AGENDA 1. STUDENT and PUBLIC COMMENT 6:00 Pm 2

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BOARD OF EDUCATION BOARD AUDITORIUM Portland Public Schools Blanchard Education Service Center REGULAR MEETING 501 N. Dixon Street February 26, 2019 Portland, OR, 97227

Note: Those wishing to speak before the School Board should sign the public comment sheet prior to the start of the meeting. No additional speakers will be accepted after the sign-in sheet is removed, but testifiers are welcome to sign up for the next meeting. While the School Board wants to hear from the public, comments must be limited to three minutes. All those testifying must abide by the Board’s Rules of Conduct for Board meetings.

Public comment related to an action item on the agenda will be heard immediately following staff presentation on that issue. Public comment on all other matters will be heard during the “Public Comment” time. This meeting may be taped and televised by the media.

AGENDA

1. STUDENT AND PUBLIC COMMENT 6:00 pm 2. RESOLUTION IN SUPPORT OF EDUCATION FUNDING TO THE 6:30 pm LEVEL RECOMMENDED BY THE QUALITY EDUCATION MODEL (public comment accepted) 3 SUPERINTENDENT’S REPORT 6:40 pm 4. TRILLIUM CHARTER SCHOOL -- vote 6:50 pm (public comment accepted) 5. MULTIPLE PATHWAYS TO GRADUATION LOCATION ANALYSIS 7:25 pm (public comment accepted) 6: POLICY FIRST READING / INFORMATION: 8:00 pm a. Compulsory Enrollment; Age and Grade Level at Entrance – Policy 4.10.020-P b. Field Trips, Foreign Travel, and other Off-Campus Activities – Policy 6.50.010-P 7. BUSINESS AGENDA – vote 8:15 pm (public comment accepted) 8. BOARD COMMITTEE AND CONFERENCE REPORTS; 8:25 pm STUDENT REPRESENTATIVE REPORT 9. OTHER BUSINESS 8:35 pm 10. ADJOURN 8:40 pm

Portland Public Schools Nondiscrimination Statement Portland Public Schools recognizes the diversity and worth of all individuals and groups and their roles in society. The District is committed to equal opportunity and nondiscrimination based on race; national or ethnic origin; color; sex; religion; age; sexual orientation; gender expression or identity; pregnancy; marital status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service. Staff Analysis and Report to the Board

Board Meeting/Work Session Date: February 26, 2019 Senior Lead: Kregg Cuellar, Chief of Schools Department Lead: Korinna Wolfe, Area Senior Director, Multiple Pathways to Graduation Staff Lead: Tara O’Neil, Program Director, Charter Schools

SUBJECT:(Use this Termination section to briefly of charterexplain the with item—2-3 Trillium sentences) Charter School, effective June 30, 2019

I. BACKGROUND

Trillium Charter School opened in school year 2002-03 as a k-12 public charter school sponsored by PPS. Trillium’s charter with PPS has been renewed three times, in 2007, 2012, and 2017, in accordance with the criteria and process established in ORS 338.065.

At its last renewal, Trillium was instructed by the PPS Board of Education to provide a written plan to improve the performance of its students in math at all grade bands, and that agreement was formalized in the renewal contract. Such a plan was in place in years 2015-16 and 2016-17, and due to two consecutive years of failure to meet academic expectations in math in grades 3-8, by contract Trillium was required to submit an Action Plan of Improvement in the 2017-18 school year. Per contract, failure to make progress toward improvement within one year of implementing the Plan of Improvement may result in termination. The SBAC results and Oregon Report Card assessment of Trillium’s performance in 2017-18 reflect a third consecutive year of poor performance in grades 3-8 math. In addition, the 2017-18 SBAC results indicate an additional consecutive year of poor performance in English Language Arts for grades 3-8, necessitating the addition of grades 3-8 ELA to the Action Plan of Improvement for 2018-19.

With an enrollment capacity of 365, Trillium historically enrolls between 340-350 students per year. Trillium currently has 201 students, of which 46% are Economically Disadvantaged and 24% are Students with Disabilities. Trillium’s current enrollment reflects a decline of over 40% since school year 2016-17, with an associated decline in revenue which was not adequately accounted for in Trillium’s 2018-19 Budget. Trillium has experienced staffing changes in its Finance Office, and at this time the District does not have accurate financial reports to assess cash balance or monthly cash flow through the end of the fiscal year.

Because of concerns regarding student academic achievement and the organization’s financial stability, staff made a recommendation to the PPS Board Charter Committee that the charter with Trillium be terminated effective June 30, 2019.

II. RELATED POLICIES/BEST PRACTICES

While charter schools must follow federal law and those state laws listed in ORS 338.115, many statutes and rules that apply to other public schools and districts do not apply to charter schools. While charter schools have significant autonomy from district policies, this autonomy comes with greater accountability for meeting the standards and outcomes set in law and by contract. If a charter school fails to meet stated standards and outcomes, it can ultimately lose its charter with the sponsor through the termination process described in ORS 338.105 and OAR 581-026-0500.

Per the PPS contract with Trillium Charter School (CHTR 65665), section E.1.e., “…If the charter school fails to meet any performance benchmark set forth in its Annual Performance Framework and Report or its Accountability Plan, for two consecutive school years, a plan of action will be initiated…If after these steps are completed and reasonable goals are not met within an additional calendar year from when the steps are developed, this may be grounds for termination.”

Additionally, Oregon’s Charter School Law, ORS 338.105(1), states, “During the term of a charter, the sponsor may terminate the charter on any of the following grounds: (a) Failure to meet the terms of an approved charter or this chapter. (b) Failure to meet the requirements for student performance stated in the charter. (c) Failure to correct a violation of a federal or state law that is described in ORS 338.115. (d) Failure to maintain insurance as described in the charter. (e) Failure to maintain financial stability. (f) Failure to maintain, for one or more consecutive years, a sound financial management system described in the proposal submitted under ORS 338.045 and incorporated into the written charter under ORS 338.065.”

Per ORS 338.105(2)(a), a Notice of Intent to Terminate Charter was delivered to Trillium Charter School on February 13, 2019, stating the grounds for termination as ORS 338.105(1)(b), failure to meet student performance requirements, and (e), failure to maintain financial stability. The effective date of termination is June 30, 2019, meeting statutory requirement that notice be given at least 60 days prior to the proposed effective date of the termination.

III. ANALYSIS OF SITUATION

Implications of terminating charter: Trillium would not be available to the approximately 170 PPS district students who would otherwise be returning in Fall of 2019 (current enrollment minus grads and out of district students). Those students would need to move to other schools, either within the PPS system, including PPS charter schools and PPS contracted alternative schools, or in the private, or homeschool sectors. PPS stands ready to assist with this process. In addition, approximately 20 Trillium staff, including teachers and administrators, will no longer have employment at the school after the termination date. In the general public school community, the students and families of PPS will lose the option of attending a k-12 charter school with the specific model of Democratic, Constructivist Education, using Restorative Practice. Trillium is the only charter school that serves high school grades. Trillium Charter School has a 17-year history in the community, and its loss would have an impact on its local community, alumni, and partners.

Implications of not terminating charter: Trillium would remain open to serve students after three-years of failing academic achievement data in grades 3-8. It is the duty of charter school authorizers to hold charter schools accountable to standards and outcomes defined in law and contract, and a decision not to terminate the charter for failing academic achievement standards would imply that Trillium is not being held accountable to those standards, or that the standards should be different for one school. Additionally, if Trillium remains open, there is concern that continued declining enrollment will lead to financial collapse, which may require mid-year intervention or closure in the coming school year. Trillium’s students, and other PPS families, would continue to have Trillium as a choice for their public education, however the school may not be financially viable to make it through a school year.

IV. FISCAL IMPACT

If the Board votes in favor of terminating the charter with Trillium Charter School, the fiscal impact for the remainder of 2018-19 is largely unchanged as payments of State School Funds would continue based on enrollment until school closure in June. Current estimate to be passed through to Trillium for the full fiscal year is $1,362,756 (assumed 201 students), paid monthly based on previous month’s weighted average daily membership.

Fiscal impact for 2019-20 would be an estimated $1,530,360 less funds being passed through to charter schools. PPS would receive full funding for any Trillium students who enroll in a PPS school for the 2019-20 year.

If the Board votes in opposition to terminating the charter with Trillium Charter School, the fiscal impact for 2019-20 would be an estimated $1,530,360 in funds to be passed through to Trillium per the current charter schools funding formula, assuming the school remains financially viable through the full 2019-20 school year at the estimated current enrollment. Financial stability is one of the grounds for the recommendation to terminate the charter with Trillium, and there is concern that the school will not be sustainable at current enrollment levels.

V. COMMUNITY ENGAGEMENT (IF APPLICABLE)

A public hearing was held before the PPS Board Charter Committee on February 20, 2019, in accordance with ORS 338.105(2)(d), to hear from Trillium Charter School leaders as well as public testimony from all stakeholders, both in favor and in opposition to the school remaining open.

Members of the Board Charter Committee visited Trillium Charter School prior to the public hearing.

VI. TIMELINE FOR IMPLEMENTATION/EVALUATION

If the recommendation to terminate the charter with Trillium Charter School is approved, the process of ensuring that all students currently enrolled at Trillium have a public school to attend in the next school year will begin immediately, with the assistance of PPS Enrollment and Transfer Office and Multiple Pathways Reconnection Services and the Charter Schools Office. Timelines will assume school closure effective date of June 30, 2019.

Further action items related to school closure will be managed by the PPS Charter Schools Office using school closure rubrics developed by this office in conjunction with the National Association of Charter School Authorizers (NACSA) recommendations and the Oregon Department of Education.

VII. BOARD OPTIONS WITH ANALYSIS

Results of Board vote approving terminating the charter with Trillium Charter School: The District’s charter with Trillium Charter School will be terminated effective June 30, 2019. Notification to Trillium Charter School staff and families will begin immediately along with process for ensuring students who currently attend Trillium will have access to enrollment and transfer information for PPS schools for the 2019-20 school year.

The school may appeal the decision to the State Board of Education, which shall review only the grounds for termination under ORS 338 as stated by the school district board.

Results of Board vote opposing terminating the charter with Trillium Charter School: Trillium Charter School will remain open, and will have a review of the current 2018-19 Action Plan of Improvement for Grades 3-8 Math (all students) and Grades 3-8 English Language Arts (all students) in November 2019, at which time a decision will need to be made regarding progress toward improvement. If there is not satisfactory progress toward improvement, there may be another recommendation to terminate the charter. Additionally, as failure to maintain financial stability is listed among the grounds for termination, if the charter is not terminated, Trillium Charter School will need to show its plan for financial stability at current and declining levels of enrollment for the 2019-20 school year.

VIII. STAFF RECOMMENDATION

Due to Trillium’s failure to meet requirements for student performance stated in the charter, and failure to maintain financial stability, staff recommends that the charter with Trillium Charter School be terminated, effective June 30, 2019.

IX. I have reviewed this staff report and concur with the recommendation to the Board.

______Guadalupe Guerrero Date Superintendent Portland Public Schools

ATTACHMENTS (List all supporting documentation, including resolution, etc.) A. Draft Resolution B. PPS Board Charter Committee Meeting Trillium Packet, February 8, 2019

PPS District Priorities FY 2018-19 1. Set a clear Vision and Strategic Plan

2. Create equitable opportunities and outcomes for all students

3. Build management and accountability systems and structures

4. Allocate budget, funding and resources focused on improving outcomes for students

Portland Public School District 1st Reading

DATE: February 26, 2019

Public Comment for the following: Policy 4.10.020-P, Compulsory Enrollment; Age and Grade Level at Entrance, and Rescission of Policy 4.10.032-P, Early School Entrance

The Portland Public School District is providing Notice of Proposed Policy Amendment and Rescission to offer interested parties reasonable opportunity to submit data or comments on the proposed policies noted below.

Public comment may be submitted in writing directly to the district or through the district website noted below. Written comments must be submitted by 5:00pm on the Last Date for Comment listed below.

1st Reading by: Rita Moore, Chair Portland Public School Board Summary: Policy Amendment and Policy Rescission

Draft Policy Web Site: https://www.pps.net/Page/11911

Recommended for 1st Reading by: Board of Education Policy Contact: Rosanne Powell, Board Office Manager Last Date for Comment: March 19, 2019 Address: P.O. Box 3107, Portland, OR 97208-3107 Telephone: 503-916-3741 E-mail: [email protected]

Last Date for Comment: March 19, 2019

Board Policy 4.10.020-P

Compulsory Enrollment; Age and Grade Level at Entrance

All children between the ages of 6 and 18 years who have not completed the 12th grade are required to regularly attend public school full-time, unless exempted as per ORS 339.030 and PPS 4.10.010-P.

1) Preschool through First grade: Admission is allowed for children whose birthdays occur on or before September 1, as follows: a) Preschool: A child is eligible to apply for Preschool if his/her third birthday occurs on or before September 1. b) Pre-Kindergarten: A child is eligible to apply for Pre-Kindergarten if his/her fourth birthday occurs on or before September 1. i) A child whose fifth birthday occurs on or before September 1 is not eligible for Pre-Kindergarten. c) Kindergarten: A child will be admitted to Kindergarten if his/her fifth birthday occurs on or before September 1, or if approved through the Early Entry to Kindergarten process. i) A student whose fifth birthday occurs after September 1 and on or before October 1 may apply for early entry into Kindergarten, as allowed in Administrative Directive .4.10.033-AD. ii) A student whose sixth birthday occurs on or before September 1 may enroll in Kindergarten if he/she has not successfully completed a kindergarten program. iii) If the parent/guardian wishes, a student who has been enrolled in Kindergarten outside of PPS may be placed in Kindergarten when entering the district during the school year, even if the birthdate occurs after September 1.

d) First Grade: A child will be admitted to the first grade if his/her sixth birthday occurs on or before September 1, or with evidence of successful completion of a kindergarten program. i) A child whose sixth birthday occurs after September 1 who has been enrolled in first grade outside of PPS will be placed in first grade when entering the district during the school year.

2) Second through Twelfth Grade: A student newly enrolling in PPS will be assigned to a grade based on his/her age or prior school experience: a) A student who has successfully completed a grade level will be enrolled in the next grade level when entering the district at the start of a school year. b) A student who has been enrolled in a grade level outside of PPS will be placed in that same grade level when entering the district during the school year.

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Board Policy 4.10.020-P

Compulsory Enrollment; Age and Grade Level at Entrance

c) A student who is newly enrolling without educational records from a previous school will be placed in the appropriate grade level based on his/her age. Course selection for a middle or high school student will occur in collaboration with the student, family, counselor and other school staff, and take into consideration student skill level and necessary high school graduation requirements.

3) Students 19 years of age: Students who turn 19 years of age during the school year shall continue to be eligible for a free and appropriate public education for the remainder of the school year.

4) Students 21 years of age: The district shall admit otherwise eligible students who have not yet attained 21 years of age prior to the beginning of the current school year if they are shown to be in need of additional education in order to receive a diploma or are receiving special education services and have not yet received a regular high school diploma. These students may attend school without paying tuition for the remainder of the school year.

5) Nothing in this policy prevents a family from seeking grade acceleration or retention, as allowed in Policy 4.20.010-P.

Legal References: ORS 327.006; ORS 336.092; ORS 336.095; ORS 339.115 History: Adpt 9/71; Amd 9/73; Amd8/81; Amd 10/27/83; Amd 8/95; Amd 9/9/02; BA 2420: Amd 2/19

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Portland Public School District 1st Reading

DATE: February 26, 2019

Public Comment for the following: Policy 6.50.010-P, Field Trips, Foreign Travel, and Other Off-Campus Activities

The Portland Public School District is providing Notice of Proposed Policy Amendment to offer interested parties reasonable opportunity to submit data or comments on the proposed policies noted below.

1st Reading by: Rita Moore, Chair Portland Public School Board Summary: Policy Amendment

Draft Policy Web Site: https://www.pps.net/Page/11911

Last Date for Comment: March 19, 2019

Proposed package of modifications – for Board consideration, including February 11, 2019 amendments to 6.50.010-P, Field Trips, Foreign Travel, and Other Off- Campus Activities

1. Remove references to the rescission of the Administrative Directives (AD) in the staff report. The Board does not create or rescind ADs. When a policy is changed, the Superintendent and staff update the Administrative Directives to align with the policy changes and may consolidate or reorganize ADs to improve clarity and access to related information.

2. In the Board resolution adopting the final policy modifications, add the following: Create an 8th Grade Capstone Advisory Group to catalogue current capstone programs and share information and explore ways to expand experiential learning opportunities across PPS for all students in middle grades, and to assist with the identification of barriers and logistical considerations that will inform PPS staff as they develop a long-term plan a consider this component as part of ongoing work related to Middle School Redesign.

3. Strike current language in (2) and replace with the following: District staff responsible for overseeing extended travel must notify building administrators in advance of the trip so that plans for continuity of curriculum and instruction can be assured for students remaining on campus. Those plans must be communicated to the school community and observed so that no disruption in curriculum or programming will occur for students remaining on campus.

4. Makes additional modifications to the policy, including an exemption for Board approval for travel more than 150 miles from PPS headquarters. See redline for additional changes.

6.50.010- P Field Trips, Foreign Travel, and Other Off-Campus Activities

The District believes in the value of experiences outside the classroom and strives endeavors to make these opportunities available to all. As in all other aspects of school life, PPS is committed to both the access to and the inclusivity of off-campus activities. In planning and authorizing off-campus activities, primary consideration shall be given to the educational outcomes derived, the safety and welfare of students involved, District expectations of conduct and behavior on the part of all participants, and the selection of appropriate adult supervision in accordance with Board Policy X.XX.XXX- P Professional Conduct between Staff and Students LINK.

I. District- Sponsored Activities

Special activities outside the classroom are an important part of an educational experience. Students shall need to be allowed to participate in carefully planned learning experiences or co-curricular activities, which fall outside the normal school program, school day, and/or are off-campus when they serve a legitimate educational purpose. Off-campus activities should serve to promote and shall not compromise the integrity and purpose of the District’s educational programs. Plans for continuity of curriculum must be made for the off-campus activity and likewise for students remaining on campus. This policy applies to all off-campus activities, unless otherwise noted.

1) As authorized through this policy and Administrative Directives, the Superintendent’s designees may authorize field trips and other extra-curricular activities involving travel off-campus when such activities contribute to educational goals.

2) Off-campus activities of more than five consecutive days when students are otherwise scheduled to be in class, will not be authorized, Despite planning for continuity of curriculum, off campus activities that create excessive student and or teacher absences do not fully meet board-approved educational objectives and planned instructional days.

23) District staff responsible for overseeing extended travel must notify building administrators in advance of the trip so that plans for continuity of curriculum and instruction can be assured for students remaining on campus. Those plans will be communicated to the school community and observed so that no disruption in curriculum or programming will occur for students remaining on campus.

3) The Superintendent will require schools and staff to submit field trip requests for review, and approval or denial, prior to any planned activities; Principals may endorse regular off-campus field trips, subject to Risk Management approval, occurring during the course of one school day; all off-campus trips comprising more than one school day will be reviewed by both Risk Management and the supervising Area Assistant Superintendent. Specific timelines, procedures, and requirements of this field trip approval process will be outlined in a related Administrative Directive.

45) All out-of-state and foreign travel shall require prior Board approval with the exception of travel up to 150 miles from the PPS headquarters.

56) In planning for off-campus activities, staff members must avoid factors that might prohibit student participation, including financial burden, as well as any potential hazards or barriers for students arising from discriminatory policies or practices in the destination or during transit based on disability religion, culture, gender orientation, sexual identity, or immigration status. Trips should be designed to promote healthy, safe, and inclusive experiences for all students, and consider the identified special needs and required accommodations of students with an Individualized Education Program (IEP) or Section 504 plans.

76) Both students and adult supervisors should be acquainted with and comply with relevant District policies, administrative directives, and other guidance, including the PPS Student Responsibilities, Rights, and Discipline Handbook, while representing the District. These expectations should be reviewed again by all students and staff prior to any extended off-campus activity.

II. Non-School Sponsored Off-Campus Activities Must Clearly Indicate They Are Not Affiliated with the District

The unique professional status of District staff members may at times makes it difficult for students and families to distinguish between school-sponsored off-campus activities from non-school privately sponsored off-campus activities. While working as PPS staff and/or representing PPS, District staff may not develop, plan, and/or supervise off- campus activities represented as "school, class, club, etc." other than what has been approved under this policy and the implementing administrative directives. In addition, District staff or other persons may not use District email, social media, hardcopy distribution to students, or other methods of District- controlled distribution that are not open to the general public to communicate to District students or families about private, non-school sponsored off-campus activities, without the pre-approval of the school building administrator and in adherence with PPS Disclaimer Requirement (11.1.a).

1) Travel Study Programs

Travel Study Programs are activities involving student travel that are planned, marketed, and conducted by organizations other than Portland Public Schools. Portland Public Schools does not fund, sponsor, or endorse any such programs.

a) Disclaimer Requirements: Any information about travel study programs must include the following disclaimer: “Portland Public Schools does not fund, sponsor, or endorse this travel study program. The District is not responsible for conducting or supervising this trip. Portland Public School employees who participate in travel study programs are not acting in their capacity as District employees and do so at their own risk. Students participating in travel study programs do so at their own risk.”

b) Any information distributed about travel study programs cannot contain the name of the District or any Portland Public school.

c) Distribution of information by travel study organizations must follow distribution guidelines in Board Policy 3.30.035- P Distribution of Materials and Information to Students [LINK] and Administrative Directive 3.30.038- AD [LINK]. Information distributed about travel study programs shall not be made through PPS email, without the pre-approval of the school-building administrator and in adherence with PPS Disclaimer Requirement (see 11.1.a).

d) Travel study organizations must use the Civic Use of Buildings (CUB) procedures for informational/planning meetings after the school day. See Policy 3.30.010- P Community Use of School Buildings and Facilities [LINK] and 3.30.011- AD Community Use of School Buildings and Facilities: Short- Term Use [LINK].

Legal References: ORS 332.107; ORS 336.183; ORS 339.155

Amended 9/2002, [__/2019]

Staff Analysis and Report to the Board

Board Meeting/Work Session Date: February 20, 2019 Senior Lead: Clair Hertz, Deputy Superintendent of Business and Operation Department Lead: Dan Jung, COO Staff Lead: Sara King, Director of Planning and Property Management

SUBJECT(Use this: section UPDATED: to briefly GRANT explain HIGH the item SCHOOL—2-3 sentences - RECIPROCAL) PARKING AND ACCESS EASEMENT AGREEMENT TO PORTLAND PARKS AND RECREATION

I. BACKGROUND

In 1956, a new gymnasium was built on the Grant HS campus and that project required off street parking. The parking lot that was constructed encroached on a 12 foot by 565 foot portion of City land in the adjacent Grant Park. Portland City Council passed Ordinance No. 104405 to grant PPS a revocable permit to use the City Property for Grant High School parking lot with the condition that the general public could also use the area for parking.

Since that time, the Grant parking lot has been maintained and operated by PPS and remained open to the public. The parking lot is most actively used by the Grant HS staff during the school year and by the public in the summer when Portland Parks and Recreation’s Grant Pool is open.

In 2010, the City Ordinance was superseded and replaced by a Collaboration Agreement for the Joint Use of Portland Public Schools and Portland Parks & Recreation Facilities between PPS and the City. The agreement established use “by PPS staff and visitors as well as Grant Park visitors and the general public”. Ownership, operation and management, maintenance and repair, improvements, and all utilities associated with the parking lot was stated to be the responsibility of PPS.

As part of the PPS Bond construction to modernize Grant High School, PPS is required to reconstruct and expand the Grant parking lot. The expansion required further encroachment into Grant Park, in large part because of the addition of City mandated storm water treatment facility and a vehicular turnaround to meet fire code. Portland Parks and Recreation (PP&R) agreed to the expansion.

PP&R is requiring a Reciprocal Parking and Access Easement Agreement (the Easement) for the expanded use of Grant Park land. The easement will grant PPS non-exclusive access and parking rights on the portions of the parking lot built on Grant Park land. In exchange for the expanded use of its land, PP&R requires PPS to grant the City the same non-exclusive access on the portions of the parking lot built on PPS property, creating shared use of the Grant parking lot. PP&R also requires that PPS repair and maintain the parking lot for the next fifteen years, at which time the intensity of use and cost coverage by parties will be reevaluated. Staff has asked PPR several times to share in the cost of these improvements as well as repair and maintenance, but PPR has declined. As PPS needs PPR property for the design for the parking lot and fire access, PPS has no leverage with which to counter PPR’s refusal to share in costs.

II. RELATED POLICIES/BEST PRACTICES

The Collaboration Agreement for the Joint Use of Portland Public Schools and Portland Parks & Recreation Facilities states that PPS and PP&R will “explore opportunities to reduce their collective costs for facility management through cooperative agreements.” The party making improvements or changing an existing use is responsible to take the lead in obtaining land use approvals and facilitating community involvement.

III. ANALYSIS OF SITUATION

The parties agreed to expand the use of Grant Park land for the new Grant HS parking lot. In exchange for the expanded use, PP&R requires a reciprocal easement of PPS land. The City also required that PPS take responsibility for the utilities, maintenance and repairs for the parking lot for fifteen years. The drafted Easement is subject to approval by the school board because of the value of the easement and by the City of Portland.

IV. FISCAL IMPACT

PPS has responsibility for the maintenance, repairs, and utilities associated with the new parking lot for a period of fifteen years.

Staff estimates that the size of each parties’ easement is roughly equal and that the value of the land (zoned R2) associated with the easement that PPS is granting to the City is approximately $230,000.

V. COMMUNITY ENGAGEMENT (IF APPLICABLE)

The Grant HS Bond Project engaged the Grant community during the design development. No objections were made to the changes in the parking lot.

VI. TIMELINE FOR IMPLEMENTATION/EVALUATION

The Easement will be in effect when both parties approve and sign the Easement document. Because the Easement is required by the City of Portland to ensure the fire access is intact, it must be recorded by both PPS and the City of Portland in order for a certificate of occupancy to be issued. The Office of School Modernization has targeted July 31, 2019 as the target date for issuance of a certificate of occupancy so that staff may begin to move into the building.

VII. BOARD OPTIONS WITH ANALYSIS

The Reciprocal Easement includes the following changes:

 Joint Use: The Grant Easement will provide PPS and PP&R joint use of the Grant parking lot.  Termination flexibility: None.  Responsibility for Maintenance and Repair: PPS will be required to solely maintain and repair, improve, and pay utilities associated with the parking lot for fifteen years.

VIII. STAFF RECOMMENDATION

Staff recommends the Board adopt the Reciprocal Parking and Access Easement Agreement associated with the new parking lot at Grant High School.

IX. I have reviewed this staff report and concur with the recommendation to the Board.

______February 21, 2019 Guadalupe Guerrero Date Superintendent Portland Public Schools

ATTACHMENTS A. Resolution B. Depiction of Reciprocal Easements

PPS District Priorities FY 2018-19 1. Set a clear Vision and Strategic Plan

2. Create equitable opportunities and outcomes for all students

3. Build management and accountability systems and structures

4. Allocate budget, funding and resources focused on improving outcomes for students

Attachment A: RESOLUTION No.

Grant a Reciprocal Parking and Access Easement to Portland Parks and Recreation at Grant High School for the Construction of the a New Parking Lot for the Grant Modernization Project

RECITALS

A. In 1956, a new gymnasium was added to the Grant High School campus which required off street parking. The resulting parking lot encroached on a 12 foot by 565 foot portion of the City of Portland land in Grant Park directly to the north of the high school. Portland City Council passed Ordinance No. 104405 to grant the District a revocable permit to use the property for the parking lot with the condition that the general public could also use the area for parking. Since then, the parking lot has been owned, maintained and operated by the District and remained open to the public. It is most actively used by the Grant High School staff during the school year and by the public in the summer when Portland Parks and Recreation’s Grant Pool is open.

B. As part of the District’s Bond construction to modernize Grant High School, the District is required to expand the Grant parking lot. The expansion requires further encroachment into Grant Park to accommodate a storm water treatment facility and a vehicular turnaround. Portland Parks and Recreation agreed to the expansion and was a joint applicant on the Land Use Application for the Grant High School modernization.

C. In order to accommodate the parking lot and expansion into Grant Park, Portland Parks and Recreation will grant the District a non-exclusive access and parking rights easement on the portion of the parking lot on Grant Park land. In exchange, Portland Parks and Recreation requires the District to grant it the same non-exclusive access on the portion of the parking lot built on Grant High School property. This Reciprocal Easement creates the shared use of the new Grant parking lot. Portland Parks and Recreation also requires that PPS repair and maintain the parking lot for the next fifteen years, at which time the cost coverage by parties will be reevaluated.

D. The Superintendent recommends to the Board that the Parking and Access Easement be granted to Portland Parks and Recreation in exchange for an Easement on land in Grant Park needed for the construction of the new Grant High School parking lot.

RESOLUTION

1. The Board finds that an easement on and over a portion of Portland Parks and Recreation Grant Park is required for the construction of the new Grant High School parking lot and agrees that Portland Parks and Recreation be granted a reciprocal easement on and over the portion of PPS Grant High School parking on PPS property under Board Policy 8.70.040-P.

2. The Board authorizes the Superintendent or his designee to grant the easement to Portland Parks and Recreation. The Board further authorizes the Deputy Clerk to enter into and execute such agreements in a form approved by General Counsel.

Claire Hertz / Sara King

Attachment B: Depiction of Reciprocal Easements

Red area = PPS ownership, reciprocal privileges to PPR Green area = PPR ownership, reciprocal privileges to PPS

MESD Local Service Plan

2019-2020

Introduction Administration & Board of Directors ...... 3 Explanation of Local Service Plan ...... 4

Timeline ...... 5

Budget in Brief ...... 6

Description of Services Instructional Services ...... 7 School Health Services ...... 14 Special Education Services ...... 17 Technology Services ...... 23 Administrative Support Services ...... 25

More Information Resolution - Adoption of Multnomah ESD Programs and Services Proposals for 2018-2019 ...... 26 Key Community Partners ...... 27

Appendix - Links to other information ...... 28 TABLE OF CONTENTS OF TABLE

2 MULTNOMAH EDUCATION SERVICE DISTRICT

MESD Administration Building Arata Creek School Burlingame Creek School 11611 NE Ainsworth Circle Timothy Rodgers-Principal Timothy Rodgers-Principal Portland, OR 97220 2470 SW Halsey St. 876 NE 8th St. Phone: 503-255-1841 Troutdale, OR 97060 Gresham, OR 97030 Phone: 503-262-4850 Phone: 503-262-4050

Donald E. Long School Four Creeks School Helensview School Lindsey Maehlum-Vice-Principal Kari Sanders-Principal Dawn Joella-Jackson-Principal 1401 NE 68th St. 14513 S.E. Stark St 8678 NE Sumner St. Portland, OR 97213 Portland, OR 97233 Portland, OR 97220 Phone: 503-988-5937 Phone: 971-229-6470 Phone: 503-262-4150

Knott Creek School Ocean Dunes High School Three lakes High School Kari Sanders-Principal Joy Koenig-Principal Joy Koenig-Principal 11456 NE Knott Street 4859 S. Jetty Rd. 4400 Lochner Rd. SE. Portland, OR 97220 Florence, OR 97439 Albany, OR 97322 Phone: 971-229-9470 Phone: 541-791-5909 Phone: 541-791-5909

Wheatley School Wynne Watts-Kerr Center Erick Welsh-Principal Sarah Davis-Principal 14030 NE Sacramento St. 930 NE 162nd Portland, OR 97230 Portland, OR 97230 Phone: 503-262-4000 Phone: 503-262-4200

CHAIR Superintendent Susie Jones Position 1, Zone 5 Sam Breyer 503-257-1504 [email protected] [email protected]

VICE-CHAIR Assistant Superintendent Mary Botkin Position 3, Zone 2 Sascha Perrins 503-257-1531

[email protected] [email protected] ADMINISTRATION

DIRECTORS Director of Business Services Jessica Arzate Position 4, Zone 4 Doana Anderson 503-257-1520 [email protected] [email protected]

Siobhan Burke Position 7, Zone 3 Director of Strategic Engagement [email protected] Laura Conroy 503-257-1516 [email protected] Kristin Cornuelle Position 6, At Large [email protected] Director of Student Services Todd Greaves 503-257-1658 Denyse Peterson Position 5, Zone 1 [email protected] [email protected]

Director of Human Resources Helen Ying Position 2, At Large Sean Woodard 503-257-1513

BOARD OF DIRECTORS OF BOARD [email protected] [email protected]

3 Multnomah Education Service District Local Service Plan Each ESD’s component school districts are to pass the Local Service Plan following these guidelines: It must be passed by 2/3 of the districts representing more than 50% of the student population. The Local Service Plan must contain, and every ESD must provide, the following services:

 Programs for children with special needs, including but not limited to special education services, comprehensive school health services, services for at-risk students and professional development for employees who provide those services.

 Technology support for component school districts and the individual technology plans of those districts, including but not limited to technology infrastructure services, data services, instructional technology services, distance learning and professional development for employees who provide those services.

 School improvement services for component school districts, including but not limited to services designed to support component school districts in meeting the requirements of state and federal law, services designed to allow the education service district to participate in and facilitate a review of the state and federal standards related to the provision of a quality education by component school districts, services designed to support and facilitate continuous school improvement planning, services designed to address school wide behavior and climate issues and professional technical education and professional development for employees who provide those services.

 Administrative and support services for component school districts, including but not limited to services designed to consolidate component school district business functions, liaison services between the Department of Education and component school districts and registration of children being taught by private teachers, parents or legal guardians pursuant to ORS 339.035.

 Other services that an education service district is required to provide by state or federal law, including but not limited to services required under ORS 339.005 to 339.090. Component Districts We Proudly Serve Centennial Corbett David Douglas Gresham-Barlow Parkrose Portland Public Reynolds Riverdale

4 Multnomah Education Service District 2019-2020 Local Service Plan (LSP) Timeline

September 2018 Share timeline with Advisory groups (Instruction, Student Services, Technology Services)

October 2018 Present initial draft to Advisory groups, and gather feedback

November 2018 Present second draft LSP to Advisory groups and gather feedback

January 2019 Present final draft to Superintendents MESD Board approves LSP

February 2019 Component Districts approve LSP with a Board Resolution Budget/costing template development begins.

March 2019 Districts are asked to confirm any significant changes in LSP participation MESD costing estimates draft revised (if needed) and shared with Directors

April 2019 MESD proposed budget presented to budget committee Minimum Commitments for LSP Services due to MESD

May 2019 Costing template and services commitments finalized

5 Budget in Brief

6 Instructional Services

Alternative Pathways: Alternative Pathways includes the TRiO Educational Talent Search program, grant funded through the US Department of Education. TRiO provides educational opportunities for low-income and first-generation

students established with the passage of Title IV of the Higher Education Act of 1965.

Assessment and Evaluation Program: The A&E program provides educational and social skills to assist students in completing their High School Diploma while undergoing assessment. The students in this program are between the ages of 12 and 18. The program operates from the Multnomah County, Donald E. Long Juvenile Justice Facility.

College/Career Readiness: The purpose of College/Career readiness is to facilitate the acceleration of component districts’ movement toward a system that provides increased opportunities and clearly articulated pathways for high school students in attaining college credit while attending their home high schools as well as preparing them to enter post-secondary career training. The development of supports can include career and technical opportunities, college-level educational opportunities and/or drop-out prevention strategies.

Curriculum Services: MESD provides access to supports related to Curriculum selection, implementation and on-going assistance. This includes aiding implementation of programs such as the “Classroom Law Project”, which brings law-related educational programs into Oregon schools.

Donald E. Long School Program: The Donald E. Long School Program, located at the Multnomah County Juvenile Justice Complex, provides educational program services to students currently detained by the legal system from Multnomah, Clackamas and Washington counties. This program provides educational services including credit attainment, training services, IEP services, and ELL services to students who are detained, awaiting trials, or hearings at the

Multnomah County Donald E. Long Juvenile Justice Complex. This program also Description of Services of Description serves students within the A&E (Assessment and Evaluation) program for youth in component school districts at the Donald E Long Juvenile Detention Facility.

7 Instructional Services (Continued)

Educational Programs in Adult Correction Facilities: Also called the Incarcerated Youth Program (IYP), the Adult Correction Facility program serves youth 18 to 21 years of age who are detained within Multnomah County adult

detention facilities (Inverness Jail and Multnomah County Downtown Jail), and have not earned a regular high school diploma or GED.

Educational Programs in Youth Correction Facilities: The Youth Correction Education Program (YCEP) provides educational services and post-secondary planning to assist students in completing their High School Diploma and/or GED, and obtaining dual credit and college credit. The students in these accredited programs (Ocean Dunes at Camp Florence, and Riverside, and Three Lakes at Oak Creek Youth Correctional Facility) are between the ages of 12 and 25. They have been adjudicated and are in the custody of the Oregon Youth Authority. Post -secondary programs include both vocational education, college and dual credit.

Helensview School – Helensview is an accredited school that provides individualized instruction and specialized support services for youth ages 12-21 who have dropped out of school or who are experiencing chronic attendance/ behavioral issues. Helensview provides individualized academic, social service and connection to post-secondary options. Each student can access dual credit (on-campus), CTE (business, culinary, manufacturing, etc) and on-site job training through our 7 student businesses.

Helensview Phoenix – Pregnant and Parenting Student Services: Phoenix provides services to youth, ages 12-21, who are pregnant and/or parenting and identified as at-risk and requiring individualized programming, prenatal and parenting instruction.

Helensview-Therapeutic classroom- For students in special education services needing a small staff-student ratio for individualized support. This classroom provides academic and behavioral instruction for students with mental health

needs. Classrooms are available at both the middle school and high school level. Description of Services of Description

8 Instructional Services (Continued)

Home School Notification: Parents electing to educate students at home instead of enrolling their student(s) in a regular comprehensive school must notify the MESD, as required by statute ORS 339.035. MESD, as required by law, maintains

a database with home school student directory information, requests test results from students falling under the OAR's requirement, submits reports to component districts to notify them of their home school population and maintains a web page as a resource for parents and component districts to refer to regarding the laws pertaining to home schooling.

Hospital School Program: The Hospital School Program provides instruction to students with significant, acute medical, rehabilitation or mental health needs during the course of their hospitalization and/or ongoing treatment. The educational impact to hospitalized children is mitigated by receiving ongoing educational services, maintaining contact with their youth’s attending districts, and by planning a reasonable and realistic transition back to school following hospitalization.

Instruction Services Special Projects: MESD Instruction Services has considerable expertise in developing and strengthening instructional programs. Instruction Services special projects could include consultation, management or coordination of projects that seek to develop/strengthen instructional programs, such as mentoring. Additional projects could include curriculum and instruction development, as well as coaching. These projects could be at a local school district level, county level or state level.

Linn County Juvenile Detention Program: The Linn County Juvenile Detention Program, located at Oak Creek Correctional Facility in Albany, Oregon, provides educational services including credit attainment, IEP services, and ELL services to students who are detained, awaiting trial, or hearing, at the Linn County Juvenile Detention Center.

Description of Services of Description

9 Instructional Services (Continued)

Long Term Care and Treatment: The Long Term Care and Treatment program at Wynne Watts School provides educational services including credit attainment, IEP services, and ELL services to student in grades K-12 currently residing in a

Long Term Care and Treatment program. Wynne Watts School serves students

with significant mental health education, and life challenges requireing schooling in a sheltered environment in order to protect the health and safety of themselves and/or others and allow the faculty treatment process to extend into the school day in order to fully implement the treatment plan.

Migrant Education: MESD provides education services and support that address migrant students’ needs and ensure such children receive full and appropriate opportunities to meet the same challenging academic standards that all children are expected to meet. The program focuses on kindergarten readiness, reading, math, high school graduation, parent engagement and recruitment.

Migrant Education Pre-School: MESD provides children (ages 3-5) with learning opportunities for cognitive, social, emotional and motor skills development in English and for native Spanish speakers, in their native Spanish language. Home visits with preschool parents provide families specialized training and materials to support their child’s development and growth. Incoming kindergarten students participate in a summer preschool class to prepare for kindergarten.

Migrant Education Summer School: MESD provides a supplemental summer extension for K – 12th grade students eligible for Migrant Education Program services during the summer months, with a focus on reading, math and high

school graduation. Description of Services of Description

10 Instructional Services (Continued)

Outdoor School and Companion Programs: Outdoor School is a residential environmental science program for sixth grade students and high school student leaders. Companion programs include Oregon Trail Overnight and other

customized programs for grades 2-12.

At Outdoor School, sixth grade students are immersed in local, place-based science instruction. The Outdoor School program model has three main components: authentic, hands-on science instruction in the out-of-doors; intentional community-building activities for a diverse student population that promote social emotional learning, and leadership skill development for high school student leaders using a mentor model. Since 1966 MESD Outdoor School has been a place where students learn about themselves, their classmates, new friends and the natural world around them.

Oregon Trail Overnight is an immersive overnight experience for fourth grade students, their classmates and parent volunteers. High school students serve as instructional assistants who help students discover diverse perspectives from the mid-nineteenth century. Students explore the fur trade, wash clothes using a washboard and tub, make butter, dance “The Virginia Reel”, and engage in other activities that enrich their classroom studies.

Outdoor School Special Projects: Custom “companion” programs have been periodically developed for schools for grades 2-8. MESD Outdoor School has considerable expertise in the creations and implementation of outdoor education programs aligned to state standards. Outdoor School special projects can include consultation services for schools or other organizations that seek to develop youth programming in the outdoors. Other projects could include professional development for youth programming in leadership, outdoor science and community building, and curriculum development that can include teaching kits for use in the outdoor setting.

Description of Services of Description

11 Instructional Services (Continued)

Regional School Improvement: School Improvement provides professional development and technical support in the following areas: High School Diploma Requirements, Common Core Standards, Common Formative Assessment,

Secondary and Elementary Literacy coaching support as well as training and support in Mathematics provided by a Math Specialist. The High School Diploma initiative includes the development of alternative assessment and credit by proficiency assessments as well as facilitating the development of Reading, Writing and Math Work Samples to meet state required Essential Skills Assessments. Essential Skills Assessments are now available in ten languages. Support is also provided for appropriate implementation of the Smarter Balance Assessment.

School improvement also provides professional development and technical support in science/STEM. Services include instructional support and coaching for science teachers as well as facilitation in the implementation of Next Generation Science Standards (NGSS).

Regional Equity Professional Development: MESD may hire staff or contract with specialists to provide leadership, planning, and professional development on issues of equity and culturally responsive practice and instruction.

Student Assessment Services – Special Projects: Student Assessment Services provides data collections support, technical assistance, support and training on assessment procedures and administration of the score sites; and provides help desk support, technical assistance and training to school districts participating in the state’s on-line English Language Proficiency Assessment. In addition, Student Assessment Services provides the development and support of Essential Skills work samples in reading, writing and mathematics. Reading, writing and mathematics Essential Skills Assessments are provided in six languages.

Description of Services of Description Yamhill County Juvenile Detention Program: The Yamhill County Juvenile Detention Program, located at Yamhill County Juvenile Detention Center in McMinnville, provides educational services including credit attainment, IEP services, and Ell services to students who are detained, awaiting trial, or hearing, at the Yamhill County Juvenile Detention Center.

12 School Health Services (SHS) Child Health Insurance Access : MESD eligibility staff conduct outreach activities in partnership with local school districts to identify students who are uninsured or not eligible for the Oregon Health Plan. Specialists assist families with the application process, establishment of a medical home, navigation of the health system, and access to necessary medical care to ensure students are safe, healthy, and able to attend school to achieve their education potential.

Contracted Health Education Services: MESD SHS provides instruction and support to component districts and independent schools to provide instruction and support to help meet state and national mandates for required health and safety training, and to consult with employees after occupational exposures to bloodborne pathogens. Health education training includes: ¨ Medication Administration ¨ Severe Allergic Reaction (with epinephrine administration) ¨ Glucagon Administration ¨ First Aid/CPR AED training ¨ Adrenal Insufficiency/Crisis training ¨ Oregon Occupational Safety and Health Administration (OSHA) required Bloodborne Pathogen Training, including management of post-exposure evaluation and follow-up.

Contracted Nursing Services including Direct One-to-One Nursing: School districts may contract with MESD for additional nursing services for schools and unique programs, as well as direct one-to-one services for students with complex health conditions or those identified as medically fragile. Contracted nursing is for a minimum of 21 hours per week. Training, orientation, oversight, and supervision is provided by the MESD.

Vision Screening Team: The MESD screening team, with school nurses, assists component districts in meeting the requirements of OAR 581-022-0705 by

screening student vision (in grades K, 1, and 3). Students needing additional Description of Services of Description testing are referred to community health providers. MESD School Health Services may have funding or resources to help reduce costs for students needing prescription glasses (OAR 581-022-0705). Training, orientation, oversight and supervision provided by the MESD.

13 School Health Services (SHS) (Continued)

Hearing Screening Team: The Hearing Program provides state-mandated screening to grades K and 1, identifying students with hearing loss. Other

school-aged students referred for screening, as well as those in K-1 requiring

follow up, are evaluated by the department’s licensed audiologist, who conducts a comprehensive exam and makes referrals as indicated. This supports student engagement and success in the classroom (OAR 581-022-0705). Training, orientation, oversight, and supervision is provided by the MESD.

Immunization Program: Immunizations promote wellness by protecting all students and school staff against vaccine-preventable diseases. Under contract with Multnomah County Health Department (MCHD), School Health Services (SHS) assists school districts with immunization management to meet state requirements for school attendance. Services include records review, data entry, family notification, state reporting, preparation of exclusion letters, and data analysis and reporting (ORS 433.267). Training, orientation, oversight and supervision is provided by SHS. Monitoring records minimizes the number of students excluded due to non-compliance, and maximizes student attendance and learning time. Nurses, together with the immunization team, assist families to navigate the health system to access resources for required vaccines.

School Nursing: School nursing services provide mandated health services, promote wellness, and assist students to achieve optimal educational experiences. Nursing services are dependent on total caseload size and may include direct health services to ill and injured students, management of acute and chronic illnesses, surveillance and follow up of communicable disease, and consultation to districts based on current evidence based research and best practice. Nurses are a liaison between home, school, and community health care providers; they promote safety, assess growth and development, and contribute to mental, emotional, and physical well-being. Training, orientation, oversight, and supervision is provided by the MESD. By July 1, 2020, HB 2693 recommends one registered nurse for every 750 students.

Description of Services of Description School Health Assistants (SHA): MESD School Health Assistants (SHAs) are non-licensed personnel who provide illness and injury management for students, with oversight from an RN. SHAs perform delegated nursing tasks as trained by the RN and may be the first point of contact for health services in the health room. The MESD RN/SHA team is no more than one RN to five SHAs. Training, orientation, oversight, and supervision is provided by the MESD.

14 School Health Services (SHS) (Continued)

School Nurse Consultant: The Nurse Consultant functions as a liaison between School Health Services staff, district personnel, and County and State

Health Departments. The Nurse Consultant provides investigation, reporting,

and collaboration with county health departments in events related to reportable and communicable diseases. The Nurse Consultant provides management of staff body fluid and blood borne pathogen exposures, including consultation and follow up. Training, orientation, oversight, and supervision is provided by the MESD.

Special Needs Nursing (SNN): Special Needs Nurses (SNN) are registered nurses with expertise in the management of students with complex, chronic health needs in the school setting. SNNs augment MESD school nurse services by providing training, consultation and support for medically fragile, medically complex, and nursing-dependent students, as defined in HB 2693. The special needs nurse may provide initial training and develop an individualized health plan until the health condition is stabilized, and then transition management to the school nurse. SNNs participate in multi-disciplinary planning and placement meetings, IEP development. Training, orientation, oversight, and supervision is provided by the MESD.

Nurse-School Health Services Consultation: For both resolution and non-resolution schools or programs, MESD SHS may provide limited professional nursing consultation on a case by case or limited duration contract. Services may include assessment of complex health conditions, recommendations for required nursing services, assessment and evaluation of existing health services, delegations, training, and care coordination with families, schools and health care providers. Professional consultation and recommendations are based on current evidence based research and best practice. Training, orientation, oversight and supervision is provided by the

MESD. Description of Services of Description

15 Special Education

Abilities in Motion (AIM): Wheatley (ages 5 - 21) The AIM program provides an educational opportunity for special education students with significant medical needs which impact their ability to learn. Students benefit from an academic curricula and social skills program that are modified to

accommodate their unique medical challenges. The program provides instruction to develop communication skills, adaptive behaviors and personal management skills that can be utilized within the classroom and community settings. Services are Individualized and based on a student’s IEP.

Social Emotional Skills, Behavioral Health and Evaluation/Stabilization programs:

Arata Creek, Burlingame Creek, Knott Creek and Four Creeks Schools (SESP) (Kindergarten-12th)

Transition Program (ages 18-21)

Arata Creek, Burlingame Creek and Knott Creek Behavioral Health (Kindergarten - 12th Grade)

Evaluation/Stabilization Classrooms at Knott Creek and Four Creeks (Kindergarten - 6th grade)

The SESP program is designed for students with an individualized Education Plan (IEP) from Kindergarten to 21 years of age to provide structural social skills training, behavioral intervention and academic instruction to students who are not being successful in the general education setting. This program provides mental health and behavioral consultative services within a small classroom setting (lower teacher: student ratio) for students needing additional therapeutic support. Additionally, the Transition classroom ages 18-21, offers job training and supports for students as they begin post-secondary work experiences. Instruction focuses on functional applied academics, community and classroom instruction to prepare students for adult life. The Behavioral Health program serves students Kindergarten-12th grade with significant behavioral challenges and lower cognitive capabilities. All students benefit from an academic curriculum and a social skills program that is modified to meet their cognitive and social emotional abilities. This classroom has a high staff to student ratio based on data and demonstrated need to ensure success.

The evaluation/stabilization classrooms are designed for elementary students from a general education setting exhibiting significant behavioral and/or mental health

Description of Services of Description concerns. These classrooms are designed for students on a 45 day alternative placement setting with the district continuing potential evaluation procedures. It allows students within a small classroom setting with high staff ratio to participate in a safe, structured environment while the component district determines next steps in support of the student.

16 Special Education (Continued)

Behavior and Instructional Consultation Services: Consultation from the Student Services Department is provided at the request of a district. Services may be provided within the regular classroom setting or in an

alternative educational setting. There is a referral process that includes a needs assessment at no cost with further consultation and services provided as fee for service. A contract agreement is created which includes a clear description of services provided and fees. The team may include an administrator, teacher, speech pathologist, occupational therapist and a behavior consultant.

Feeding Team Contract Services: The MESD feeding team provides assessment and training for safe feeding within the school and classroom environment. The feeding team assesses the following considerations while assessing students: positioning, medical history, nursing needs and safe feeding for students who present difficulties with oral feeding to avoid choking or aspiration. The feeding team provides safe eating protocols and consultation to districts on mealtime procedures at their request. The district completes a referral to the MESD to begin the assessment process. The MESD feeding team includes a speech language pathologist and an occupational therapist. On certain protocol trainings a nurse may also be required. The Feeding Contract includes staff cost, mileage to and from sites, time spent in assessment, writing protocols and meeting with staff (consultation and training to feed the student safely).

Functional Living Skills Program (ages 5-18): Knott School and/or Component District. The Functional Living Skills (FLS) Program provides evidence-based instructional practices in the areas of academics, communication, motor, adaptive, social emotional, medical, health care, behavioral and vocational training to students with significant disabilities. Staff have extensive training in the area of Autism. The FLS program provides positive behavior intervention services including Functional Behavioral Assessments (FBAs) and Positive Behavior Support Plans (PBSPs) for students, in accordance with Individuals with Disabilities Education Act (IDEA) and Individualized Education Plans (IEPs). The curriculum used in all classrooms aligns with the Common Core. Services are

Description of Services of Description provided in component school districts in order to provide the least restrictive environment (LRE) as possible. Extended School Year services are available for those students that qualify and approval is provided by local school district. Additional staffing decisions are made through the IEP process including a local education agency (LEA) representative.

17 Special Education (Continued)

Functional Living Skills Transition Program (ages 18-21): The Functional Living Skills Transition Program provides post-secondary instruction for student’s age 18-21 that have exited high school and their Individualized Education Plan

(IEP) identifies the need for significant post high school supports (academic, behavioral and or medical). The curriculum is focused upon functional applied academics, community and classroom instruction and for preparing students for adult life. Students have the opportunity to access a variety of work experiences in the local community and develop leisure and independent living skills. The curriculum used in all classrooms aligns with the Common Core. Transition has a high staff to student ratio. Extended School Year services are available for those students that qualify and approval is provided by local school district. Additional staffing decisions are made through the IEP process including a local education agency (LEA) representative.

Therapeutic Classroom: These special education classrooms located on the Helensview School campus are for students 6th grade through 12th grade with intensive mental health needs. The therapeutic program provides academic instruction, behavioral intervention and social skills training, coupled with a mental health focus. The Therapeutic Classrooms are classrooms for placement by local school districts through resolution/contracts. These classrooms have a small class student/staff ratio and include a behavior coach and mental health therapist as well as a special education teacher and education assistants.

Functional Living Skills (Alternative) (Ages K-21 years) Wheatley School (Functional Living Skills Alt) at Wheatley School is a self-contained school for students needing an intensive Functional Life Skills (FLS) educational setting due to the impact of disability which directly affects cognition, communication and behavior. The curriculum used in all classrooms aligns with the Common Core. Additional support services focus on building communications skills, motor and sensory skills so students feel compelled to use behavior less as a communication medium. Wheatley is staffed with a high staff to student ratio

Description of Services of Description (1:1). Students also receive the benefit of a full-time nurse. Extended School Year services are available to those students that qualify. Additional staffing decisions are made through the IEP process including a local education agency (LEA) representative.

18 Special Education (Continued)

*Individually Purchased Options: Related Services:

Speech/Language Pathologists, Occupational Therapists, Physical Therapists,

Psychologists, Behavior Consultants, Educational Assistants and Assistive Technologists, Transition Specialists. Related Services provides direct and or consultation services according to student IEP needs. Services may be provided in .2 FTE increments. Caseloads are varied dependent upon IEPs and locations.

Assistive Technology:

 Conduct systematic assessment of student’s AT needs  Provide assistance in IEP development  Provide consultation and technical assistance to district teams  Training and in-service at district request

Speech/Language Pathology:

 1:1 therapy  Conduct formal or informal evaluations  Write, review and revise IEPs as mandated by IDEA, State and Federal rules  Provide direct or indirect therapy  Consultation services (IEP driven)  Technical assistance (professional development)  Attend IEP or three year re-evaluation meetings

Occupational Therapy:

 Conduct formal and informal evaluations  Write, review and revise IEPs as mandated by IDEA, state and federal rules

Description of Services of Description  Provide direct or indirect therapy  Consultation services (IEP) driven  Technical assistance (professional development)  Attend IEP or three year re-evaluation meetings

19 Special Education (Continued)

Physical Therapy:

 Conduct formal and informal evaluations

 Write, review and revise IEPs as mandated by IDEA, state and federal rules

 Provide direct or indirect therapy  Consultation services (IEP) driven  Technical assistance (professional development)  Attend IEP or three year re-evaluation meetings

Psychological Services:

 Conduct evaluations for: intelligence, adaptive behavior, social/emotional, formal and informal observations, and traumatic brain injury  Participate as a member of the evaluation team for Autism Spectrum Disorder or upon the request of the team for other eligibilities  Provide support to write, review and revise IEPs as mandated by state and federal rules and regulations  Provide consultation services based on each student’s IEP  Attend IEP or three year re-evaluation meetings  Technical assistance (professional development)  Provide counseling services to individuals and/or small groups  Provide in-service trainings to districts  *Included in the cost of this service option are travel, supplies, materials and technology (computer needs) for staff

Behavior Consultant:

 Observe and collect student data regarding behavior  Provides support to classrooms collecting functional behavior assessment data  Develop behavior support plan and reinforcement packages  Train and support staff with Positive Behavior Support strategies

Description of Services of Description  Attends team meeting to brainstorm strategies and success in the classrooms  Provide behavioral recommendations

20 Special Education (Continued)

Educational Assistants: Educational Assistant Services may be provided in the regular classroom setting

or in another educational setting. Services may be purchased in .875 FTE

increments.

Transition Specialist: Classified Staff with a background in behavior trained to work within districts for students transitioning from one program/school to another. The focus as a transition specialist is for a smooth crossover in placement and support for the student to be successful in the new school environment.

District Classroom Interventionist: Licensed special education behavioral specialist purchased in .2 FTE minimum slots for working with classroom staff and/or students within the classroom to support strategies and give consultation services to the teacher for student success. The goal of this position is to keep students in the least restrictive placement possible by supporting environmental changes.

Description of Services of Description

21 Technology Services

Through Cascade Technology Alliance www.cascadetech.org

The Cascade Technology Alliance (CTA) is a part of the Cascade Education Alliance (CEA). The CEA is a collaboration of four regional ESDs: Columbia Gorge, Multnomah, Northwest Regional, and Willamette. The CEA directly mpacts 53 school districts, indirectly benefitting approximately 50% of the K-12 students in Oregon. The four ESDs make all of their education services available to any school district in their combined service area enabling school districts to access the local service plans of all four ESDs. The CTA was created by the technology departments of each of the participating ESDs to serve their area component districts, as well as other public and nonprofit agencies in need of technology solutions. CTA services include network management; server management and data center; technical support; financial and human resource systems; student information systems; data warehouse and student reporting systems; instructional services and operational services. The CTA has a menu of services available to its component school districts. The following is a list of services historically selected by MESD districts.

Application and Development Services

 Business Systems Support: MESD provides an extensive and integrated administrative financial and human resource system including hundreds of customized reports specifically for use in public schools.

 Data Warehouse: The CTA data warehouse is part of a statewide initiative to facilitate state reporting and data-based decision making.

 Student Information Services: Student Services provides comprehensive computer applications for student accounting and data management. The Synergy application offers access for administrators, teachers, professional staff, students and parents to engage in the instructional process.

 ORMED: MESD developed a Medicaid Fee For Service billing application to allow School Districts to submit claims to the State for Medicaid

reimbursement. The most common disciplines that provide Medicaid Description of Services of Description eligible services to students are Speech Pathologists (SLP’s), Occupational Therapists (OT’s), Physical Therapists (PT’s) and Nurses.

22 Technology Services (Continued)

District Office Services

 AESOP Substitute Services: MESD provides on-line substitute application and registration, verification of employment eligibility documents, blood borne pathogen training and updates, child abuse prevention training, maintenance of classified and certified substitutes, and registration of Teacher Standards and Practices Commission licenses.

 School Messenger Automated Attendance/Emergency Notification: School Messenger delivers flexible and modern communication capability with secure and robust performance for student attendance calling, emergency notifications, and other district communication needs.

Infrastructure Services

 Internet Connectivity: MESD provides Internet Service Provision (ISP) service out of the Pittock Block for districts and agencies through a shared meet-me point. This includes redundant connections to multiple ISPs.

 Network Services: Wide area data networking support is provided in the form of communication lines, router maintenance, network management and connection to the Internet.

 Engineering Support & On-Site Help Desk Support: Experienced technical support and engineering staff provide high level technical support to District IT staff and for District’s infrastructure needs.

Instructional Services

 Follett Destiny Library and Textbook Management: Destiny is a fully functional, internet-based library and textbook management system designed specifically to support K-12 education. CTA provides Destiny services to MESD and its component districts.

Other Regional Services

The MESD provides general administrative support services to Districts upon request.

Description of Services of Description

23 Administrative Support Services

 Inter-District Delivery System (PONY): Facilities and Transportation Services provide inter-district “pony” mail delivery service to component districts.

 Procurement Card Services: MESD administers procurement card (PCard) services to other smaller Oregon ESDs and school districts through Bank of America. It provides an opportunity for smaller entities to take advantage of a more efficient purchasing process and potential cost savings. Services include ordering/deactivating cards, program maintenance, on-site PCard training, and PCard auditing services.

 School Announcement Closure Network: MESD contracts with FlashAlert- Newswire.net each year for the ESD and component districts to support the interface between component districts and radio/television stations when emergency closures must be communicated to the public.

 Other Administrative/Operational Services: MESD can provide other general operational services to districts such as payroll services.

 Government Affairs: MESD may hire a specialist to provide technical support and professional assistance to Multnomah County school districts in the area of

government relations at the state and/or local level. Description of Services of Description

24 ADOPTION OF MULTNOMAH ESD PROGRAMS AND SERVICES PROPOSALS FOR 2019-2020

______SCHOOL DISTRICT NO. ____

This certifies that the following Resolution was adopted by the Board of Directors of ______School District No. ______on the _____ day of ______, 2019, in the manner proposed by law, and has not been altered or repealed.

DATED this ______day of ______, 2019

______Superintendent/Deputy Clerk School District No. ______

************************************************************* RESOLUTION

BE IT RESOLVED that, according to ORS 334.175, the Board of Directors of ______School District No. _____, Multnomah County, Oregon, agrees to the conditions and provision of all programs and services, described in the 2019-2020 Local Service Plan - Multnomah Education Service District, EXCEPT:

(Specify here each and every program not approved. If all are approved, please indicate "none".)

Please note that in the event that the required resources are not available, each and every program and service is subject to reduction or elimination at the discretion of the Multnomah ESD Board. If such reductions or eliminations are necessary, they will be made through contingency planning in cooperation with the Su- perintendents of the local component districts.

25 Albertina Kerr Multnomah ESD-Helensview School All Hands Raised New Avenues for Youth Carpe Mundi NW Disability Supports

Community Cycling Center OHSU Doernbecher’s Children’s Hospital East County SD Liaison OHSU Kitchen and Dining East County STEM Partnership Oregon Department of Education FACT Oregon Food Bank Friends for Outdoor School Oregon Forest Resources Institute Friends of the Children Oregon State University Extension Gateway to College Oregon Youth Authority Gray Family Foundation Parkrose hardware Gresham Chamber of Commerce P:ear Mentoring IBEW Portland Community College IRCO Portland Bureau of Transportation (PBOT) Impact NW Safe Routs to School Kaiser Permanente Portland Children’s Levy Kline & Associates Portland Police Bureau Linn-Benton Detention Portland Public Schools-Alliance High School Linn-Benton Community College Portland Public Schools-Alliance High School at Benson High School Mercy Corps NW Portland Youth Builders Metro Providence Willamette Falls Hospital Mt Hood Community College Dual Enrollment PSU TRIO Pre-College Programs Mt. Hood Community College Regional CTE Randall Children’s Hospital at Legacy Coordination Emanuel Mt. Hood Community College, TRIO College Reynolds Learning Academy First Program Rosemary Anderson HS/Portland OIC Mt Hood Cable Regulatory Commission School & Community Oral Health Programs Multnomah County Early Learning Self Enhancement Inc. Multnomah County Detention Shriners Hospitals for Children Multnomah County Developmental STARS Disabilities Division Worksystems: Summerworks Multnomah County Health U.S. Bank Machine Tool Finance Multnomah County Juvenile Justice Services United Way of the Columbia-Willamette Multnomah County Library Unity Center for Behavioral Health

Key Community Key Partners Multnomah County Mental Health and TriMet Addiction Services Division Yamhill County Juvenile Detention Multnomah County Probation/Parole Zenbu Multnomah County SUN Schools

26 Links to Other Information

Multnomah Education Service District Information about departments and specific programs can be found on the district website: www.mesd.k12.or.us

MESD Accountability Report The annual Accountability Report is a comprehensive summary of the programs and services the MESD provides to support districts in serving students. It reports information specific to each component district; including, number of students served, services provided, and financial data. The report is available online in the Component School Districts section on the MESD

Web page.

MESD School Health Services Annual Report The School Health Services department issues an annual report available on its homepage.

MESD Budgets and Financial Reports MESD’s annually Adopted Budgets and Comprehensive Annual Financial Re- ports (CAFRs) for the past 5 years can be found at the Business Services homepage: www.mesd.k12.or.us/businessservices

Appendix Cascade Technology Alliance Cascade Technology Alliance was originally formed to bring the technological strengths of our four education service districts together to deliver even better tech services to our area School Districts then previously possible. We have four objectives to meet before providing services to Schools. They are stability, accessibility, innovation, and cost-sharing/saving collaboration. By meeting these four objectives, our Oregon school staff, student, and parent users have exceptional solutions to support the learning environment. http://www.cascadetech.org/

BOARD OF EDUCATION SCHOOL DISTRICT NO. 1J, MULTNOMAH COUNTY, OREGON

INDEX TO THE AGENDA

February 26, 2019 Board Action Number Page

Purchases, Bids, Contracts

5825 Expenditure Contracts that Exceed $150,000 for Delegation of Authority ...... 3

Other Matters Requiring Board Approval

5826 HOLD: Funding Resolution ……………………………………………………………………………5 5827 Resolution Approving Termination of the Charter Agreement with Trillium Charter School … 6 5828 HOLD for Multiple Pathways to Graduation Location Analysis …………………………………….7 5829 Grant a Reciprocal Parking and Access Easement to Portland Parks and Recreation At Grant High School for the Construction of a New Parking Lot for the Grant Modernization Project ...... 9 5830 Rescission of Board Policies ...... 10 5831 Authorization for Off-Campus Activities ...... 11 5832 Annual Multnomah Education Service District Resolution Process ...... 12 5833 Approving Board Member Conference Attendance ...... 13 5834 Minutes ...... 13

Purchases, Bids, Contracts

Resolution Number 5825

RESOLUTION No. 5825 Expenditure Contracts that Exceed $150,000 for Delegation of Authority

RECITAL Portland Public Schools (“District”) Public Contracting Rules PPS-45-0200 (“Authority to Approve District Contracts; Delegation of Authority to Superintendent”) requires the Board of Education (“Board”) enter into contracts and approve payment for products, materials, supplies, capital outlay, equipment, and services whenever the total amount exceeds $150,000 per contract, excepting settlement or real property agreements. Contracts meeting this criterion are listed below.

RESOLUTION The Superintendent recommends that the Board approve these contracts. The Board accepts this recommendation and by this resolution authorizes the Deputy Clerk to enter into the following agreements. NEW CONTRACTS

Responsible Contract Contract Administrator, Contractor Term Contract Type Description of Services Amount Funding Source Graybar 2/27/19 Cooperative Purchase of goods on an as- $500,000 C. Hertz through Contract needed basis related to District- Funding Source 1/31/23 COA 67539 wide security upgrades Varies Option to including, but not limited to, renew public address speakers, zone through controllers, power supplies, and 3/31/29 protective speaker cages. Cooperative Procurement Group: US Communities Anixter, Inc. 2/27/19 Cooperative Purchase of goods on an as- $500,000 C. Hertz through Contract needed basis related to District- Funding Source 7/30/20 COA 67538 wide security upgrades Varies Option to including, but not limited to, renew public address speakers, zone through controllers, power supplies, and 7/30/22 protective speaker cages. Cooperative Procurement Group: The Cooperative Purchasing Network, National IPA

NEW INTERGOVERNMENTAL AGREEMENTS (“IGAs”)

No New IGAs

AMENDMENTS TO EXISTING CONTRACTS

Contract Amendment Responsible Amendment Amount, Administrator, Contractor Term Contract Type Description of Services Contract Total Funding Source Hoonuit I, LLC 2/27/19 Software This amendment adds fund for $42,755 C. Hertz through SW 63096 Hoonuit Full Essentials $190,660 Fund 101 6/30/19 licensing, installation, and Dept. Varies Amendment 2 setup. Exemption by PPS Rule: PPS-47-0288(11)

Other Matters Requiring Board Approval

Resolution Number 5826 through 5834

RESOLUTION No. 5826

HOLD for Funding Resolution

RESOLUTION No. 5827

Resolution Approving Termination of the Charter Agreement with Trillium Charter School

RECITALS

A. On May 15, 2002, Portland School District 1J (District) entered into a five-year initial contract with Trillium Public Charter School (“Trillium”) for the operation of a K-12 charter school.

B. On October 9, 2007, August 16, 2012, and November 29, 2017, after a process in accordance with ORS 338.065, the District entered into a first, second, and third renewal contract with Trillium, each renewal for a five-year term.

C. The process and criteria for considering the termination of a charter during a term are described in ORS 338.105. The criteria include ORS 338.105(1)(b), failure to meet the requirements for student performance stated in the charter, and ORS 338.105(1)(e), failure to maintain financial stability, both of which are noted as grounds for termination of Trillium’s charter.

D. On February 13, 2019, per ORS 338.105(2)(a), the District notified Trillium in writing of its Intent to Terminate the charter with Trillium Charter School, effective June 30, 2019.

E. On February 20, 2019, the Board Charter Schools Committee held a public hearing to hear community input regarding the recommendation to terminate Trillium’s charter. A copy of the hearing minutes and materials are on file at the District Board office.

F. On February 26, 2019, after reviewing the information presented by Trillium, information from the public hearing in support and in opposition to Trillium’s remaining open, and the District staff report, Superintendent Guerrero recommended that the District terminate the charter agreement with Trillium. A copy of Superintendent Guerrero’s recommendation is on file at the District Board office.

RESOLUTION

1. The Board of Education for Portland Public Schools has determined that the recommendation to terminate the charter with Trillium Charter School meets the criteria of ORS Chapter 338.

2. The Board of Education for Portland Public Schools directs staff to terminate the charter agreement with Trillium Charter School effective June 30, 2019.

T. O’Neil / K. Wolfe

RESOLUTION No. 5828

Resolution Authorizing Location of Multiple Pathways to Graduation (MPG) and Portland International Schools (PISA) at Benson Polytechnic High School

RECITALS

A. For the purpose of this Board Resolution, Pioneer High School, Portland Evening and Portland Summer Scholars, Portland Virtual Scholars, Alliance High School, Reconnection Center and Services and DART/Clinton School are collectively referred to as Multiple Pathways to Graduation (MPG) and Portland International Scholars is referred to as PISA.

B. At the conclusion of the Benson Polytechnic High School Pre-Design Diligence process in February 2017, Board Resolution 5394 referred the Benson Polytechnic High School Modernization to voters in May 2017.

C. The election was duly and legally held on May 16, 2017 (the “2017 Bond Election”), and the general obligation bonds were approved by a majority of the qualified voters of PPS voting at the election.

D. Board Resolution 5471 accepted certification from Multnomah County, Clackamas, Washington Counties for May 16, 2017, voter approval authorizing Portland Public Schools to issue up to $790 million of general obligation bonds to improve health, safety, learning by modernizing and repairing schools.

E. Board Resolution 5160 directed the development of educational specifications and a master plan for the Benson Campus with a student capacity of 1,700.

F. Board Resolution 5160 directed the preparation of an analysis of location options for Alliance Professional Technical High School, including Benson Campus and other locations across the District. This analysis should further include other Multiple Pathways to Graduation programs and be presented to the Capital Bond Committee and then brought to the full board in January 2016 as part of the overall facility usage embedded in the enrollment balancing process.

G. Board Resolution 5780 expanded the scope of the analysis to further include other Multiple Pathways to Graduation programs (MPG) and provided that analysis to the Board of Education would occur no later than February 28, 2019.

H. Board Resolution 5780 notes that the Superintendent will engage with staff, students, and parents of all additional programs currently at Benson to learn about instructional program, wrap- around service needs, and to discuss preference/potential options for school program placement to include:

a) Building a dedicated multiple pathways building, funded through a future Bond proposal. b) Remain co-located at Benson campus, with appropriate facility modifications. c) Relocation of MPG to another PPS facility.

RESOLUTION

1. The Board of Education approves the Superintendent’s proposal to:

a) Co-locate Portland International Scholars (PISA), Pioneer High School, Portland Evening and Portland Summer Scholars and Portland Virtual Scholars within the Benson Polytechnic High School campus.

b) Build a dedicated building on Benson campus property for MPG programs: Alliance High School at Benson, Reconnection Center & Services, Teen Parent Childcare and DART/Clinton School, to be funded through a future Bond proposal.

i. Evaluate Alliance at Meek campus programming needs to determine feasibility of co-locating in new building at Benson.

c) All students and programs will be relocated during the construction phases of the project. Final temporary housing plans and schedules will be completed after detailed review of temporary location options with each program by the full design team (including the general contractor).

d) This temporary housing plan includes: Benson Polytechnic High School, including Pioneer High School programs, at the Marshall Campus; MPG programs (with the exception of Portland Evening and Portland Summer Schools) at Kenton School; and Portland Evening and Portland Summer Scholars and PISA at Grant High School, for the duration of the Benson Polytechnic High School modernization construction.

2. No later than March 31, 2019, the Superintendent will return to the Board of Education with the following information:

a) Updated plans incorporating the master plan revisions noted in Board Resolution 5780:

i. Adjust the Master Plan square footage to align with staff recommended scenario 4B from the MPG location analysis and incorporate the PPS Comprehensive High School Educational Specification for wrap-around services of Teen Parent Child Care & Food/Clothes closet into the approximate Master Plan square footage.

ii. Incorporate space for future visual and performing arts programs.

iii. Include ADA and code-compliant access from Benson to Buckman field to ensure a safe route for school use.

iv. Include design only of Buckman field improvements, which are to be determined upon further study and coordination with Portland Parks and Recreation. Decisions regarding funding and construction timing of the improvements will be made prior to completion of the project.

The Board of Education expects to undertake a future capital bond campaign in 2020 to support all phases of the ongoing Benson campus construction, among other projects. If a bond is not referred to the voters or passed by voters in 2020, the Benson project, inclusive of the MPG dedicated building, is expected to be completed by a Full Faith and Credit Bond.

RESOLUTION No. 5829

Grant a Reciprocal Parking and Access Easement to Portland Parks and Recreation at Grant High School for the Construction of a New Parking Lot for the Grant Modernization Project

RECITALS

RESOLUTION

C. Hertz / S. King

RESOLUTION No. 5830

Rescission of Board Policies

Rescission of: i. Salary Schedule, 5.50.030-P ii. Recruitment, Selection & Appointment, 5.70.010-P iii. Payroll Deductions, 5.70.053-P iv. Permanent Teacher Status, 5.20.090-P v. Teacher & Principal Assignment Select Schools, 5.20.051-P

RECITALS

A. On January 10, 2019, in a public meeting the Board of Education’s Policy and Governance Committee reviewed and considered the necessity and relevance of:

i. Salary Schedule, 5.50.030-P ii. Recruitment, Selection & Appointment, 5.70.010-P iii. Payroll Deductions, 5.70.053-P iv. Permanent Teacher Status, 5.20.090-P v. Teacher & Principal Assignment Select Schools, 5.20.051-P

B. On January 29, 2019, the Board presented the first reading of each of those policies for rescission.

C. Per District policy, the public comment was open for at least 21 days, and no public comments were received.

RESOLUTION

The Board hereby rescinds each of the following policies:

and instructs the Superintendent to rescind any administrative directives derived from these policies.

RESOLUTION No. 5831

Authorization for Off-Campus Activities

RECITAL Portland Public Schools (“District”) Policy 6.50.010-P (“Off-Campus Activities”) requires the Board of Education (“Board”) consent to student out-of-state travel. RESOLUTION The Board has reviewed the request for out-of-state travel. All required documents have been submitted to the Risk Management Department. The Superintendent recommends that the Board consent to the student out-of-state travel for the below request:

AUTHORIZATION FOR OFF-CAMPUS ACTIVITIES

School, Course, and Purpose of Date(s) Number of Students Travel Travel Destination Estimated Cost 5/31/19 Beverly Cleary Learn about Mt. St. Helens, Johnson $25 seismic Observatory, Hummocks activity Trail

3/21-3/24/19 Lincoln HS Men’s Tennis Costa Mesa, CA $851.44 Tennis Team tournament

3/18-3/20/19 MLC Explore Camp Seymour – Gig $175 Puget Harbor, WA Sound

3/17-3/23/19 Benson HS Black See 3 colleges in New Orleans, $1,023.32 Student Union themselves LA in college & pursue secondary education 3/4/19 Woodlawn Life cycle & Spring Creek Fish Hatchery $0 habitat of – Underwood, WA NW salmon

RESOLUTION 5832

Annual Multnomah Education Service District Resolution Process

RECITALS

A. Annually, the Multnomah Education Service District (MESD) provides a list of resolution services in the Local Service Plan (LSP) to the MESD Superintendents’ Council for the Council’s review, modification(s), and approval.

B. The services offered in the LSP require approval of the component districts’ boards by March 1, annually. The Services offered in the LSP must be adopted by two thirds of component districts’ boards.

C. Attached is the signed, “Agreements and Understanding” of the Annual MESD Resolution Process as approved by the MESD Superintendents’ Council.

D. A separate list of the specific services for Portland Public Schools, or the District Service Plan, will be included in the 2019-20 budget development process.

E. This particular resolution does not commit Portland Public Schools to each of the specific services offered by MESD. This resolution affirms the overall services offered to all of the local component districts and contains the terms of the LSP offered by the MESD.

RESOLUTION

1. Be it resolved that, according to ORS 334.175, the Board of Directors of Portland Public Schools, School District No. 1J, Multnomah County, Oregon, agrees to the conditions and provision of all programs and services, described in the 2019-20 Local Service Plan – Multnomah Education Service District with no exceptions.

2. In the event that the required resources are not available, each and every program and service is subject to reduction or elimination at the discretion of the Multnomah ESD Board. If such reductions or eliminations are necessary, they will be made through contingency planning in cooperation with the Superintendents of the local component districts.

C. Hertz

RESOLUTION No. 5833

Approving Board Member Conference Attendance

RECITAL

A. Board Policy 1.40.070 requires Board approval for individual Board members to attend state or national meetings as representatives of the Board.

B. The Academies of Nashville Study Visit demonstrates how Nashville has transformed its high schools into personalized learning communities that offer rigor, relevance, relationship, and readiness for all students.

RESOLUTION

The Board affirms Directors Amy Kohnstamm and Paul Anthony to attend the Academies of Nashville Study Visit in March 2019.

RESOLUTION No. 5834

Minutes

The following minutes are offered for adoption:

February 12, 2019