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Summary Meeting Notes: June 18, 2012 Education and Youth Success PEG

June 18, 2012 from 4:00 to 6:00 p.m.

Attendees: Paul Cathcart, Ernesto Contreras, Will Fuller, Bob Glascock, Gabriel Graff, Diana  Hall, Douglas Hardy, Michelle Lagos, Scott Rose, Deborah Stein, Troy Tate, Stacey Triplett, Seth Warren, Lilly Windle

Facilitator: Clark Worth

View the original agenda, including materials, for this meeting. Clark handed out an overview of the PEG. 

Self-introductions

Summary: PEG members introduced themselves and described their experience and personal/professional interests related to public schools and youth success.

Overview of Context, Background and Issues

Presenter: Deborah Stein, Bureau of Planning & Sustainability

Summary: Work of Education and Youth Success PEG is framed by issues raised during the Portland Plan, including findings and recommendations from the Public Schools Background Report and guiding policies in the Thriving Educated Youth strategy. This policy direction is amplified by the ongoing work of the Cradle to Career Partnership, in which some PEG members are involved. Also, state law requires the City of Portland and its large school districts to coordinate on schools facilities planning.

The Comprehensive Plan is primarily concerned with the built environment: land use, transportation and other public infrastructure. Many issues related to Education and Youth Success are outside the realm of the Comprehensive Plan (e.g., curriculum, educational funding, teacher quality), but many issues do fall within this realm that go well beyond the bricks and mortar of school buildings – including but not limited to public safety, access to healthful and affordable food, and stable housing.

Review 2012 Meeting Agendas

Presenter: Deborah Stein, Bureau of Planning & Sustainability

Summary: Deborah walked through the Proposed Calendar and Tentative Agendas to provide a preview of topic areas that this PEG will address during the upcoming year. Based on this preview, Clark asked for questions, comments and any items of interest that are not necessarily reflected in the upcoming agendas.

Questions and Suggestions

  • How deep will the PEG get into issues? Look at zoning? Specific mixed use development models? (Response: The PEG will primarily be advising on policy, but may need to look at specific examples of development and/or zoom in on more detail, e.g., zoning or other implementation mechanisms, to comprehend the potential implications of policy choices.)

  • Is the Comprehensive Plan / zoning map being updated? Is this covered in the PEG’s assignment? (Response: Yes, the map will be updated selectively; priority will be any map changes necessary to ensure consistency between policy and map designations. Additional map changes to further advance new policy will follow in later implementation phase.)

  • Is Portland’s map aligned with other maps: e.g., Metro 2040? (Response: Yes; a number of maps and other state and regional policies are considered in the update of the City’s Comp Plan.)

  • Will the Education PEG communicate with other PEGs? How? (Response: Yes; how and when will be determined as issues arise through the process.)

  • Does the PEG cover k-12 public schools? Other schools? Colleges? Pre-k early education? (Response: this PEG will primarily address k-12 schools, including both private and public. The PEG may also consider pre-K early education programs, primarily regarding facilities and location issues. Colleges and universities will instead be addressed through the Economic Development PEG, under the umbrella of “institutions.”)

  • Will the PEGs provide feedback on growth scenarios for the Comprehensive Plan? (Response: Growth scenarios will be particularly relevant to this PEG in discussions about accommodating growth and implications on facilities planning for school districts.)

  • How much interplay between school districts? (Response: Productive inter-district coordination and collaboration occurs through a variety of forums including Cradle to Career and the Superintendents’ Council. The Portland Plan’s Thriving Educated Youth strategy reflects the voices of the City’s large school districts.)

  • Are there local / national models the school districts want us to be aware of for shared use of facilities? Business partnerships? Different architectural models? McMinnville vocational model cited. Draw upon PPS facilities research and planning: what facilities look like in other cities; multiple use opportunities. (Response: PEG members with working experience inside and outside Portland are invited to bring good examples/models to the group for consideration; staff will also look inside and outside Portland for exemplary facilities and case studies to share.)

  • Infrastructure that supports schools is important. (Response: The City partners with school districts on Safe Routes to Schools for sidewalks and crossings. Policies to guide other school-supportive infrastructure investments, such as parks, street lighting, etc., may also be addressed by the Infrastructure Equity PEG.)

  • Should PEG members solicit public response on these issues? (Response: PEG members are strongly encouraged to solicit input from colleagues, friends, family and association/organization partners to broaden the reach of the PEG.)

 

To be further explored:

  • School links to area businesses / employers (OHSU?)
  • How does equity fit in school buildings?
  • Funding consequences of community use of schools: can the City of Portland help?

 

Public Comment 

  • No public comment

For more information, please contact either Deborah Stein, Bureau of Planning & Sustainability at 503-823-6991 or deborah.stein@portlandoregon.gov, or Clark Worth, Facilitator at 503-222-0146 or clark@barneyandworth.com