that do this work. And so they were working to look at their schedule and determine and so right now our goal is to have the first one of these run on December 17th and then run them every Wednesday after that recognizing that there's a couple of conflicts that exist that we'll have to work around. Um if you think about numbers, right, and you think about just mainland schools, there are um 16 buildings that we're talking about. We're also talking about doing this training for all staff. And so that means that we're also looking at not just Wednesday afternoons for our school-based staff, but food service, transportation, um, and our central office teams joining at one of those locations. And so there's simply a logistical piece. I also just want to acknowledge that there's two

308additional pieces that are happening parallel. So one just when it comes to that training uh part of that is also about pre-work and making sure that the scenarios are what is top of mind for staff. And so that's the one piece that is the iterative process right now is we're sharing with them our current protocols and data about our school so that they can package that into pre-work that staff will have as well as a survey that asks for what scenarios are you looking for. The second piece um and this was named in the letter about the recent ICE detention is that we continue and it's never that it's a set thing that we continue to iterate around our practices and our communication uh when an individual is detained by ICE. We went out and

309sought additional legal guidance about where uh confidential information as well as furpa um uh applied and what could be shared and what couldn't. Um and we were able to get um legal advice that freed up our ability to communicate more. And I will tell you that if you were to talk to our staff, there's a range of feelings about what should be communicated, what should not, when it should be. Um, that is trying to balance both community awareness and support as well as uh confidentiality not impacting negatively uh their case appealing detention. And so we're we're in a spot where there is far from a perfect answer on that and our team is looking at that now that we've gotten some guidance that allows us to to be a little bit freer around the communication.

310>> Thank you. Um I just have uh Oh, go ahead. Board member Sautell. >> Sorry, this is super quick. 30 seconds. Um, you had said you were looking into redesigning the TNTP survey or or doing it inhouse or whatever. Um, I took that survey so many times and it didn't ask the questions I wanted it to ask. So, I'm really hoping that you talk to um, teachers, staff members that are going to receive the survey and find out what it is that they feel like is important to share. Thank you, board member Sautell. Um uh just a a couple of uh quick thoughts that haven't been mentioned. Um I'm excited about the equity steering committee and I would just um I'm sure you're already thinking about this, but like a wide net as possible because

311I think we have a history of sometimes committees are just certain groups of people and this really needs to um have the biggest tent possible. Um uh we guess a tech question. Um are the 306090s um is that extended to all uh new employees or just in certain fields? >> It's for all all new employees. >> Awesome. Awesome. Um uh I think that that is it for now. Yeah. Board member Ali. >> Yeah, I was just Yeah. So um I just wanted to say thank you guys. Thank you. Um, Jennifer, uh, I, uh, everything you were talking about was was really great. I, I mean, I just checked out recently, so I I I I made sure that I listened to everything. Um, and I mean, I'm not recalling all of your names. Rosa and

312um, Jen. Yeah, thank you guys. I really appreciate all your work that you guys are doing. And um I my thing is like I hope there's more investment and more um in continuing to work that I mean I'm more than happy if you guys ever need you know some it's something anything from me um and how I can be supportive I would I would be more than happy to. So thank you guys. >> Yeah and I yeah go ahead board member no >> um I had a quick question about the ICE training. Um would that be available for board members? I know we need to be informed as much as staff. So is that something we can come to? Yes. Yeah, >> I was >> Thank you for saying that. I was thinking the same

313thing and Yeah, makes perfect sense. Yeah. So, we'll do that and then I um also will just uh work with the superintendent on just um planning out um regular updates around uh all of these work uh all this work because I know we do you know an annual review of demographics but just I know um in the plan for um uh the strategic plan we'll we'll make sure the board knows when those updates are coming. >> Okay. Yes. Board member Operman. Last thought on this last. Thank you so much all of you. The data is there. The plan is there. The details, yeah, they need to get going. Um, I wish everyone who was in this room heard your presentation because I think some of their concerns wouldn't be assuaged, but they would they would

314know that they're being addressed and all. So, thanks a whole bunch. And take care of each other. Beautiful. Thank you all. Um, recognizing that it is 10 11 I would like to make a move move a movement. I would like to make a movement actually. >> What did I say? >> Not please. Not Peter. >> That's love. >> Oh. Um, I would like to make a motion um that we move the superintendent's evaluation uh to the first meeting in December. um because I think an evaluation is not meant to happen at 11 p.m. with uh people that are tired and sad. So uh would there be a second to thank you board member nor um all those in favor? Okay, that is uh unanimous. So we will move that evaluation uh to the first meeting

315in December. Um, but I would be looking for um or I'll make a motion for the consideration action to enter into executive session pursuant to 1 MRSA 40560 to discuss a personnel matter. Uh, is there a second? Thank you. Board member no. All those in favor? Great. That's unanimous. So, we'll meet in our executive session room. We still exam session. We got it. Uh, we are back. I'm going to make a motion to adjurnn. Um, is there a second? Thank you, board member Operman. All those in favor? Um, it is, uh, not quite unanimous. Is that your hand up? Okay. Um uh unanimous at 12:16 a.m.