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Regan Molatore: We're going to call roll. So we'll know which Board Members are present. And then we get to move into our student presentations, which we are super excited for us so much fun to see so many students here. So with that, at killing, would you please take role.

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Kelly Douglas: I guess my time.

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Here.

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Kelly Douglas: Chelsea King

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Here.

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Kelly Douglas: Christie Thompson.

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Kelly Douglas: Here dealing heights.

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Here.

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Here.

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Here.

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Regan Molatore: Excellent all school board members are in attendance, just like school. We have to take attendance to and and with that our first um

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Regan Molatore: I don't see evening is a land acknowledgement that some incredible students from Bolton primary put together.

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Regan Molatore: And when they get to educate us on their work and to they get to share the language of their land acknowledgement and their teacher Amy Sebastian is here with them to support them and their work this evening as well and

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Regan Molatore: That Miss Sebastian. Should I turn this over to you to

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Amy Sebastian: Her sure

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Regan Molatore: Thank you.

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Amy Sebastian: So my class was invited to learn about land acknowledgement and create a land acknowledgement to share for the district Equity Team.

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Amy Sebastian: And so I had a group of six kids volunteer to learn about and study what is Atlanta acknowledgement and why would we do with that. And then they have. I think this is the fourth time that they have presented this in different in different meetings in different

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Amy Sebastian: Capacities. And so they were saying they're not nervous anymore. It's like, super easy now they know it.

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Amy Sebastian: Delaney isn't here. Oh, there she is. Hi Delaney you are here. So I'm Delaney Smith is one of the students. So we Cutler, and you guys can just wave. When I call your name Dijon Alan Parker gates Mila Morozov Nika Johnson.

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Amy Sebastian: And with that, I will have. So we start

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Zoe Cutler: Hello.

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Regan Molatore: Have you made me start over.

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Curtis Nelson: Should be good now.

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Regan Molatore: Alright, so would you start again. Press, please. Yes.

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Zoe Cutler: Please.

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Zoe Cutler: Hello. Good afternoon.

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Zoe Cutler: Please take a moment to think about where we

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Zoe Cutler: Need to do you go to

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Zoe Cutler: Be the car, think about our

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Zoe Cutler: Kids

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Zoe Cutler: Like to walk to the beautiful nature and marks words and playing the Willamette River were received fish equals glue herons beavers and more

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Delaney smith: We're

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Delaney smith: Going to learn about the

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Delaney smith: Native American Americans and the importance of remembering that

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Dejon Allen: We are here to honor the ancestral we know our homes and schools on. We do this because Native Americans respect nature data. Everything had a spear and the land was an important part of their life.

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Dejon Allen: Making a landing knowledge meant shows respect for the people who took care of the land for so long we remember an honor them for how they care for the land. This is our statement. Let's let them listen to Wilson Ville are located near the Willamette and Tualatin Reverend rivers and

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Amy Sebastian: Valleys on Dijon. That's like packer finished that part. Okay.

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Parker Gates: So awesome located the low me call to revisit the Willamette Valley, we acknowledge that our schools are built on the land longer and copy or native peoples and now the Confederate tribes into grand want there's just a place where those tribes fished hundred and live

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Mila Morozov: Is our responsibility to honor them lane, like the Native Americans did me to remember that Native Americans took care of the land, you're seeing on right now.

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Mila Morozov: And it's now our obligation to listen to the Confederate tribes of the Grand Ronde he's members still live and work here being we should include them into decisions about how we use the land and take care

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Regan Molatore: You're on mute.

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Regan Molatore: Are you able to start again.

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Nika Johnson: Statement with you now that this is the beginning of our commitment to on and read Americans, you know, as a protected.

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Delaney smith: After learning about the district Equity Team, we are

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Delaney smith: Interested in starting a student Equity Team at Bolton primary that includes everyone's ideas and voices. Thank you for having us.

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Regan Molatore: Oh my goodness. Thank you so much Nika nila D john Delaney and Sally and Parker purchased your thoughtfulness your research and

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Regan Molatore: What you've shared with us here today about what you've learned about the Native American use of our land, especially that upon which our schools. Sit or sit close to, so thank you so very much.

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Regan Molatore: I was wondering if I could ask a question. And I was wondering if you had the opportunity at all to reach out to the

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Regan Molatore: Tribes of the grand Ron

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Andrew Kilstrom: And just get

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Regan Molatore: Their impressions. Maybe on your thinking around this.

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Amy Sebastian: Can I answer that.

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Amy Sebastian: So we, we have not. And as we were reading about how you do land acknowledgments. One important part is getting input from the tribes that are in the area and

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Amy Sebastian: You know we we had about a week to look into and do some research to prepare and so we know that this is just the beginning. Like they said that if we want to do it. The really the correct way we would get input from other people.

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Amy Sebastian: So, and the tribes that are in the area.

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Regan Molatore: Well, if you get the opportunity to pursue that and get feedback and if it changes or alters this at all. I think we as a board would love to hear about that work and where it goes to next. And what it becomes because

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Regan Molatore: This is very much the something the type of work that interests, our board and that is a goal which we prioritized and so we like to learn about these things as much as you're willing to share them.

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Regan Molatore: And anybody else have anything else they would like to add or say thank you.

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Chelsea King (she/her): Yeah, just take a moment to thank the students, for coming. I really

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Chelsea King (she/her): Feels good to hear your voices and to see a little bit about your work and even the struggle through the technology, a little bit with being on mute and hearing the feedback. It's, it's not perfect, but it's working for us as a way to come together.

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Chelsea King (she/her): And so I appreciate you sticking with it and I'm recognizing the native peoples who lived on this land before we were here and it's important to to name them. And so I appreciate you doing that for us.

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Dylan Hydes: I just wanted to say thank you to all of you for your work time and being here and giving up a Monday evening to be with us.

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Dylan Hydes: As I think you guys are probably already learning is that you know what we consider American culture is a very just a blip.

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Dylan Hydes: On the history of people living in the Americas and acknowledging the people that were here much longer than what we think of is today as being

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Dylan Hydes: Americans, but actually Native Americans have such an important history and for you to acknowledge that and help others understand that better is really valuable. So thank you all so much for your work and please keep it up.

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Amy Sebastian: Thank you for having us.

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Kathy Ludwig (she/her): So I'm just going to echo again as your superintendent that I'm just so proud of each of you and thank you Miss Sebastian for taking this on and what a gift to your students to be part of this research and what a gift to us.

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Kathy Ludwig (she/her): To then receive this land acknowledgement and it sounds like as it evolves, she'll just keep us updated and then we can adjust it. It's

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Kathy Ludwig (she/her): Going to be posted on the website so that classrooms across our district and other meetings can use it and have it accessible and will keep the six of your students as the authors of this land acknowledgement

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Kathy Ludwig (she/her): for years to come. So students. Thank you again check your mail boxes in the next week or so because we've got a thank you coming your way.

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Kathy Ludwig (she/her): Including a book about the indigenous peoples history of the United States. So always an opportunity to get a great book.

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Kathy Ludwig (she/her): So we're going to send a book your way, as well as some other little goodies and and package just thanking you, again, for

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Kathy Ludwig (she/her): Staying after school to work on this project. So we appreciate the time and the commitment you gave to this and you can do one last big wave to everybody, because this meeting is recorded, so you might as well get in the screen and get waving right

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Kathy Ludwig (she/her): Round.

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Zoe Cutler: Weekend.

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You too.

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Regan Molatore: Thank you guys so much more than welcome to go. If you haven't already, so thank you. Thanks.

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Regan Molatore: All right, we get to move from our primary students on to the other end of this spectrum with our high school students and their monthly reports to the school board about their actions and tonight. We will begin with Michelle Quinn of arts and technology. High School.

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Regan Molatore: And I know I saw Michelle earlier. She not a we lost her

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Michelle Quinn: Here.

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Regan Molatore: Oh, there you are. Okay, I saw your image earlier but like the big old mess me up. Okay. We'd love to hear from you, Michelle.

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Michelle Quinn: Good evening school board members and Dr Ludwick I'm glad to be here.

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Michelle Quinn: I'm glad to be here tonight to talk to update you on what's going on at her school. I'm afraid my speech is going to be a bit shorter tonight.

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Michelle Quinn: The time between Thanksgiving went to break is going by quickly, which is good 2020 has been such a different year. It feels like it has been dragging on and on but feels like it should still be April.

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Michelle Quinn: I want to share a little bit about with you about what's happening in our classrooms teachers are using different online methods of

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Michelle Quinn: Tool teaching tools as part as as part of the zoom classes to make things more engaging good in tools like jam board which I recently had the opportunity to use my English class.

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Michelle Quinn: Jam board is like a virtual bulletin board or whiteboard that everyone in class can see in us.

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Michelle Quinn: You can post ideas on digital posters, as well as upload photos recently in a word study activity in English we use shampoo or to post words with a common root

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Michelle Quinn: Then we would dissect the word and then choose where to start them into different categories that we've pre determined it is great. It's a great

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Michelle Quinn: Way to make a job to get a giant mess of ideas from everyone in the class and to make sure that everyone's voices heard about an idea.

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Michelle Quinn: We're really excited about an event next week that our parent family groups organizing called holiday gifts and lights. It is next Tuesday, December 15 24 and 8pm

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Michelle Quinn: students and their families will be able to drive through the holiday lights that will be put up all around the front of the school.

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Michelle Quinn: We will distribute hot cocoa and popcorn to families as well as a teacher, students will be able to receive their heart but traditional holiday gifts from this war.

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Michelle Quinn: At the idea that everyone must wear a mask and keep six feet apart to maintain social distancing since this is a drive through event students and families to stay in their vehicles.

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Michelle Quinn: Or student our staff will deliver the holiday gifts any students who are not able to attend the event. I hope you had a great Thanksgiving and are looking forward to lecture. Great. I look forward to seeing you all again 2021

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Regan Molatore: Thank you so much. MICHELLE, THAT WAS FANTASTIC.

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Regan Molatore: And it sounds like that will be a blast as well. So, I hope, I hope a lot of students are able to attend and next we have up is Cole Peters from Westland high school I call

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Hello.

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Cole Peters: Good evening. Dr. Ludwig and school board members, thank you for allowing me to share with you what is happening at Westland

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Cole Peters: Last month we held our annual canned food drive in a normal year we would collect 50 to 70 big boxes of food for the audience to the Elks club.

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Cole Peters: Because we weren't able to collect in a fourth period classes. This year we set up a drive up, drop off station in the back of the school and we were really surprised and grateful to collect a total of 26 boxes of food.

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Cole Peters: That Alex are extremely happy that we even ran a food drive this year because a lot of groups weren't able to in the donations. We collected will help them to support many families in need throughout the winter season.

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Cole Peters: Additionally, we ran our traditional dollar day event to support the Westland food pantry using Edmodo collect donations. I'm pleased to say that we raised $575 just significantly more than we raised most years

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Cole Peters: We want to thank all the students and families who helped to make the canned food drive a success.

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Cole Peters: Another annual tradition is our 10 DAYS OF JULY CELEBRATION organized every year by leadership ASP class today was day one.

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Cole Peters: We know that expressing gratitude and being generous creates joy for the giver and we all need a little bit of joy right now.

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Cole Peters: The 10 days of joy consists of activities and events that give our students different opportunities to be grateful and generous.

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Cole Peters: We also reserve a couple of the days to give students and staff little gifts, who because everyone likes to receive gifts each day's activities listed on our ASP Instagram.

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Cole Peters: And we'd love to have you follow us if you aren't already, but I just want to let you know about our three generosity opportunities this year.

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Cole Peters: Encouraging donations to the kg. W. A great toy drive event muffins collection for the Clackamas women services.

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Cole Peters: And a collection of hand sanitizer and disinfecting wipes to donate to the state of Oregon to help replenish their pee pee supplies.

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Cole Peters: And next Friday, December 18 from two to 5pm will be a gift to a drive by walk by opportunity in here quartets of are very talented band and choir students share some live music in front of the main building

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Cole Peters: We have to monitor the total number of people present, keep it under 50 we'd love to have you drive or walk by and enjoy the music from a distance. If you're available.

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Cole Peters: We're grateful to be able to find safe ways to give our students, staff and community some joy. During these trying times

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Cole Peters: For every activity that has been impacted by the pandemic. There is someone trying to create an alternative so that students can still stay connected

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Cole Peters: Including the Oregon Music Educators Association, they held virtual auditions for their all state and ensembles this year.

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Cole Peters: And we are really proud of the 31 Westland band and orchestra students who have been selected to be members of those elite groups.

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Cole Peters: Also in performing arts news our annual improv troupe will be doing a public show on Friday, December 18 at 7pm via zoom

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Cole Peters: Details about how to access what will be a very fun and inventive performance will be available on the theater department website.

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Cole Peters: I want to thank all of you for allowing sports and activities to resume practices outside with masks social distancing in limited capacity.

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Cole Peters: We know that when the infection rates in the area. Go up your jobs get a lot more complicated to

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Cole Peters: Having the opportunity to participate in our usual activities in any way. It means a lot for the students who we are so grateful for this chance. Thank you for listening and I will see you next month.

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Regan Molatore: Thank you all so much. And I think he said it fast and we can all use a little joy more now than ever. So we're very grateful to you and the west of high school students for creating those opportunities and next we have Kylie hadn't from Wilson Ville High School. Hi Kelly,

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Kylie Hadden: Hi, Dr. Log in school board happy December and thank you for giving me the time to continue sharing about what's going on at will, civil high school. I have lots of great information to share

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Kylie Hadden: But why things didn't break five amazing student athletes signed to commit to their sports for college. On November at

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Kylie Hadden: Our athletic director Mr Burke and the web and crew helped with creating a safe but memorable way to remember signing day

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Kylie Hadden: You can visit WB and easy channel to watch their events to more student athletes are applying to sign as well this Wednesday.

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Kylie Hadden: Although practices in rehearsals were cut short before break our student athletes finished Season one strong

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Kylie Hadden: Web and director of sports Ryan Rector just released his YouTube project called calm after the storm storm, where he put together videos from many of the practices that were going on.

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Kylie Hadden: It was great to see many wild cats have fun with their activities.

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Kylie Hadden: One of our teachers, Miss Roberts has stepped up this year to begin a speech in the debate team. They recently just had their first competition and I walk has did an amazing job.

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Kylie Hadden: Sophomore Marcia melanoma, please first in her event and freshman duo Cassidy York and Sophia Levitsky received forth out of 12 of out of a field of 12

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Kylie Hadden: Our counselors are continuing to support us while cats, the best they can, they're holding drop in office hours on Wednesdays at lunch on zoom if students need any help.

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Kylie Hadden: Finally, we have so many great upcoming events, the leadership to class is starting a coat and sock drive and are having drop offs on December 4 and December 11

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Kylie Hadden: Their theme for this December is building community through connections and giving and they feel that it's important during this time to help many families in need.

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Kylie Hadden: The girl up club is planning on having a female hygiene. Dr. Starting on December 14 although this is usually done in school they're working really hard to come up with a way to continue the drive.

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Kylie Hadden: Lastly theater is can is going to have a online musical showcase where students will have the chance to showcase their

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Kylie Hadden: single or dual musical numbers acting numbers and dancing numbers rehearsals began this month, and it will premiere and early March. I hope you all have an amazing and safe holiday season. Happy Holidays and see you all next month.

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Regan Molatore: Thank you so much. Kylie and happy holidays to you and your peers. Please take that back to them as well. And thank you so much. Students for joining us again, this month, and we look forward to seeing you in the new year.

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Regan Molatore: And with that, then we get to move on to our board reports and I'm Ginger, why don't we start with you as a reminder for your disclaimer.

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Ginger Fitch: Oh, thank you. I am an attorney who practices in our county and may have a client who has a parent or student in our district should anything come before the board that would materially benefit my client, I would not participate in the discussion or the decision making and

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Ginger Fitch: without disclosing the identity and my client.

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Ginger Fitch: This

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Ginger Fitch: I don't know what period, we are in. But I attended the Oregon school board Association come conference or convention and I also had opportunity to meet with the arts and technology.

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Ginger Fitch: High school team.

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Ginger Fitch: And want to report some of what they provided in that meeting, they have. I'm going to be looking at my materials so I can refer to them.

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Ginger Fitch: So again, a reminder that this year, arts and technology high school is only comprised of two grades.

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Ginger Fitch: And approximately 80 students they one of their goals is for their students to be 100% graduating

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Ginger Fitch: And also with 15 or more credits and then

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Ginger Fitch: Well so 100% of the 12th grade students with 15 more credits will successfully complete their high school success plan and 100% of the 11th grade students will have developed a high school success plan and make progress towards their goal.

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Ginger Fitch: And then 100% of the seniors will have developed a portfolio for post, post high school options and an action plan that reflects their own personal interest preferences and personal goals and then also

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Ginger Fitch: They have a goal of 100% of the families be known by staff and our collaboratively engage with the school.

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Ginger Fitch: They call

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Ginger Fitch: It a winning streak when the students are on track for that initial goal I spoke about

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Ginger Fitch: And they probably have a better definition than I could provide you tonight. But last year 80% of them are on that winning streak at this point in time and this time 87% of them are even with coven

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Ginger Fitch: Which I think is tremendous reflection of the work that they do for their community. The success they have in the other goal of working collaboratively with families and

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Ginger Fitch: I think there are three things I want to make sure the board knows. One of the things that we could do.

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Ginger Fitch: As a district and as a board is really think about the ways that the staff at arts and technology high school are able to be flexible and also

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Ginger Fitch: diligent and understanding their students in a way that helps them move forward with their plans and and to be successful and have a winning streak and and and how, how can we take that

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Ginger Fitch: And and move it through all of our high schools would be one of the things we still

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Ginger Fitch: Would benefit from the work that and the learning that's done their arts and technology.

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Ginger Fitch: Um, the other thing. One of the practices, they're doing as a five second mindfulness or something like that at the beginning so that a student comes to a zoom meeting and

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Ginger Fitch: Is able to or zoom or whatever they're using are able to ground themselves and be ready to learn

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Ginger Fitch: And for that, to have really been a successful way to get people present and I figured it was a way

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Ginger Fitch: Lots of us could use it within our own personal our business lives do when we're doing these video things. But once again, a way of thinking, how can we help our students learn

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Ginger Fitch: And what what what gets in the way. And even that five second grounding and practice that's been demonstrated across their stuff is

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Ginger Fitch: An excellent way to do that. I think the other observation is really how Maslow's Hierarchy of Needs comes into play during the pandemic and what are we doing to address.

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Ginger Fitch: students and families needs that are so basic that our kids can then continue on to the other levels of learning and progressing in their schooling so

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Ginger Fitch: I did ask specifically how the staff was doing. They're very tired and I'm reading about that nationwide just acknowledgement of how much we appreciate staff.

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Ginger Fitch: And then in terms of what can we do as a board to help meet the needs those basic needs of families. And is there anything we could be doing at a Community level to lift that burden from our families and maybe from our stuff too. So it's something for us as a board to be thinking about

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Regan Molatore: Thank you, Ginger and

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Regan Molatore: Chelsea, I didn't skip you but I'm just going in a slightly different order. So you have to go first.

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Regan Molatore: Dylan.

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Dylan Hydes: Sure. Very briefly, I did have a chance to take part in the listening session over the gender neutral bathrooms.

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Dylan Hydes: I thought the staff did a very effective job particularly BB voice and kind of introducing the topic and then kind of

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Dylan Hydes: Getting out in front of the issue and explaining a lot of the questions that we've been facing kind of going over those questions and then the staff effectively took questions from the public so that that was good.

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Dylan Hydes: And I haven't heard much from the public. If they found that helpful or if they wanted more of that but if anyone has any thoughts on that, feel free to reach out to me or to be in the district office.

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Dylan Hydes: Also, as the board liaison to Three Rivers charter school. Dr. Luke and I were able to spend about an hour, maybe, hour and a half with Nick shape and

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Dylan Hydes: Talking about how they're doing through studio and the unique challenges they face due to their the size of their school. But overall, and they kind of very positive assessment and doc Ludwig was

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Dylan Hydes: Careful to reach out to him to make sure that he knew the new needs or resources or ideas or support that we can provide to make sure that our doors are open and Nick is using those. So that's it.

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Regan Molatore: Thanks done and Christy

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Christy Thompson: Thank you. And I also attended the octa conference on November 14 along with Director King and director and Fitch and we kind of did some testing to try to make sure we cover different

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Christy Thompson: Different seminar so that we were all hearing different information. So thank you to director Fitch for kind of coordinating that

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Christy Thompson: Between us to make sure. So that was interesting and I also was on the gender neutral listening session that the desert held on the 17th and feel like

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Christy Thompson: I do feel like it was able to answer some of our communities questions and some of the pressing things and

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Christy Thompson: I met with Garrett prior who's a member of the Wilson Ville alliance and for inclusive community. And just to discuss. He just really wanted to discuss kind of what concerns. I see in our community and where our community can be making improvements.

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Christy Thompson: And we just ended up talking a lot about just how do we come along and support single parents as well as especially in this pandemic and the CDO learning

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Christy Thompson: And then also talked about just mental health needs and coming alongside those with mental health needs.

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Christy Thompson: Just kind of two things that are on my heart just for my family experience growing up. And as a result, I am going to be attending the Western alliances meeting on the 17th.

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Christy Thompson: And just to listen and learn and contribute where I can and then today. I attended OSB a seminar on dealing with conflict on the board and I'm happy to report it made me feel even that much better about our board.

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Christy Thompson: Because a lot of what they've talked about. I don't think that we've we've had to

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Christy Thompson: We've had to worry about. But a couple things that did strike me and just for feature and one

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Christy Thompson: They kind of talked about three things that you can do to deal with conflict and one was prevent you know when you start with prevention.

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Christy Thompson: And then correction. If there's an issue. And then, you know, how do you protect yourself as a bard when an issue gets out of hand and and

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Christy Thompson: What I what caught my eye about prevention is one thing they mentioned was just training and making sure that board members understand their roles.

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Christy Thompson: And what their role isn't and it just as we look forward to next year when there's possibly three positions and, you know, I'm not sure what what's going to happen there, and what our board turnover. Just something to be thinking about, like is there.

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Christy Thompson: To making sure that we bring new people up to speed and you are also gracious with helping me when I came on and

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Christy Thompson: And I was just one person that thinking, gosh, if we have a bigger turnover. We want to make sure that that happens. Going forward and and then there was one thing I wanted to mention

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Christy Thompson: And

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Christy Thompson: Oh, and then the other thing I thought that was good. As you know, the mentioned that conflict on board is not always like, it's not a bad i mean i think about some of the discussions that we've had even in the last

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Christy Thompson: Two or three months and board session and they've been robust and we haven't always

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Christy Thompson: Agreed with each other, but we've always been super respectful and listen to one another and

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Christy Thompson: Been Able, it's been constructive versus devices and so

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Christy Thompson: I just thought that was a good reminder that, you know, the great thing about boards. And I think one of the thing that makes our board and it unique is that we each bring different passions and different

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Christy Thompson: Beliefs, maybe and values and that sort of thing and feel like we can share our opinions, but we do it in a respectful way. So, if anything, it was. I learned a little bit that I also, it was just a reminder to me of the blessing, it is to be on this board.

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Regan Molatore: Thank you. Christy and Chelsea.

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Chelsea King (she/her): It's kind of nice going not going first to remind me of some of the things that we've been up to lately. Um, yeah. I also was in the gender neutral listening session and appreciated the detail at which the district presented the plant and the amount of

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Chelsea King (she/her): To wake communication that occurred, even though it wasn't you know in person. There was an ability for people to be asking a lot of questions and the district to be responding to them in real time.

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Chelsea King (she/her): And I'm also working with the Wilson, the Alliance for inclusive communities to partner with the district to show intelligent lives. And so I'm Dr. Jennifer Spencer items and I will be meeting.

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Chelsea King (she/her): Next week, and so just keeping you up to date should

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Chelsea King (she/her): Should we start to promote that event that you'll see wake and the district working together to show that moving film to our community.

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Chelsea King (she/her): And I did. I was at that SBA conference and was able to join in with some of the school board members of color caucus.

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Chelsea King (she/her): Meetings, as well as the Clackamas county regional meetings. And so it's always just it's such that the information that OSPF gives us in some of their women webinars is really valuable, but really it's that relationship that building across different school boards that I value greatly

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Chelsea King (she/her): And then I don't know if anybody else made it to that OSPF legislative policy update webinar. They hold recently, but they talked a lot about the the budget and how we can lobby our lawmakers remotely during their upcoming sessions. Special Session regular session.

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Chelsea King (she/her): Um, let's see what else is interesting. I've been reading a lot about coven and how different districts are responding to call them in different states and

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Chelsea King (she/her): Just echoing what we heard one of our high school students say, and just really hoping we can do whatever we can to keep our students engaged in their co curricular activities.

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Chelsea King (she/her): And that's just something we know is really important to them and just keeping up to date with some of the research that showing that schools are not sites of outbreaks and

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Chelsea King (she/her): And also some creative responses like going to school during the summer to make up for lost learning time and some just some of the things that schools are doing across the country. I'm just reading a lot to see what you know how different districts are responding and

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Chelsea King (she/her): And also hearing a little bit about like was said with the statistic WITH ARTS AND TECHNOLOGY high school. You know, there. Sounds like their success, one of their metrics for success has improved.

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Chelsea King (she/her): I know some students are doing and not as well with distance learning and some students are doing better with distance learning and so it gives me hope that what we're learning about

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Chelsea King (she/her): online school and what types of students who works for and that there's some opportunities for growth and success even as we kind of and do what we can to work with them online school and a pandemic.

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Chelsea King (she/her): And I don't know if any of you have had a chance to read that arts, culture and heritage strategy that came out of the city of Wilson bill, but it's a lovely document.

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Chelsea King (she/her): It's maybe a dozen pages if you don't count all the indices and it was Bill flood was the consultant, if you recognize that name, who

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Chelsea King (she/her): Worked to do this strategy kind of from the ground up. It's interesting. It's worth the read it does talk about the district and our bond project. So it's you know it's

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Chelsea King (she/her): Good to just read it and make sure you know what's being said there and there was a land acknowledgement at the beginning of that are within that document as well about the caliber Priya tribes.

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Chelsea King (she/her): That lived here and Wilson bill before the white settlers came so oh yeah and I continue meeting every Monday at noon the superintendent and the board chair.

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Chelsea King (she/her): So that's actually quite a bit, considering is all happening on zoom

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Regan Molatore: Yes, it is. Thank you Chelsea, and I am I'm using my board time for two different topics for me aboard.

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Regan Molatore: Through a work session and the opportunity to

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Regan Molatore: Engage in kind of our interim superintendent evaluation and through that process. And as we all reflect on the work that's being done in this district, it tends to strike us the the

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Regan Molatore: The extent to which you know we've had to reimagine and reinvent the delivery of education, the school year and the short

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Regan Molatore: Runway in which we had the ability to do that as well as you know all the different components from getting out curriculum and books and

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Regan Molatore: Technology and just the vastness of the work that has taken place that takes place every year. But how this year and

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Regan Molatore: Just kind of added to the level of work and the nature of work and all new ways. And I think as gender and mentioned in her board report as well. This idea around staff fatigue and I think

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Regan Molatore: We as a board with Mike the opportunity to be able to give our administrators and Dr. Ludwig

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Regan Molatore: Permission to, to, to, especially as we're approaching potentially of the holiday season. And some days off to invest in not just our students all the time. But in your own personal self care and families.

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Regan Molatore: And it's just this is a fantastic forum to come to state that publicly and to please give you selves permission to prioritize you and your family's

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Regan Molatore: Not just, you know, during this time of the year, but to to carve out some time because this we need, we need you in this work for the long haul.

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Regan Molatore: And

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Regan Molatore: We can we do not want individuals burning out and and because I suck and help anyone. So please take time to care for yourselves and your families.

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Regan Molatore: And then the second part is, I mean, a little bit of an error and setting this agenda and we may have received or have seen in your inbox is that oh SBA sent us a reminder that it's kind of

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Regan Molatore: election season for appointment to the SBA positions.

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Regan Molatore: And so I didn't put it on this agenda so I can add it. However, I'm gonna, I'm actually kind of seeing whether or not our board really wants to add it to our agenda this evening.

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Regan Molatore: Because there are two positions open that we would be voting on in the Clackamas region.

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Regan Molatore: Both of them are on a post so we could take the time to vote, but they're going to have to see. Anyway, so, AND IT'S LIZ Hartman is running again for position seven and then on

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Regan Molatore: Libra Ford would be I think she's currently appointed to the board, but then she. This is her first time of running for a full term. So if you want me to add it so we can vote to support these I'm seeing an head shake of know who else is on now.

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Regan Molatore: Who is a yes.

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Chelsea King (she/her): I mean, I would say if it takes like 60 seconds I would vote to support your support between

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Chelsea King (she/her): Behind this Hartman and lever forward. But if it's going to be a really extensive process and then we don't need to. But yeah, I, even I bought all the way down the ballot every time whether people are opposed or on a post. So I'm going to do this.

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Regan Molatore: Quickly detail. But yeah, I didn't want to link them, although this discussion alone is probably done that.

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Regan Molatore: All right, I'm I'm seeing more nose than yeses. So that's the direction I'm going. All right.

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Dylan Hydes: I'll make a motion that we approve of both candidates that are running unopposed for those people.

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Ginger Fitch: I'll second that.

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Regan Molatore: This Ludwig hurt. No, I'm not. Miss. Miss Douglas call it for vote. I'm assuming no further discussion.

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Kelly Douglas: I was typing.

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Kelly Douglas: Reagan military

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Yes.

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Kelly Douglas: Chelsea King

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Kelly Douglas: I don't hide.

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Kelly Douglas: Ginger fetch.

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Kelly Douglas: Hi, Christy Thompson.

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Regan Molatore: Oh, I think she's frozen. Oh, she's back

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Chrissy.

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Christy Thompson: I like to

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Regan Molatore: Thank you. Christy you for us. All right. Thank you all. I apologize that one always sneaks up on me annually. So we got that done. And now we'll move on to the next item which is dr Ludwig's superintendent report.

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Kathy Ludwig (she/her): Okay, thank you. And I think I can share my screen. Yeah.

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Kathy Ludwig (she/her): Just do that quickly.

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Kathy Ludwig (she/her): Just a few highlights. Just like all of you did around things that were that are going on and that I'm involved in, in addition to the day to day

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Kathy Ludwig (she/her): I do have weekly meetings. Now with Clackamas county superintendents, we made that decision as there was just always ever changing news and updates and we wanted to be as aligned as possible and process things together as superintendents

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Kathy Ludwig (she/her): There are still about twice a month statewide superintendent meetings that are hosted by either COSA or SBA and definitely o d is there as we

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Kathy Ludwig (she/her): Update on health metrics or other information that comes out. We were meeting weekly with our associations, but now that we're kind of

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Kathy Ludwig (she/her): hunker down into CDs for a little while. We're just doing that on occasion once a month or so.

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Kathy Ludwig (she/her): It is the season for capital bond design planning process meetings and you've been a part of some of those community listening sessions.

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Kathy Ludwig (she/her): And I want to thank that team again as they continue to

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Kathy Ludwig (she/her): Really work through that complex Timeline of a lot of big projects and I've been attending as many of those as possible. Some with the community. But then, a lot of us just with staff as we go through specific areas in preparation for for planning.

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Kathy Ludwig (she/her): And then those community listening sessions that several of you mentioned you've been able to attend. We did.

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Kathy Ludwig (she/her): Launch and host our first district Equity Team meeting. So we've gone back to while every school has an equity team we've gone back to also having a district Equity Team. In addition to our Leadership Forum format where we do a lot of our equity work.

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Kathy Ludwig (she/her): This district Equity Team then does have teacher representatives as a part of that. And we're going to meet quarterly

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Kathy Ludwig (she/her): Was able to attend quite a few of the sessions at the middle and high school professional development that happened, the week of Thanksgiving break

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Kathy Ludwig (she/her): Primary School was working on the report cards that day and middle school and high school. We're having professional development sessions.

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Kathy Ludwig (she/her): Able to hear Shauna Adams as a keynote speaker to middle schools, you can see a picture of her slide. They're talking about equity inclusion and anti racism in our schools.

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Kathy Ludwig (she/her): And as always, she was a phenomenal educator and facilitator for for that event for middle school teachers.

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Kathy Ludwig (she/her): And then just last week, gave a presentation to the Wilson bow rotary and kind of see the topic down there.

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Kathy Ludwig (she/her): Really just giving them an update on how we're doing with teaching and learning during a pandemic during comprehensive distance learning

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Kathy Ludwig (she/her): And then I also was able to give them a little update on the capital bond projects unique to our Wilson bill schools. So that was great. And then on the docket is to get over to Westland rotary as well in the near future.

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Kathy Ludwig (she/her): And this week, just to let you know I will be launching the first meeting of our new group called the superintendent Advisory Committee for racial equity and this is a parent group.

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Kathy Ludwig (she/her): So what we've got the district Equity Team that involve staff and administrators. This is a group that I'm hosting that will have parent representatives from each side of the district.

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Kathy Ludwig (she/her): giving feedback and having some input on the district equity plan so I'm looking forward to meeting that group of parents for the first time this week and then we'll also be meeting quarterly and get into some of the, the work together.

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Kathy Ludwig (she/her): So always the wonder is, how are we doing around our health metrics and I know you're watching that carefully, but just for

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Kathy Ludwig (she/her): Community members who might be viewing for the first time. These are the new health metrics that came out the end of October that we're abiding by we're looking at that first

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Kathy Ludwig (she/her): Row up there and following it closely in terms of looking at our county case rate and today we got the sobering news that we were up to 454 400,000 in our county. So we're definitely in that far right category where we need to stay in CDO in terms of our school plans.

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Kathy Ludwig (she/her): That said, there are some ways that we are allowed to still bring students on campus that do not use those health metrics and doing it very carefully.

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Kathy Ludwig (she/her): And that's what limited in person instruction. You can see the reason that we might do that for some students who needs specific assessments or evaluations or instruction.

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Kathy Ludwig (she/her): And we did start that end of sep tember and into the beginning of October, getting that coordinated and then also as a high school students mentioned are on campus co curricular

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Kathy Ludwig (she/her): Now, and that's for students with athletics, but also arts and choir. You can see the students above in that picture that's a sold out group they're standing 12 feet apart outside

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Kathy Ludwig (she/her): And currently we are only doing this out doors and need to continue doing it outdoors because last week, the governor came out with the updated sector risk levels.

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Kathy Ludwig (she/her): I just kind of cut and pasted this a little bit, but you can find this document on the Oregon Health

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Kathy Ludwig (she/her): Authorities website. So, in conjunction with Oh, ha. The governor went back and reiterated to our community based on our case rates.

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Kathy Ludwig (she/her): That we need to really make sure we're working within the guidance.

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Kathy Ludwig (she/her): So as you can see I just cut and paste it so you can see the categories of offices. We're trying to really rotate staff who come to the district office as well as in our school offices.

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Kathy Ludwig (she/her): So that we can keep those numbers down and then this is where it pertains to outdoor so outdoor recreation now includes our students. So we have to watch the maximum number we are in that far right extreme risk category.

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Kathy Ludwig (she/her): And then you can also see indoor recreation also includes our high school students, and that is prohibited at this time. So while we were looking forward to shifting some co curricular indoors.

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Kathy Ludwig (she/her): We do need to put a pause on that for now and have our co curricular just continue to be outside

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Kathy Ludwig (she/her): Also on the website of Oh, ha. You'll see this map that that's counties know where they are in that risk level. And you can see I've circled Clackamas County, we are at that extreme.

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Kathy Ludwig (she/her): risk level you can see actually quite a bit of the state is I believe it's about 25 counties there that are at that extreme risk level and project to continue to be that way, at least through December coming off of the holidays.

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Kathy Ludwig (she/her): So just wanting our communities to know that we're monitoring that carefully and giving updates as we can. And then, just lastly a save the date for each of you and we'll get this information out.

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Kathy Ludwig (she/her): To the invitees last year in January, we had our first annual Westland will civil equity summit. It was a continuation of the multi city equity summit that happened in October, and you can see

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Kathy Ludwig (she/her): On the left there. The original invitation that went out to select invitees and we had it here at the board office with some dinner.

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Kathy Ludwig (she/her): And there was a student panel that spoken out of that came some commitments that we took on together which director King mentioned, one of them was those joint showings of some

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Kathy Ludwig (she/her): Equity films and some work together worse than the pandemic hit and we put a pause on a number of those plans. You can see up on the top right. Those were some the invitee list.

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Kathy Ludwig (she/her): School Board was there. We had a number of Westland Wilson bill, staff, and students will be invited

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Kathy Ludwig (she/her): Counselors from both city council's library directors representatives from law enforcement and representatives from both of the alliances for inclusive communities. And if you community patrons.

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Kathy Ludwig (she/her): We'd like to broaden that list. This next year to include some representatives from our to rotaries representatives from the district Equity Team.

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Kathy Ludwig (she/her): Parent representatives from the superintendent Advisory Committee, and then a few more student representatives, so getting a little bigger of a group, which actually we can do fairly well with zoom

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Kathy Ludwig (she/her): And we don't have to worry about seating capacity in our boardroom. So we've selected a date for that. Ironically,

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Kathy Ludwig (she/her): January 27 is open again. So it'll be the same date, just a different year it will be a virtual session and we'll get those invitations out so just want to let you know that ahead and advance as we begin to make plans for that.

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Kathy Ludwig (she/her): And that's the end of my report.

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Kathy Ludwig (she/her): So, thank you.

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Regan Molatore: Thank you, Dr. Ludwig, and I'm not seeing any questions for follow up on your report right now. So, all right, we will move on to our consent agenda. And do we have emotion, please.

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Christy Thompson: I'm not sure that we approve the Consent Agenda.

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Regan Molatore: One second. All right, it's been moved and seconded and Kelly would you provoke

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Kelly Douglas: Added mellotron

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Kelly Douglas: Yes. Ginger fetch.

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Ginger Fitch: All right.

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Kelly Douglas: Christy Thompson.

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Kelly Douglas: I tell him, hey, hey. Jesse King

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Chelsea King (she/her): Hi, thank you.

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Regan Molatore: All right, thank you. And then, now's the time when we usually move on to communications and comments from our members of our public and

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Regan Molatore: For this evening. We did not actually have any comments, so we will now move on to and I'm moving this agenda item up on to up higher on our agenda and it has to do with a point

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Regan Molatore: Of our budget media. We've had she hasn't with us. And, um, yeah. Sorry, I'm just double checking to make sure she's still here with us.

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Hui (Helena) Xie: Yeah, I'm here.

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Hui (Helena) Xie: Hello. Hello. Hi, everybody. Good to see you again.

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Regan Molatore: Good to see you. All right. And so to not make her wait much longer while she's welcome to stay to the end of the meeting if she shouldn't

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Choose

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Regan Molatore: Yeah, we can move on to this topic. So, um, and I didn't know is there are we having Dr. Hughes introduce this topic or would you like me to

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Regan Molatore: Just sing. Okay.

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Regan Molatore: All right, well, I will do it, then I'm we had a budget committee opening and it was previously appointed for a shorter one year term so that we can vary. Our budget positions and actually

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Regan Molatore: We had one individual apply, of which we are grateful for and that is really not. And she actually was appointed for the shorter one year term. And now has applied again for

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Regan Molatore: A three year term. And I didn't know if there was anything Helene that you would like to share with the board, in particular, or

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Hui (Helena) Xie: Oh yeah, just just were short sharing one or two minutes and hello everyone I'm halina share. I wanted to send our board to give me an opportunity to serve on the budget committee last few years.

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Hui (Helena) Xie: And I have to, I have we apply for this position for the coming for the following reason. First, I'm a CPA. We have strong accounting and finance knowledge second

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Hui (Helena) Xie: Our family have been living in this community for more than 20 years our kids have enjoyed the excellent services provided by our by our school districts

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Hui (Helena) Xie: So, and I wanted to repay it by serving our communities through being a member of the Budget Committee again and fine.

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Hui (Helena) Xie: Last I have learned a lot, regarding our school district budget in my last term and therefore I can contribute more and better serve our community in my next turn. If I am selected by the board of course

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Hui (Helena) Xie: And that's my reason and thank you for your time. I hope everybody stays healthy and happy holidays.

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Hui (Helena) Xie: That's, that's it.

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Regan Molatore: Thank you so much. Lena, especially for joining us and being here this evening. And with that, um, is there emotion.

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Chelsea King (she/her): Oh moves that we appoint halina to the budget committee making tea.

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Dylan Hydes: House. Okay.

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Regan Molatore: All right, it's been moved and seconded. Is there any discussions or questions.

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Regan Molatore: All right.

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Chelsea King (she/her): thank you enough for being willing to serve again and go through the application process again. I know it feels like yesterday to me that we were going to do. Sorry.

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Hui (Helena) Xie: Guys, but my pressure no forward to working with you for three more years.

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Chelsea King (she/her): three more years it'll go by, like, a blink as well. So thank you.

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Regan Molatore: All right.

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Regan Molatore: And go. What would you call it for a vote with Douglas

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Kelly Douglas: My pleasure. Reagan.

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Regan Molatore: Yes.

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Kelly Douglas: Chelsea King

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Kelly Douglas: I didn't

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Kelly Douglas: I didn't affect hi Christy Thompson.

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Kelly Douglas: I thank you.

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Regan Molatore: All right. Alright. Well, that makes it official. So, welcome aboard. For the next two years halina and thank you so much for putting yourself out there to volunteer your time for this role, and we will be seeing you shortly in this spring as we begin the budget process.

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Hui (Helena) Xie: Yep, my pressure

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Regan Molatore: All right, thank you guys for indulging us to move that up higher in the agenda and then now we will move on to, we have a board of policy for revision and with that as Sharma

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Shyla Waldern: Good evening word members and Dr. Ludwig. So in a board member that was provided to you, we have

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Shyla Waldern: Provided a proposed word policy update to GB n dash JB a which is the board policy on sexual harassment and the update is due to changes in state legislation and federal legislation.

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Shyla Waldern: Around sexual harassment and specifically around responses to claimants investigation procedures retaliation clauses and required notifications to all parties and new posting required new publication departments as well. So is there any questions about the new policy.

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Kathy Ludwig (she/her): You have

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Kathy Ludwig (she/her): Peter, sorry. Do we have Peter mercereau in the waiting room that can be brought in Curtis, he was going to

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Curtis Nelson: Be attending this me

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He's not here.

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Kathy Ludwig (she/her): Okay.

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Kathy Ludwig (she/her): Let's just keep an eye out. I think

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Regan Molatore: Yeah, we might be a little early.

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Kathy Ludwig (she/her): I think you're told him seven o'clock, dude. Yeah, so we'll just keep an eye out.

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Regan Molatore: And if there are questions. If you use the raise your hand function. That'll help

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Ginger Fitch: Or gender. Okay. You been right on time chair.

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Regan Molatore: Don't Jinx us

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Regan Molatore: All right, now let's sing questions. Is that accurate.

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Regan Molatore: Oh, don't

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Dylan Hydes: Want any question but it was for Peter hello with older until your eyes.

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Regan Molatore: Well then, why don't we

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Regan Molatore: Just pause this discussion.

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Regan Molatore: Next one's a long one. So, um,

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Regan Molatore: Maybe we can go ahead and begin

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Regan Molatore: The next agenda item and then if Peter joins us will pause it and return to this topic.

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Kathy Ludwig (she/her): I think that the next one might have more discussion. So do you want to do the financial update and then you can be done with your business with

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Kathy Ludwig (she/her): Yeah, I don't

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Regan Molatore: Know I think that'd be great. Thank you. So, all right, Dr. Hughes.

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Regan Molatore: Thank you. We would love. Thank you for your detailed member memo also this month. I just felt like there'd been a lot of moving parts of past few months, and it did a fantastic job of capturing everything and all the work that's been going on. So thank you for that.

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Son Le Hughes: Thank you. Well, good evening, everyone. Good. So nice to see you tonight.

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Son Le Hughes: So in front of us is the summary table that present 2021 tax levy certification. And in here you will see

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Son Le Hughes: For capillary. This one purpose and a permanent tax the local option tax penalty in depth service in this column right here it practicing the amount that we have in the budget document. This also the amount that we request to the county by our best serving 2021

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Son Le Hughes: This column right here represent the amount that the county's certifying us. And this is a different. So the total that we request from the counties is 18.7 million. We got certified for eight the poison. We see only 132,000 or point 2% less than what we budgeted

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Son Le Hughes: This finance or report reflects the information that in the prior table that show

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Son Le Hughes: The money that we

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Son Le Hughes: Spend this one right here and other property tax will request 40 million that we receive 14.3 within 100 227,000 more than with requests and a local an option will request a point for were certified for 9.8 with the 582,000 less and so on.

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Son Le Hughes: So in this table, it reflects in here.

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Son Le Hughes: The less in local an option. The more in permanent backs reflect in this. So the walk can backtrack, we have a 52.5 million and the GM protected in 52.3

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Son Le Hughes: So the, what can backtrack, we have in the total amount of 118.1 million plus the estimate and and fun Bala not 10.9 equal 120 9.1 million

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Son Le Hughes: And the GM project so 120 9.1 will see 50,000 less. So all of our own of our revenue and expenditure remainder same the estimate and and can balance for the general fund a 4.6 million or 3.57% of the total revenue.

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Son Le Hughes: This is a graph that show the difference between the walk and bike chat and the current projection projection comparison, the blue one task purpose and a walk in blackjack the written 1% of current projected revenue, the grace one right he have purpose and expenditure.

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Son Le Hughes: So the five more on into depth services, I can let me go through everything and then you can ask quite Timothy and

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Son Le Hughes: They say that that place of fun to 100 depth surface it for fiscal year 2021 West lenders and various conduct propelled by Siri outstanding series 2003 a series 2007 2019 Siri 2020 B and serum 2020 see

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Son Le Hughes: Actual record in February 2020 the district great financier is 2015 because we have a very low interest at that time. And in order to when we refinance, it allowed us to give the rate and a $3 per thousand. So what better Siri 2010

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Son Le Hughes: What a free refinance the principal will be 2.1 and interest is 7.2 but after the refinance the pause for a financial the principle is 2.1 but the input drop down to 4.1

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Son Le Hughes: So the difference between the frame rate finance and post refinancing to a point 1 million

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Son Le Hughes: So this table below here is a de facto token deal for our whole con bond fiscal year 2021

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Son Le Hughes: That hold on principle deal for this five Siri is 17.6 million the token deals on the input 88.6 was a when we asked the physical and the input to get their, their potager be 26.2 million

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Son Le Hughes: However, in March when I

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Son Le Hughes: Want to get that budget document.

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Son Le Hughes: We raise tied information bonded US Bank private table and the information that they provided to us indicate that principle views on Siri.

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Son Le Hughes: 2015 the principal a 2.1 million and a total input here at up in 7.1 so the total interest and principal as up for Siri 29.2 millions

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Son Le Hughes: So with that information. This is the table that we submit to the kaldi black McCarthy and Washington County, but our backs.

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Son Le Hughes: So either principal and input.

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Son Le Hughes: The same except series in the principal 2.1 with the correct that into a deal supposed to be 4.1 but the myths that incomplete information that we receive from our pain, Nathan

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Son Le Hughes: Give us 742

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Son Le Hughes: With bad information that whole poem that we

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Son Le Hughes: We have a now hand at that time is 24 point 29.4 million

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Son Le Hughes: So with the tone of principal and interest of 29.4 million that district math up 2.5% for the cushion was a 750,000

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Son Le Hughes: And that leads us to the tone. That's lavish admission to the county a toughie point 2 million

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Son Le Hughes: So it's camp to our patient that that that price for 2021 fiscal year more than $3 project. It is a happy to send more than what we will project that

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Son Le Hughes: Send a county already sent out the property tax plateau, do the owner it too late for the victory. The action and the best a problem for fiscal year 2021

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Son Le Hughes: Dot com correction corrective action in fiscal year 2122 the directorate has consulted with the Oregon Department of Revenue and

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Son Le Hughes: The county assessor county office or recommend Russ that to correct the situation dictates should contest entry do some out next year by 3 million

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Son Le Hughes: So this is a tone deaf for 2122 the all def we have unnecessary 2003 2015 small portion of 2019 add up 17.8 million and then the new data that we have was a series 2020 B and C 2020 see add up to 9.1 million. So our that add up to 27

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Son Le Hughes: Million. And then this is because we never expect to receive a phone 100% so

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Son Le Hughes: What 20 million, we, we have to lock it up or down with a person

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Son Le Hughes: So we have so 27 is solid and 96% so don't gross amount of the nervous is 27.8 million. And then we minus that 3.1 million that we all connect this current year. So the estimated amount to levy for 2122 for days about 24.7 million

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Son Le Hughes: So that after born right for fiscal year 20 and 22 and 20 in night in 20 tax year there was an assessment of Rockford medically topically same and then in 2120

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Son Le Hughes: I'm sorry, this, this should be my 2021 instead of 1920 and then in 2021 that will be reduced to about 2.6 by pipe house and assessment value.

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Son Le Hughes: Soda born raised for fiscal year 20 but but backs year 2021 a 3.3 $3 and 2020 2122 will be 2.65 so that are but between 20 and 22 will be 2.99

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Son Le Hughes: So this correction is projected to result in an average capital burn rate less than three pounds $3 five pounds and in the beauty of curious.

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Son Le Hughes: So that's it.

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Son Le Hughes: Of our own up to 100 fund this one I can

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Son Le Hughes: Have my cup or daddy share with you this information, but this is just an FYI on the land proceeds fun to 94

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Son Le Hughes: On August 27 scoring for to resolution 2020 deaths JIRA for authorized the district to end up in the front lawn of 1.5 million chain for fun, fun to 94 in general. But just to pay for the capital outlay

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Son Le Hughes: So the bottleneck of August, we have is a million. We don't for 1.5 million. So go to Maryland Maryland infant to 94 right now is 4.5 million

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Son Le Hughes: This Paul rate by 2123 I already present this information to you in October, global warming them. It could news fast in by any of 2123

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Son Le Hughes: The rate for Tier one and Tier two graph by 4.1% it going down from 24 or 25% to 20.15% and go down 1.76% for the Tier three. So, current biennium is 18.8 but going into 20 2021 2020 will go down to 17.0 for

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Son Le Hughes: That. So this is a great new for us for this coming by any of them how other when the ball packets came out on the sample for

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Son Le Hughes: They broke jack that there would be the big increase in biennium 2325 due to the fact of Makkah under performance in 2020. I don't want to give you a heads up on this. This is the link, you can open that link and look at page 165 and you can see more information, more detail information.

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Son Le Hughes: But if you would like to have a Special Board Meeting to talk in depth about this subject, then I can reach out to Miss Carol Samuel from Piper sander, who is the

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Son Le Hughes: expert in this topic, and then we can

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Son Le Hughes: gather together for more information.

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Son Le Hughes: So that's all I have for sharing with you tonight. So now I'm open for question.

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Chelsea King (she/her): Again isn't enough. If I just

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Chelsea King (she/her): Put your finger in the air and you. I'm going to use the raise hand.

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Regan Molatore: Yeah, go for it now but yeah if you do the raise hand and I'm

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Regan Molatore: Looking at first.

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Chelsea King (she/her): You have to get back to get better.

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Chelsea King (she/her): At a quicker. I'm looking for that raise hand and tend to poke around a little bit. Just a quick question. I know Dr. Hughes you've several times offered us to have a more in depth discussion of purrs

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Chelsea King (she/her): And someday, I'm sure. We'll take you up on that I've been listening to people talk about purse for six years and I still sometimes get a little

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Chelsea King (she/her): Confused this question, simple, I saw that the rate went down by 4% for the tier one, tier two papers is there as an anticipated trend or is there a clear reason why we saw that reduction in the rate

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Son Le Hughes: Yes, let me email do that because I have that very clear.

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Son Le Hughes: In my

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01:13:02.220 --> 01:13:06.810
Son Le Hughes: In my heart that I sent I sent out in a proper I'll

460
01:13:08.190 --> 01:13:14.910
Son Le Hughes: Describe the reason why they go down by 1121 23 so let me email that info.

461
01:13:16.950 --> 01:13:19.110
Chelsea King (she/her): Is it in that something that was important book.

462
01:13:20.130 --> 01:13:23.730
Chelsea King (she/her): Is that what you need me. So, okay, I should have it in front of me then.

463
01:13:24.300 --> 01:13:25.800
Chelsea King (she/her): You don't need to email it separately.

464
01:13:26.160 --> 01:13:28.290
Son Le Hughes: I have it very handy. I can say okay

465
01:13:39.930 --> 01:13:41.220
Regan Molatore: Something further Chelsea.

466
01:13:44.790 --> 01:13:45.030
Regan Molatore: Okay.

467
01:13:46.830 --> 01:13:48.480
Regan Molatore: All right, any other questions.

468
01:13:51.060 --> 01:13:52.620
Dylan Hydes: I've used to raise hand function.

469
01:13:53.640 --> 01:13:59.910
Regan Molatore: I'm sorry. Oh, it's my cursor is not at this. I apologize. Yeah, I see now. Thank you guys.

470
01:14:01.740 --> 01:14:02.280
Regan Molatore: Thank you.

471
01:14:02.550 --> 01:14:12.930
Dylan Hydes: Doctor, he's the exact same question as vice chair team. And I'm guessing other members of the public have the same question. Is it possible for you to answer that question rather than sending us an email.

472
01:14:13.710 --> 01:14:16.800
Son Le Hughes: Yes, yes. Let me open it, because I do number

473
01:14:22.500 --> 01:14:23.490
Son Le Hughes: One second.

474
01:14:45.360 --> 01:14:47.520
Son Le Hughes: Okay. Can you see my screen now.

475
01:14:49.470 --> 01:14:57.450
Son Le Hughes: With a memo. Yes. Okay. Yeah. So this is a memo that I sent out to board member on top of it.

476
01:14:58.530 --> 01:15:00.930
Son Le Hughes: Said September 20 now.

477
01:15:02.220 --> 01:15:21.510
Son Le Hughes: This is our retirement for biennium 2123 below at a recent for reduction in parade. So in here, the powerball implement a one time break up three amortization of Tier one and Tier two unfunded UAL

478
01:15:22.920 --> 01:15:46.560
Son Le Hughes: And then that I aap redirect. So, so right now the addicted contribute sit by saying to our staff member. And right now, what they say is for Tier one and Tier two member 2.5% of massive person will read.

479
01:15:47.850 --> 01:15:49.590
Son Le Hughes: Directed that card.

480
01:15:53.550 --> 01:16:10.800
Son Le Hughes: It Carter employer incentive fund and then for the theater to a point seven 5% of passive percent will be directed into that fun a call employer incentive fun and day the for the powerball or you got

481
01:16:12.300 --> 01:16:16.020
Son Le Hughes: Great directive fun to reinvest

482
01:16:22.920 --> 01:16:30.690
Son Le Hughes: And then on top of that purple or now they, for example, if I am. I'm here to dance.

483
01:16:31.710 --> 01:16:34.290
Son Le Hughes: To point 5% of my city so

484
01:16:35.490 --> 01:16:44.940
Son Le Hughes: Addicted to be 6% for my pension 2.5% of that gray direct to the employer incentive fund.

485
01:16:46.020 --> 01:16:55.800
Son Le Hughes: So at employees. I have done right to contribute, you know, make up for that 2.5 with my own money to make this a sick person.

486
01:16:59.610 --> 01:17:05.130
Dylan Hydes: If you like this is really important to understand for board members and I don't understand this at all.

487
01:17:06.210 --> 01:17:09.240
Dylan Hydes: So I apologize it. That's my own dense nervous.

488
01:17:11.100 --> 01:17:15.480
Dylan Hydes: I don't, I don't understand that. So maybe I need set up a time for you. Nice to meet one on one.

489
01:17:15.690 --> 01:17:17.430
Dylan Hydes: Or something. Yes.

490
01:17:19.170 --> 01:17:34.200
Son Le Hughes: Very normal after high because I spend some time to review reading the information in order to put it. Now, in a way that is understandable, but it's very hard subject and

491
01:17:35.040 --> 01:17:49.530
Son Le Hughes: I think if more if you are any board member would like to understand. I can set up a zoom and I can also invite Carol Samuel because he is an expert in this one. I can see can

492
01:17:50.580 --> 01:17:53.580
Son Le Hughes: lead into a very detailed question.

493
01:17:55.500 --> 01:18:03.900
Dylan Hydes: So just to be very general about this is the reduction because markets over performed or because new money is being infused into the

494
01:18:05.400 --> 01:18:07.470
Dylan Hydes: Careers accounts that we hadn't anticipated.

495
01:18:08.670 --> 01:18:19.140
Kathy Ludwig (she/her): So that first bullet point and I have to really kind of take my glasses off to read it on the chart. And then that new amateur ization table, essentially, it's

496
01:18:21.450 --> 01:18:30.660
Kathy Ludwig (she/her): What they just did is maybe a general terms that kind of kicking the can down the road. Let's just reset that table. So we can bring the rates down for everybody.

497
01:18:31.110 --> 01:18:36.330
Kathy Ludwig (she/her): But there's still the obligation to pay those retirements but they're just stretching it out further

498
01:18:36.960 --> 01:18:45.840
Kathy Ludwig (she/her): And like you might refinance your mortgage you stretch it out further and bring your rate down. So that was one strategy that the parole board used

499
01:18:46.590 --> 01:18:56.880
Kathy Ludwig (she/her): Not to take away debt but just to stretch it out further into the future, to bring some long term relief that paired with some of these changes.

500
01:18:57.630 --> 01:19:07.740
Kathy Ludwig (she/her): To components of teachers retirement plans allow them to also bring those rates down. That's a very simplistic way if and then Carol can talk more about

501
01:19:08.190 --> 01:19:17.880
Kathy Ludwig (she/her): How the Eye Peas work and those kinds of things, but they essentially restructured, some of the ways that employees retirement plans paid out their benefits.

502
01:19:18.630 --> 01:19:30.210
Kathy Ludwig (she/her): To bring the rates down a little bit. These should be strategies that benefit the system for quite a while. And we're starting to see the effects of that this coming up biennium.

503
01:19:30.750 --> 01:19:37.260
Kathy Ludwig (she/her): The reason the next biennium doesn't look as great is actually because of the economy with the pandemic.

504
01:19:38.100 --> 01:19:47.970
Kathy Ludwig (she/her): So that's caught up to us if if we hadn't had that we would have hopefully seen some stability with this to kind of bias more time as we get through.

505
01:19:48.510 --> 01:20:00.960
Kathy Ludwig (she/her): These retirement obligations, particularly for Tier one and Tier two people, the more that we move towards employees being Tier two an officer, we get to a more manageable per his retirement.

506
01:20:01.980 --> 01:20:07.050
Kathy Ludwig (she/her): Finance plan. So I that's a very simplistic, but maybe that helps a little bit

507
01:20:07.620 --> 01:20:08.430
It does. Thank you.

508
01:20:12.690 --> 01:20:13.110
Regan Molatore: Ginger.

509
01:20:14.010 --> 01:20:14.430
Son Le Hughes: For me,

510
01:20:15.660 --> 01:20:17.910
Regan Molatore: Yeah. Ginger, I think.

511
01:20:20.400 --> 01:20:22.110
Ginger Fitch: Myself, I'm

512
01:20:24.240 --> 01:20:29.580
Ginger Fitch: Well, thank you for the letters that were sent out to the community.

513
01:20:30.630 --> 01:20:36.720
Ginger Fitch: They came in my mail today and in my neighbors mail explaining the air.

514
01:20:38.280 --> 01:20:44.220
Ginger Fitch: On the taxes the levy and what the school district is doing it.

515
01:20:45.180 --> 01:20:46.500
Ginger Fitch: Under thank you for that.

516
01:20:47.700 --> 01:20:49.710
Ginger Fitch: I thought it was well communicate

517
01:20:56.190 --> 01:20:59.850
Regan Molatore: All right, I'm not seeing any further. Is that accurate.

518
01:21:03.270 --> 01:21:07.770
Regan Molatore: Alright you very much Dr Husseini shade all the information you provide us

519
01:21:11.610 --> 01:21:26.250
Regan Molatore: All right. And so now we will return to our discussion around the ID sexual harassment policy, we do have Peter joining us by phone, and

520
01:21:27.180 --> 01:21:40.620
Regan Molatore: Peter, we just briefly introduced that topic and then moved on to the next topic kind of waiting for you to join us and Dylan. I did have a question for you. So we are going to start with that.

521
01:21:42.510 --> 01:21:45.210
Kathy Ludwig (she/her): And I think we can get rid of the shared screen. There we go.

522
01:21:46.260 --> 01:21:47.880
Dylan Hydes: All right. Hey Peter,

523
01:21:49.200 --> 01:21:50.910
Dylan Hydes: This can be a really pleased question.

524
01:21:52.110 --> 01:22:01.410
Dylan Hydes: Is looking at that and I closed Windows is working for my notes. Now, but there's a reasonable person standard being used on page three of the new policy, which makes a great deal of sense.

525
01:22:02.370 --> 01:22:09.210
Dylan Hydes: But what concerns me is that the reasonable person standards includes this phrase people with similar circumstances.

526
01:22:10.140 --> 01:22:26.490
Dylan Hydes: And I'm wondering if the clause or the provision with people with similar certain characteristics that similar characters. If it kind of does the reasonable person standard because once you supplant those similar characteristics and anybody, then

527
01:22:27.510 --> 01:22:29.790
Dylan Hydes: anyone's gonna react that way. Does that make sense, Peter.

528
01:22:35.670 --> 01:22:37.110
Dylan Hydes: Peter either and

529
01:22:37.770 --> 01:22:41.370
Regan Molatore: Never seen the phone has him as he's known as as on mute.

530
01:22:42.600 --> 01:22:46.440
Kathy Ludwig (she/her): Peter, if there's a way you can unmute your phone to speak.

531
01:22:46.980 --> 01:22:54.930
Chelsea King (she/her): With zoom, we can be a little tricky and let you know. I think it's star six if you're trying to figure out how to unmute yourself Peter try star six

532
01:22:54.930 --> 01:22:55.680
Dylan Hydes: There we go.

533
01:22:56.190 --> 01:22:59.550
1503****676: Oh, okay. Can you hear me now. Yes, yes, yes.

534
01:23:00.570 --> 01:23:01.320
Kathy Ludwig (she/her): Okay, good.

535
01:23:02.490 --> 01:23:21.690
1503****676: Job on the best way for me to respond to that is yes we interpret the not only the title nine regulations and the State statute and regulations on this. When the language refers to a reasonable person standard. It's an objective standard, not a subjective standard so

536
01:23:23.430 --> 01:23:44.460
1503****676: It is, yeah. From the viewpoint of what would a reasonable person, including similarly situated employees view the environment has hostile or not. So it's not. For example, a subjective standard that would be based strictly on the complainants subjective viewpoint.

537
01:23:46.770 --> 01:23:51.720
1503****676: So that may address your question in part that's kind of the way oh SBA has explained this

538
01:23:53.310 --> 01:24:05.550
Dylan Hydes: Workers Compensation attorney right if you want to bring a stress claim it has to be as a race, the level of that it would cause serious emotional disturbance to somebody of a reasonable person, but there's this extra

539
01:24:06.450 --> 01:24:06.990
1503****676: Provision that

540
01:24:07.170 --> 01:24:09.090
Dylan Hydes: Quote with similar characteristics.

541
01:24:09.780 --> 01:24:20.610
Dylan Hydes: And so reasonable person I would read that, to me, it's kind of stops being objective analysis and becomes subjective when you insert the language of similar characteristics, because then it's

542
01:24:21.690 --> 01:24:23.100
Dylan Hydes: It's an individual

543
01:24:24.120 --> 01:24:24.630
Dylan Hydes: I think

544
01:24:24.660 --> 01:24:36.810
1503****676: No, it's not the individual. I think that phrase similar characteristics means the class of of employees involved, for example. What would other similarly situated teachers.

545
01:24:37.350 --> 01:24:51.210
1503****676: View the fact pattern as not just the one, but the class of teachers and that's what they mean by an objective standard as opposed to strictly a subjective standard, which would be the single employees saying

546
01:24:51.780 --> 01:25:04.590
1503****676: Look, this is the way I felt this is the way I perceived it and then we have to as an investigating UNIT, LOOK AT well what what others reasonably view these facts. But that's an objective standard

547
01:25:06.390 --> 01:25:06.750
Dylan Hydes: Okay.

548
01:25:07.830 --> 01:25:09.060
Dylan Hydes: Right, I guess that's it. Thanks.

549
01:25:16.980 --> 01:25:17.490
And

550
01:25:18.660 --> 01:25:20.970
Regan Molatore: Anyone else have further questions.

551
01:25:25.770 --> 01:25:36.420
Chelsea King (she/her): No, really, I don't have questions. It's just very long. It was just a lot has a lot of detail there. So I didn't do it and do anything other than passing

552
01:25:40.260 --> 01:25:41.430
1503****676: Or something. But I mean,

553
01:25:41.430 --> 01:25:43.080
Chelsea King (she/her): I don't even know where to start with this one.

554
01:25:44.490 --> 01:25:56.910
1503****676: Wow. Well, I'm not sure I'm not sure who that was. But top. Here's what we have is a three page policy currently and frankly the bones of our current policy.

555
01:25:57.540 --> 01:26:08.070
1503****676: Are still the bones of the new policy, but now we have a six or seven page policy and the reason for the increase in pages because the

556
01:26:08.670 --> 01:26:15.960
1503****676: increasing emphasis on the investigative protocols, the reporting protocols. The notice protocols.

557
01:26:16.740 --> 01:26:27.510
1503****676: And frankly, what's happening with this new legislation, starting in 2019 that we've talked about before, relating to sexual contact with students.

558
01:26:27.960 --> 01:26:41.040
1503****676: relating to sexual harassment, generally, is that these types of protocols that previously were more embedded in administrative regulations are now finding themselves.

559
01:26:41.670 --> 01:26:51.540
1503****676: In are being worked into the policy language itself. And that's what is increasing the length of these policies, but the core principles, I think.

560
01:26:52.140 --> 01:27:06.570
1503****676: Are the same frankly is our current policy relating to sexual harassment. It's just more detailed, it means more work for Shiloh, it means more training, then it means more attention paid to the notification issues.

561
01:27:08.130 --> 01:27:14.220
1503****676: But that's kind of the sign of the times with what's happening with the legislation on the way. Oh SBA is interpreted

562
01:27:18.450 --> 01:27:28.320
Regan Molatore: This is Reagan and I just my my two cents on it is when I read it up my inclination. Was that like I don't feel like we're adding anything

563
01:27:29.910 --> 01:27:39.510
Regan Molatore: To the policy that we wouldn't already do. But what I did think was kind of nice is the way that the policy itself if if an outsider apparent a patron.

564
01:27:41.070 --> 01:27:44.640
Regan Molatore: Felt like they've been sexually harassed. We're trying to figure out what their next steps were

565
01:27:45.060 --> 01:27:55.560
Regan Molatore: I actually felt the face of this policy does a better job of informing them of what they can expect to happen and and kind of the why it's happening.

566
01:27:56.760 --> 01:27:58.170
Regan Molatore: ginger paste

567
01:27:58.230 --> 01:27:59.160
Your hand.

568
01:28:04.350 --> 01:28:09.570
Ginger Fitch: So I think we're doing discussion now. Is that right, okay. Um, so

569
01:28:10.650 --> 01:28:17.610
Ginger Fitch: One of the things that would help me as a board member is that you actually give me what it is you want to pass.

570
01:28:18.240 --> 01:28:37.290
Ginger Fitch: So this is a marked up resolute policy with footnotes that I think you don't want in our policy. So it's helpful for me if you provide this so you also provide a copy that is clean. That is the actual language that you want me to implement

571
01:28:39.660 --> 01:28:51.240
Kelly Douglas: Is the injector fetch that that's where your board secretary didn't include it should be five different ones. And she included the one that was my dinner.

572
01:28:52.380 --> 01:28:54.270
1503****676: And I went, oh gosh, which

573
01:28:54.270 --> 01:28:56.370
Kelly Douglas: One does the board one. Maybe they don't want

574
01:28:56.400 --> 01:28:58.650
Kelly Douglas: Too many. I do have it. She did provide

575
01:28:58.650 --> 01:29:05.610
Ginger Fitch: It okay cuz I'm not always clear with all those footnotes, what it is we're actually voting on.

576
01:29:06.240 --> 01:29:09.180
Kelly Douglas: You'll have all of the ones from Charlotte. From this point forward, I'm

577
01:29:10.020 --> 01:29:11.430
Ginger Fitch: Sorry. Thank you.

578
01:29:13.710 --> 01:29:16.590
Regan Molatore: In that vein to, like, Let's have one that's clearly marked

579
01:29:16.590 --> 01:29:16.830
Andrew Kilstrom: Like

580
01:29:16.890 --> 01:29:20.340
Regan Molatore: You know, somehow, some some stamp at the top that

581
01:29:20.340 --> 01:29:33.690
Regan Molatore: Says, like this is this is our recommended policy for passage. Um, so in that vein, I don't believe we've made emotion or a second on this and I'm just from a process standpoint, do we want to

582
01:29:35.160 --> 01:29:36.420
1503****676: Wait until you have that clean

583
01:29:36.420 --> 01:29:44.460
Regan Molatore: Claire copy and just do this. The next me. Are you feeling comfortable. Okay, I'm seeing ginger shaker had that she's comfortable, nobody else's disagree.

584
01:29:46.260 --> 01:29:46.590
Regan Molatore: So,

585
01:29:47.250 --> 01:29:49.320
Regan Molatore: See, we have someone who would like to make a motion.

586
01:29:54.030 --> 01:30:01.920
Chelsea King (she/her): I will. I moved that we approve the proposed board policy GB and slash JB

587
01:30:03.900 --> 01:30:04.590
Christy Thompson: I'll second.

588
01:30:05.850 --> 01:30:12.720
Regan Molatore: Thank you. It's moved by Chelsea and seconded by Christy. Any further questions, comments, discussion.

589
01:30:15.180 --> 01:30:19.860
Regan Molatore: All right. Not seeing any Kelly, would you please call it Provo, yes.

590
01:30:19.890 --> 01:30:21.390
Kelly Douglas: Thank you regen matar

591
01:30:22.440 --> 01:30:22.950
Regan Molatore: Yes.

592
01:30:23.700 --> 01:30:24.690
Kelly Douglas: Christie Thompson.

593
01:30:25.320 --> 01:30:27.300
Kelly Douglas: I Tessie King

594
01:30:27.810 --> 01:30:30.150
Kelly Douglas: I Dylan heights.

595
01:30:30.480 --> 01:30:32.430
Kelly Douglas: I didn't fit.

596
01:30:33.840 --> 01:30:34.380
Thank you.

597
01:30:35.880 --> 01:30:39.870
Regan Molatore: All right. And thank you, Peter, as well, for joining us this evening, just to help us with

598
01:30:41.040 --> 01:30:41.370
Regan Molatore: Working

599
01:30:43.170 --> 01:30:43.500
1503****676: Okay.

600
01:30:44.640 --> 01:30:45.930
Kathy Ludwig (she/her): Thank you, Peter. Okay.

601
01:30:46.320 --> 01:30:47.970
1503****676: All right, thanks. Bye.

602
01:30:48.420 --> 01:30:49.080
1503****676: Bye bye.

603
01:30:50.100 --> 01:31:05.010
Christy Thompson: And can I just make a quick comment chairman char. I do love seeing, I would love to keep getting the one where it is all marked up the I like seeing the different versions, the old version than the where it's marked up so we can see so

604
01:31:06.090 --> 01:31:09.570
Christy Thompson: That that that versions helpful for me. So, um,

605
01:31:09.630 --> 01:31:10.290
Kelly Douglas: What else

606
01:31:12.360 --> 01:31:12.810
The final

607
01:31:16.800 --> 01:31:18.390
Kelly Douglas: You'll get from now on.

608
01:31:20.220 --> 01:31:21.090
Regan Molatore: Yes. All right.

609
01:31:22.140 --> 01:31:41.910
Regan Molatore: Thank you. Thank you, everyone. And then now we will move on to our kind of our quarter one update on comprehensive distance learning we received pretty detailed memos in our word book and I, we have our administrators here with us to

610
01:31:43.140 --> 01:31:55.080
Regan Molatore: kind of briefly share some information, but we're hoping that this was mostly set up for ability for the board to sense. So with that, I'm

611
01:31:56.130 --> 01:31:59.010
Regan Molatore: Sure Ludwick I will turn it over to you to

612
01:31:59.100 --> 01:32:00.210
start the conversation.

613
01:32:05.730 --> 01:32:14.760
Kathy Ludwig (she/her): Before I start I do see that there is a request in the chat room from one of your board members about a quick break. Do you want to do that now, or do you want

614
01:32:16.620 --> 01:32:17.820
Kathy Ludwig (she/her): Oh, I think you're on mute.

615
01:32:21.150 --> 01:32:32.880
Regan Molatore: Sorry. Thank you for calling that to my attention that one. I don't check it off. So I have our time. Yeah. Why don't we go ahead and just take a quick break. Now, I think it's a great time. How about five minutes work. All right.

616
01:32:34.170 --> 01:32:37.080
Kathy Ludwig (she/her): We're at 739 so we'll come back.

617
01:32:37.200 --> 01:32:38.370
Regan Molatore: Seven 40

618
01:32:38.640 --> 01:32:42.780
Kathy Ludwig (she/her): Or 745 745. All right.

619
01:32:43.560 --> 01:32:44.190
Regan Molatore: Thank you.

620
01:33:00.240 --> 01:33:02.400
Regan Molatore: Another minute but it's about time.

621
01:33:18.330 --> 01:33:19.170
Regan Molatore: All right.

622
01:33:20.370 --> 01:33:29.190
Regan Molatore: So we are going to resume our meeting and we will move on to our quarter one at the end I Dr Ludwick

623
01:33:35.100 --> 01:33:36.690
Kathy Ludwig (she/her): Thank you so much, and

624
01:33:37.380 --> 01:33:45.120
Kathy Ludwig (she/her): You received about a 10 page memo from our department of teaching and learning. And they are here tonight as a panel and we've

625
01:33:46.350 --> 01:33:50.820
Kathy Ludwig (she/her): Formatted this so that mostly will be in discussion, you can have questions for them.

626
01:33:51.330 --> 01:33:59.430
Kathy Ludwig (she/her): For our viewers at home who may not have read the memo. We have a few slides, and I'm going to actually do those very quickly because we know as a board you want

627
01:33:59.760 --> 01:34:08.880
Kathy Ludwig (she/her): Less presentation and more conversation. So these are slides just to anchor the conversation. I won't go into detail because you've read the memo.

628
01:34:09.480 --> 01:34:14.280
Kathy Ludwig (she/her): But they can be slides that you want. If you want us to bring back during the conversation. We're happy to do that.

629
01:34:14.580 --> 01:34:25.200
Kathy Ludwig (she/her): So this is about what we're learning after first quarter. And just a reminder that we're always adjusting and adapting as we hear from students and families and teachers about what's working and what could be better.

630
01:34:27.330 --> 01:34:39.870
Kathy Ludwig (she/her): When we started our primary schools, some some positive things in terms of our daily attendance was shared with you and the determination by staff to make sure that there are connections with families.

631
01:34:40.890 --> 01:34:47.580
Kathy Ludwig (she/her): We know students are learning in that first quarter. We're using some of our same assessments as well as some new ones.

632
01:34:48.240 --> 01:34:57.210
Kathy Ludwig (she/her): And then we're learning about ways to really improve student engagement, making sure students are talking more and teachers are talking less than that. There's meaningful interactions with peers.

633
01:34:57.630 --> 01:35:05.700
Kathy Ludwig (she/her): And how we use various components of tools that we have so that students can share their learning and we can connect with them.

634
01:35:06.120 --> 01:35:16.980
Kathy Ludwig (she/her): So those are some of the positive things that we're seeing in our primary schools that you read about. And of course, Dr. Price will be available on the panel. If you want to ask about any of these in particular.

635
01:35:17.850 --> 01:35:26.910
Kathy Ludwig (she/her): Some areas for improvement. So there are things going well. But there are things that we need to keep improving with that families are giving us feedback about what could be better.

636
01:35:27.870 --> 01:35:37.950
Kathy Ludwig (she/her): How do we keep thinking about opportunity gaps for our students, making sure that we help students with their own self pacing and their asynchronous learning

637
01:35:38.310 --> 01:35:46.860
Kathy Ludwig (she/her): Making sure that young children have those skills to navigate those components, making sure that our teachers really work on their clarity of learning.

638
01:35:47.430 --> 01:35:56.730
Kathy Ludwig (she/her): What are the learning targets and what's the success criteria to help students we're finding that we at times need to improve how we're co teaching so

639
01:35:57.420 --> 01:36:05.100
Kathy Ludwig (she/her): As we work to meet students diverse learning needs. Now we have other support staff, how are they connecting with the classroom teacher

640
01:36:05.610 --> 01:36:19.440
Kathy Ludwig (she/her): Either in those synchronous lessons to support students or in follow up of the next day to support students and families. And then, of course, we're always concerned about how students social emotional learning is

641
01:36:20.580 --> 01:36:30.630
Kathy Ludwig (she/her): Is happening while they're at home when they're not at school. So we do have that panorama survey that gave us some great information and using that to be strategic around some areas.

642
01:36:31.080 --> 01:36:45.240
Kathy Ludwig (she/her): To help students with that. So those are some areas that we're getting feedback from families around pacing and independence for students that could be better clarity of those learning targets and then how to make sure we're attending to those social emotional needs.

643
01:36:48.060 --> 01:36:57.000
Kathy Ludwig (she/her): For our middle schools. We have done surveys with families and with students against students receive the panorama survey. We got some good data.

644
01:36:57.360 --> 01:37:05.910
Kathy Ludwig (she/her): Back there on how students are feeling. Consider the top right there around their relationships with with teachers, but then also that F self efficacy about

645
01:37:06.300 --> 01:37:14.430
Kathy Ludwig (she/her): How they're feeling with their independence level and navigating to the learning on the top left there you can see that parents survey.

646
01:37:15.030 --> 01:37:21.300
Kathy Ludwig (she/her): Asking parents how our students participating and CDs. Has it improved from last spring.

647
01:37:21.750 --> 01:37:30.780
Kathy Ludwig (she/her): And then they share with us that they still while things are better from last spring. There still are concerns around students with isolation or staying motivated

648
01:37:31.290 --> 01:37:40.170
Kathy Ludwig (she/her): Or keeping academically challenged in the memo. We shared with you some of the data that we have around grades and our assessment with

649
01:37:41.100 --> 01:37:56.130
Kathy Ludwig (she/her): NWA map and some of our indications with attendance our attendance interestingly is up in middle school compared to other years the, the number i'd showed you with primary around that 96% is very similar.

650
01:37:56.880 --> 01:38:05.610
Kathy Ludwig (she/her): Comparable to other years but this middle school. One is up a little bit of caution that we would share with our board and those watching this is

651
01:38:06.270 --> 01:38:18.420
Kathy Ludwig (she/her): How we collect attendance during CDs is different than typical years. Remember the State wants us to give a lot of latitude and flexibility to students. During this time, whether they're attending

652
01:38:18.840 --> 01:38:23.760
Kathy Ludwig (she/her): synchronously during the day, or if something happened to their internet or their connectivity.

653
01:38:24.150 --> 01:38:37.710
Kathy Ludwig (she/her): And they couldn't attend until later in the afternoon or evening. How do we still count that as part of attendance. So there's a lot more flexibility around that just to keep in mind, and maybe not read too much into some of this attendance data.

654
01:38:39.390 --> 01:38:51.300
Kathy Ludwig (she/her): We are finding with our middle school that so far with the map that we've given this fall. There is compare ability as you read in the memo to other years around academic progress and growth.

655
01:38:54.600 --> 01:39:05.130
Kathy Ludwig (she/her): Some of the ways that we know we can do better, based on feedback from students and families that first one is really important. How do we make sure that students continue to feel motivated motivated to participate.

656
01:39:05.490 --> 01:39:09.990
Kathy Ludwig (she/her): When every day. They feel like they are turning on their laptop and there is another zoom session.

657
01:39:10.920 --> 01:39:17.940
Kathy Ludwig (she/her): How do we change things up and diversify the type of instruction, you heard a student earlier today from the high school talk about

658
01:39:18.480 --> 01:39:30.780
Kathy Ludwig (she/her): Jam board or flip grid. These are tools that teachers are discovering that just change up the different ways for students to talk and increase interaction and diversify that so it stays new and refreshing.

659
01:39:31.710 --> 01:39:38.370
Kathy Ludwig (she/her): And again, we're taking a look at the data. We're getting back from students and making sure that we

660
01:39:40.020 --> 01:39:48.990
Kathy Ludwig (she/her): Look at that feedback and then plan accordingly. You'll see some other areas listed here around work that we're doing around equity work.

661
01:39:49.740 --> 01:39:59.220
Kathy Ludwig (she/her): And anti racism lessons, taking a look at Universal Design for Learning and the five dimensions to make sure that we are adjusting instruction for all students.

662
01:39:59.760 --> 01:40:08.490
Kathy Ludwig (she/her): And then checking to that, just like with primary that we have clarity around our learning targets that there's rigor and students really know what it is they're supposed to learn each day.

663
01:40:12.870 --> 01:40:22.710
Kathy Ludwig (she/her): In our high schools. There's questions about our students still on track, this is these are the four years of schooling now where grades begin to show up on a transcript.

664
01:40:23.250 --> 01:40:34.050
Kathy Ludwig (she/her): Students are thinking about their future. We really want to make sure students are feeling connected, but also that they're not falling behind in their accumulation of grades.

665
01:40:35.010 --> 01:40:46.560
Kathy Ludwig (she/her): For college and beyond. So we're taking a look at on track graduation or making sure that we're helping students stay credit whole in any kind of tutoring or studying that can help with that.

666
01:40:47.010 --> 01:40:57.480
Kathy Ludwig (she/her): We want students to stay motivated to be a part of school and to be part of lessons and actually co curricular helps with that when students feel like there's other things going on. Besides, turning on zoom

667
01:40:57.840 --> 01:41:11.550
Kathy Ludwig (she/her): And being involved in their classes that they want to be a part of CO curricular opportunities, as you heard from all three of our high school students this year fundraisers events activities even drive by events help our help our students stay connected

668
01:41:12.630 --> 01:41:16.440
Kathy Ludwig (she/her): And then making sure our teachers continue to build strong classroom communities.

669
01:41:16.800 --> 01:41:27.420
Kathy Ludwig (she/her): And a culture of Turn that camera on and be interactive. It's very easy to turn it off and then we're not sure what the level of engagement is so trying to change the culture.

670
01:41:27.720 --> 01:41:38.010
Kathy Ludwig (she/her): That it's it's helpful and important to turn the camera on and asking peers to actually asset of each other. And we've had more success with students interacting that way.

671
01:41:38.640 --> 01:41:51.720
Kathy Ludwig (she/her): Again, just like with middle school, making sure we're varying the types of learning and the tools that we use, so that there is much more student talk than teacher talk that's a theme across all three levels and a lot of frequent check in.

672
01:41:55.080 --> 01:41:58.890
Kathy Ludwig (she/her): Here's what we're seeing in our high schools. We're seeing about a 90% attendance rate.

673
01:41:59.610 --> 01:42:09.690
Kathy Ludwig (she/her): That's a little down. So while Middle. Middle school was a little up and primary school was about the same, we typically have about 92% 93% in high school.

674
01:42:10.080 --> 01:42:20.610
Kathy Ludwig (she/her): We're not sure what contributes to that. But we're making those calls and emails and even home visits to connect with students who aren't attending during that day, or that week.

675
01:42:22.080 --> 01:42:26.460
Kathy Ludwig (she/her): It's still a strong attendance rate, but it's not as strong as we've seen in past years.

676
01:42:27.150 --> 01:42:36.240
Kathy Ludwig (she/her): We have about 88% of our students who passed all three classes, we know this is a concern nationally. If you read the news about more students not doing well with their courses.

677
01:42:36.510 --> 01:42:50.790
Kathy Ludwig (she/her): And even regionally or an Oregon, a big concern about students not passing a course or two while we've got 88% now the 12% of students who had did not pass the class, either because they have an incomplete.

678
01:42:51.450 --> 01:42:59.700
Kathy Ludwig (she/her): Or a no grade or an F that percentage is about 12% a little higher than typical typically we have about seven or 8%

679
01:43:00.900 --> 01:43:09.510
Kathy Ludwig (she/her): But what we're doing is we're working with students, daily, weekly, and actually that percentage keeps going down each week as we connect with more students

680
01:43:09.780 --> 01:43:18.630
Kathy Ludwig (she/her): They get those in completes taken care of. We're not waiting for the end of the year to take care of them, or even the end of second quarter. We're following up on those right now.

681
01:43:19.710 --> 01:43:29.460
Kathy Ludwig (she/her): And then our ninth graders are on track as about 90% of them. This is typical of other years. So we're about the same with our ninth grade on track.

682
01:43:31.230 --> 01:43:32.100
Kathy Ludwig (she/her): Percentage

683
01:43:34.380 --> 01:43:44.220
Kathy Ludwig (she/her): So we've got K 12 students also in our online program. This is just kind of a simplified slide that goes along. Again with the memo where you read about how they're doing.

684
01:43:44.820 --> 01:43:50.640
Kathy Ludwig (she/her): One of the areas of real strength that we hear from students and families around being a part of this program for the whole year.

685
01:43:50.850 --> 01:44:03.660
Kathy Ludwig (she/her): Is that students who chose this and who are enjoying it like that. They're setting their own pace and working in their own time, much more flexibility around that then comprehensive distance learning

686
01:44:05.520 --> 01:44:21.780
Kathy Ludwig (she/her): We see strong feedback around being able to access teachers and connecting with their teachers. These are all our staff. So a number of them are known to our students, but where they're having a hard time, which isn't unusual to hear is, again, motivating themselves.

687
01:44:23.130 --> 01:44:35.490
Kathy Ludwig (she/her): Day to day. How do they get motivated to sit at their table at home, turn on their laptop and engage and sometimes that lack of motivation getting behind leads to them getting a little behind

688
01:44:36.750 --> 01:44:44.730
Kathy Ludwig (she/her): Interestingly, what we are hearing from a number of students and parents is at the courses through the curriculum that we contracted

689
01:44:45.750 --> 01:44:58.350
Kathy Ludwig (she/her): Feel led K 12 those courses are more rigorous than students thought they would be, and they're finding the workload to be tougher than they thought one of the contributors that we believe might be

690
01:44:59.400 --> 01:45:13.320
Kathy Ludwig (she/her): In effect, there is that unlike comprehensive distance learning with the online program we allowed our families and our students to select how many classes they would like to take each quarter.

691
01:45:14.340 --> 01:45:19.800
Kathy Ludwig (she/her): We they wanted more flexibility. They wanted more ownership and they believe that being in this program.

692
01:45:20.100 --> 01:45:27.630
Kathy Ludwig (she/her): They should have access to more classes for their children and students wanted to take more electives by being in this online program.

693
01:45:28.140 --> 01:45:35.280
Kathy Ludwig (she/her): And what we're discovering is that while our other students in high school or middle school might have three classes at a time.

694
01:45:35.850 --> 01:45:43.200
Kathy Ludwig (she/her): The students in this program, there's more of them that are taking five or six and now they're finding that that may have been

695
01:45:43.650 --> 01:45:52.320
Kathy Ludwig (she/her): A little more than they had thought they could handle. And so the staff is really working with them to not give up. Let's get through it.

696
01:45:52.680 --> 01:46:00.330
Kathy Ludwig (she/her): Even though you got an incomplete. Let's work through some of these and see if you can complete them instead of dropping them off altogether.

697
01:46:01.020 --> 01:46:15.600
Kathy Ludwig (she/her): And again, most of these were just looking at that catalog of electives students got very excited. They wanted to try some of them, and we really did leave that up to the choice of the parents and the children to make those decisions.

698
01:46:17.010 --> 01:46:26.190
Kathy Ludwig (she/her): Here's just a few quotes from some of our students with the online program you can see successes that they're experiencing on the left there.

699
01:46:26.730 --> 01:46:31.620
Kathy Ludwig (she/her): Again, looks like pacing, which is one of the benefits of an online program.

700
01:46:32.460 --> 01:46:46.980
Kathy Ludwig (she/her): But also being online, but then having resources with with small groups of students or your teachers important. And again, you can see the challenges there when a student puts off their learning. They procrastinate, or they're not motivated

701
01:46:48.210 --> 01:46:51.420
Kathy Ludwig (she/her): Or maybe they overdo it as they're learning how to pace.

702
01:46:52.590 --> 01:46:58.740
Kathy Ludwig (she/her): And then just managing the workload. So, some of that is about the organization of learning as much as it is about the content.

703
01:47:01.080 --> 01:47:10.890
Kathy Ludwig (she/her): And then lastly, we want to just share with you that we are attending to our students needs, particularly around students who have an IEP or a 504 plan.

704
01:47:11.550 --> 01:47:22.530
Kathy Ludwig (she/her): We have about the same number this year as typical years this is this number is the percentage is about the same, but this number is down a little bit, because we did have some students

705
01:47:23.910 --> 01:47:34.590
Kathy Ludwig (she/her): Who did on enroll from the district and plan to re enroll next year. They've gone to either private school or they're doing homeschool or they found another charter school

706
01:47:35.490 --> 01:47:41.340
Kathy Ludwig (she/her): So some of those students have exited for the year. But we anticipate that they'll come back next year.

707
01:47:42.300 --> 01:47:57.840
Kathy Ludwig (she/her): Again, you can see what's going really well into the celebrations area opportunities for independence more use of different tools, but the challenges are sometimes there isn't as much flexibility with a digital curriculum or something that has a structure to it.

708
01:47:58.860 --> 01:48:00.510
Kathy Ludwig (she/her): And then also building connection.

709
01:48:01.530 --> 01:48:11.700
Kathy Ludwig (she/her): So how do we help our students, how do we make sure we're helping them connect to their peers, making sure Steve teacher stay connected to them, building on their strengths

710
01:48:12.540 --> 01:48:22.080
Kathy Ludwig (she/her): encouraging them and then we continue to look for if one tool is not working. Let's find another one that has a digital accessibility to it for our students at home.

711
01:48:24.360 --> 01:48:30.330
Kathy Ludwig (she/her): And then of course we are now into limited in person instruction which I've shared with you before, so you know about that.

712
01:48:31.350 --> 01:48:40.020
Kathy Ludwig (she/her): This is where we have been able to bring students in for assessments on one time coaching, some students who need actually some internet access are on our campus.

713
01:48:40.710 --> 01:48:51.030
Kathy Ludwig (she/her): And then some students with significant disabilities. You can see some pictures there of students who do need an instructor with them to access their learning.

714
01:48:53.550 --> 01:49:00.630
Kathy Ludwig (she/her): And you can see, since the middle of October. These are some of the session, the number of sessions, we've been able to do

715
01:49:01.950 --> 01:49:07.920
Kathy Ludwig (she/her): How many students we're serving right now will continue to expand that right now we've we've just placed a hold

716
01:49:08.220 --> 01:49:19.230
Kathy Ludwig (she/her): On how many students were serving because the case rates have gone up so exponentially. We didn't feel we could scale the program just yet. So we're just maintaining it with the students that we have

717
01:49:19.770 --> 01:49:33.090
Kathy Ludwig (she/her): keeping everyone really spread apart watching those case rates, but our objective is as those numbers start to then trend downwards. That will begin to scale and bring even more students on campus through Li

718
01:49:36.030 --> 01:49:41.340
Kathy Ludwig (she/her): So again, you had a very in depth memo about 10 pages.

719
01:49:41.850 --> 01:49:52.110
Kathy Ludwig (she/her): This was just a very brief overview of that memo and to give some context for people watching from home to know what we're going to be talking about this evening, and now I'm going to stop sharing and invite

720
01:49:52.710 --> 01:49:59.040
Kathy Ludwig (she/her): The five members of our teaching and learning team doctor might ago, miss, who is representing the

721
01:50:00.090 --> 01:50:06.480
Kathy Ludwig (she/her): Westland will Seville K 12 online program. She is one of the administrators who is supporting that program.

722
01:50:07.680 --> 01:50:16.230
Kathy Ludwig (she/her): Dr. Jennifer Spencer items with our students services, our assistant superintendent student services, Dr. David prior assistant superintendent for primary schools.

723
01:50:16.710 --> 01:50:27.990
Kathy Ludwig (she/her): Dr. Barbara moisten assistant superintendent for middle schools and Dr. Aaron downs assistant superintendent for high schools. So between reading the memo any of those slides.

724
01:50:29.310 --> 01:50:47.550
Kathy Ludwig (she/her): What questions do you have for us around how CDO and our online program have been doing what we're learning how we're adjusting and how we're responding to families to teachers to students. What questions do you have for our panel this evening.

725
01:50:52.590 --> 01:50:53.070
Regan Molatore: Chelsea.

726
01:50:55.110 --> 01:51:09.210
Chelsea King (she/her): Found it really fast. I'm learning. Thank you so much for this long memo and for the presentations, a lot of information there. And I know this has just been a Herculean effort. So two questions I have

727
01:51:10.680 --> 01:51:16.080
Chelsea King (she/her): Is I'm just curious with the how collecting feedback from teachers is going

728
01:51:17.340 --> 01:51:27.000
Chelsea King (she/her): Forgive me if that data source that was in here, but it's one that I'm not personally picking up on and some really good data from parents and students. And I'm just wondering

729
01:51:27.360 --> 01:51:37.470
Chelsea King (she/her): To what degree are you still collecting data from teachers around. I'm using things like the Florida Virtual Learning System how that's going if at all. So that's just one curiosity I have

730
01:51:38.070 --> 01:51:50.310
Chelsea King (she/her): My, my prime question though is about the concern that I expressed about the cultural cultural responsiveness of some of our Language Arts and Social Studies curriculum.

731
01:51:50.850 --> 01:52:02.520
Chelsea King (she/her): And both of the online platforms. And we did receive some public comment as well with concerns about some of the units there. And so I'm just wondering how that's going and

732
01:52:03.120 --> 01:52:13.830
Chelsea King (she/her): The curriculum is being updated at all. I see the anti racism work is occurring. I don't know if those things are connected or not. But those would be the two

733
01:52:14.910 --> 01:52:16.950
Chelsea King (she/her): Areas that I have a curiosity about

734
01:52:18.870 --> 01:52:23.040
Kathy Ludwig (she/her): Okay, so I don't know if a doctor prior, do you want to start with how

735
01:52:23.070 --> 01:52:25.350
Kathy Ludwig (she/her): Teachers are using the digital curriculum that we

736
01:52:25.350 --> 01:52:29.340
Kathy Ludwig (she/her): did make available to them like Florida Virtual and then

737
01:52:30.600 --> 01:52:37.980
Kathy Ludwig (she/her): Where you're noticing some adjustments to the digital curriculum that we needed to make to help them be more culturally relevant

738
01:52:40.230 --> 01:52:45.300
David Pryor: Absolutely. And I'll preface it by stating the obvious which is different for for each level.

739
01:52:46.080 --> 01:52:52.080
David Pryor: Especially if you think of the developmental needs and content for primary ah students, but we did recognize early on.

740
01:52:52.650 --> 01:53:11.460
David Pryor: Specifically problematic nature of the social studies curriculum. So we decided to really not use much if at all of the social studies curriculum from Florida Virtual and to bring forward teacher created units and digitize resources that we we were currently had access to

741
01:53:12.750 --> 01:53:20.970
David Pryor: I also just want to respond to you had a great question around teacher feedback. And I think we can always do a better job of that. But I think one of the things that

742
01:53:21.300 --> 01:53:32.910
David Pryor: I'm really proud of our primary team is that we're still holding regular staff meetings which are very collaborative and which teachers talk about their practice and share their successes and struggles and

743
01:53:33.570 --> 01:53:42.840
David Pryor: We're also conducting regular walkthrough of classrooms. In fact, you know, one of the reasons has been particularly challenging scheduling meetings with board members is because

744
01:53:43.230 --> 01:53:48.450
David Pryor: We're also doing lots of waters of classrooms and we we had kind of those in place and scheduled out so

745
01:53:48.870 --> 01:53:54.570
David Pryor: We are collecting feedback around actual practice, you know, observing Practice talking to teachers hearing from them. So it's not

746
01:53:54.840 --> 01:54:06.690
David Pryor: Maybe the statistical way that you were asking about, but it's very typical for, you know, the way we we go about it. So I would just add that with the going back to the virtual curriculums.

747
01:54:07.440 --> 01:54:12.300
David Pryor: We are, you know, still sort of each day. I would say we're bringing forward more

748
01:54:12.810 --> 01:54:22.770
David Pryor: Traditional practices and by traditional. I mean, traditional for Westland Wilson bill lots of workshop practices, building on student voice probably using less of the

749
01:54:23.100 --> 01:54:28.530
David Pryor: Reliance on for to virtual and finding ways to bring forward units that better, more traditional

750
01:54:29.370 --> 01:54:44.640
David Pryor: with an eye toward moving to hybrid learning. We don't want to completely move away from the digital tools because we know we're going to rely more heavily upon them. When we moved to a hybrid schedule where kids are in person, one day and then learning home. The following day.

751
01:54:45.690 --> 01:54:47.880
David Pryor: I'll pause there for my peers at other levels.

752
01:54:55.170 --> 01:54:56.760
Aaron Downs: I'll jump in at the high school level.

753
01:54:58.050 --> 01:54:59.610
Aaron Downs: To two parts of your question.

754
01:55:00.630 --> 01:55:11.220
Aaron Downs: Chair Martin Luther King, what I'd like to say is one we. Same thing as Dr. Prior just said we wanted to get kind of consistent feedback from our staff and from our teachers in particular.

755
01:55:11.610 --> 01:55:24.270
Aaron Downs: And throughout the throughout the quarter and have made slight adjustments along the way and I just really appreciate our administrators and teachers and their collaborative approach and and the way that they are working so hard.

756
01:55:24.870 --> 01:55:36.840
Aaron Downs: It's been so impressive to watch our students respond to something pretty new to them. And one of the feedback points we've heard from students and teachers and parents is a

757
01:55:37.560 --> 01:55:56.070
Aaron Downs: Significant difference than the spring and that's been helpful. Our teachers that have also appreciated focusing on three classes and same with our students and parents. So the high school level. We've we did the ship. The pretty big shift going from focusing on six classes to three classes.

758
01:55:57.840 --> 01:56:11.190
Aaron Downs: at the high school level. In particular, we are not using Florida Virtual very much. It's showing up in smaller pockets. What we are seeing is that we have some teachers that have been just transferring their own online or their own curriculum on to an online.

759
01:56:12.300 --> 01:56:22.920
Aaron Downs: Resource. We do have against some pockets. But in those pockets for Florida Virtual. It's very, very, they're very conscious about what they want to use and what they don't. And so we have a lot of supplementing if

760
01:56:23.130 --> 01:56:33.930
Aaron Downs: If a teacher is using for the virtual damn a lot that they are kind of using it, just as a supplement for their curriculum. So the high school level in CBL it's it's pretty small usage, to be honest.

761
01:56:45.330 --> 01:56:51.540
Barb Soisson: To add just a few things the way of keeping track to speak to

762
01:56:52.710 --> 01:57:00.930
Barb Soisson: Vice Chair kings. First question is we found, I know that we surveyed our teachers regularly and collected that kind of

763
01:57:01.590 --> 01:57:13.620
Barb Soisson: Quantitative data last spring. And one of the things I know we're doing it the middle level is there's a standing what they call it teachers Q AMP. A and what's happened. The student doing this last summer is

764
01:57:13.980 --> 01:57:34.950
Barb Soisson: Even before teachers were formerly back at school is it's created much more of both an honest and open and problem solving, as opposed to collecting data approach. And so we have found from that some of the things that are largely at the middle level around

765
01:57:36.180 --> 01:57:54.450
Barb Soisson: Teachers worries about responding effectively to students in real time over zoom. I think would capture the most, but that that means of collecting information seems to be the best we are working with both fuel ed and Florida Virtual formally as

766
01:57:55.590 --> 01:58:09.030
Barb Soisson: Aaron down said at the secondary level, we are really not using Florida Virtual in Language Arts and Social Studies, but have replaced it with our own units. We had a

767
01:58:10.230 --> 01:58:25.710
Barb Soisson: meeting Dr. Gomez and I with some of the parents in a learning pod around the use of fuel ed and looking at how we are actually substituting units there. We also have

768
01:58:26.220 --> 01:58:29.040
Barb Soisson: Are going to be having a formal meeting with

769
01:58:29.700 --> 01:58:38.160
Barb Soisson: Staff at fuel ed about the curriculum, especially in Language Arts and Social Studies. So through that process of substituting

770
01:58:38.340 --> 01:58:44.790
Barb Soisson: We've added new units. This year, there were some developed last spring in in primary that are being used this year.

771
01:58:44.970 --> 01:59:00.330
Barb Soisson: We have middle school and high school. We've had two sessions with our middle school social studies teachers to with our high school teachers. And we actually have another one this week with our high school social studies teachers around the three pieces tribal history shared history.

772
01:59:01.770 --> 01:59:10.680
Barb Soisson: Holocaust and other genocide and the ethnic studies units and that's this Thursday. So there's ongoing work that's really spurred by the

773
01:59:11.070 --> 01:59:24.510
Barb Soisson: What comes from what we find out from our teachers and we have active Barwick groups in our schools and we are also looking at what we, it's another way of collecting information and supporting our teachers.

774
01:59:36.990 --> 01:59:37.560
Regan Molatore: Ginger.

775
01:59:40.020 --> 01:59:46.140
Ginger Fitch: I have a number of questions. And I'm going to be going back and forth to the material. So,

776
01:59:48.240 --> 01:59:59.310
Ginger Fitch: I'm sorry, on page eight of the memo. You have the high school online program quarter one mark distribution.

777
02:00:00.720 --> 02:00:17.520
Ginger Fitch: With 312 incomplete. First of all, I saw the number on your charts. And I'm wondering if the high school numbers you had for the number percentages of in completes included the online program or that was just CDO

778
02:00:20.550 --> 02:00:29.190
Aaron Downs: So we separated those out in those two sections that did not include students that were in our online program for that. And we wanted to have it be a separate

779
02:00:31.170 --> 02:00:48.030
Aaron Downs: Point and Dr. Gomez can probably speak to more specifics about that actual data point in the online program because it is different than CBL. And in fact, that number of incomplete, that is even on this memo is actually a little bit different and and Dr. Gomez can kind of share

780
02:00:50.190 --> 02:00:53.190
Mayra Gomez: So because of the flexibility of our program. Many students

781
02:00:53.880 --> 02:01:03.090
Mayra Gomez: Basically went under at their own pace and completing their courses so they knew that they would have the option to complete. Any last minute work or maybe the lesson of

782
02:01:03.510 --> 02:01:15.270
Mayra Gomez: Their courses from Porter one into quarter to while still continuing to work with their teachers and receiving the support that they might need to finish their quarter one courses and as they finish.

783
02:01:15.840 --> 02:01:29.400
Mayra Gomez: Our teachers in our directors able to go back and change their, their marks and in the middle level. I'm doing the same thing. So students who just who just decided to go up. It's lower or decided that

784
02:01:30.810 --> 02:01:37.920
Mayra Gomez: They wanted to go at their own pace and not go along with their peers. They knew that we would be able to accommodate them.

785
02:01:40.470 --> 02:01:55.260
Ginger Fitch: So that's a pretty positive take on it. And that really is that that's a huge number of incomplete. If you compare the 312 incomplete of that memo. Let me go back to it.

786
02:01:57.150 --> 02:01:57.660
Ginger Fitch: To the

787
02:01:58.680 --> 02:02:01.680
Ginger Fitch: 345 A's.

788
02:02:02.730 --> 02:02:07.410
Ginger Fitch: I'm trying to understand really the size of the

789
02:02:09.150 --> 02:02:12.210
Ginger Fitch: Circumstances, and whether it's a problem.

790
02:02:14.220 --> 02:02:17.910
Ginger Fitch: disproportionate to the high school experience, Jonathan.

791
02:02:19.230 --> 02:02:24.750
Aaron Downs: So I can hop in for just a second. I work directly with our director, Becca shook.

792
02:02:25.530 --> 02:02:36.840
Aaron Downs: At the high school for the online program. And actually, most of those that we have deemed incomplete, we should have probably changed it to say blank grades. They are grades that students have not yet had a chance to access yet.

793
02:02:37.140 --> 02:02:48.120
Aaron Downs: So in fact that percentage, it's probably going to be it's smaller than what we see in Cl. And so, director of fish. I could see. I see what you're thinking. We are not concerned because actually

794
02:02:49.050 --> 02:02:58.710
Aaron Downs: It's a new program for us at the end of quarter one and fuel, Ed. We're trying to figure out how they put in the mark. So if a student signed up for a class, but maybe hasn't even started that class.

795
02:02:58.980 --> 02:03:10.380
Aaron Downs: It showed up on our original memo as what we said incomplete, but that student maybe hasn't even had that class or hasn't even opened up that class yet but we couldn't toggle those kids out

796
02:03:10.680 --> 02:03:20.070
Aaron Downs: So when we started to look at actual incomplete and actually the number of really pretty small. And anytime you see one of those. That means it's one class that's not a student

797
02:03:20.370 --> 02:03:29.190
Aaron Downs: That may be. These are marks. So when you see 312 marks. That's fair and 12 classes and that that may be the student number is going to be a lot smaller than that.

798
02:03:29.880 --> 02:03:38.610
Aaron Downs: So when you take out blank grades, which we couldn't quite do in time for this board report or or actually maybe we're trying to figure out how to do it with fuel, Ed.

799
02:03:39.330 --> 02:03:49.920
Aaron Downs: It's a pretty new system of course do is we actually feel like it's in the same percentage rate or or even better than CDs because we have similar concerns and every

800
02:03:50.400 --> 02:03:59.940
Aaron Downs: Everywhere you look in high school and what we are trying to do is talk about that credit whole and getting kids to feel really good and earn their credits, especially first quarter.

801
02:04:00.510 --> 02:04:10.320
Aaron Downs: Because we know that if they if they can get it in first quarter, they're going to be more motivated to do, second, third, and fourth quarter. I know I am. It's better, it's easier to keep up and catch up.

802
02:04:10.890 --> 02:04:21.930
Aaron Downs: And what our online program is doing and director shook is doing is just impressive work with our teachers because what they're doing is they're trying to manage all these things that as Dr. Ludwig mentioned

803
02:04:22.260 --> 02:04:34.740
Aaron Downs: A lot of kids signed up for a lot of great amazing things. But now, some of them. They're going okay I may not want to do two or three of those. And so we have to kind of pull those back and some of those have shown up as these incomplete or blank rates, but

804
02:04:34.800 --> 02:04:36.990
Aaron Downs: The reality is very soon.

805
02:04:37.590 --> 02:04:48.540
Mayra Gomez: And those these numbers change every day like as if this afternoon. I mean, we only had 188 blank grades and those blank grades are not necessarily complete

806
02:04:48.780 --> 02:04:58.380
Mayra Gomez: These students met with their teachers and worked out a plan of completion, similar to what we did in the spring with our seniors. So our goal is not to have the incomplete.

807
02:04:58.800 --> 02:05:09.870
Mayra Gomez: All of our students and our teachers were proactive and creating those plans of completion, because these are our senior. I mean, these are our high schoolers. They know they need these these credits. These are credit bearing courses so

808
02:05:10.470 --> 02:05:16.350
Mayra Gomez: The kids have those plans in place and are working with their teachers. So you'll see our numbers change daily

809
02:05:18.570 --> 02:05:19.260
Aaron Downs: Every day of

810
02:05:19.590 --> 02:05:25.680
Aaron Downs: High School. We have an opportunity to celebrate and we do we celebrate every time a kid earns a credit

811
02:05:26.070 --> 02:05:33.630
Aaron Downs: And our teachers are working incredibly hard our counselors, administrators, students, they are getting back on track.

812
02:05:34.140 --> 02:05:44.700
Aaron Downs: Some of our students had just they just didn't quite maybe have enough time in first quarter or it snuck up on them. Or let's say they they had a tough start. Well, we want to reward you know we want to

813
02:05:45.060 --> 02:05:52.560
Aaron Downs: Reward the breakthrough not punish the struggle. So let's reward this breakthrough and celebrate that. So every day. This numbers.

814
02:05:52.980 --> 02:06:01.380
Aaron Downs: getting smaller, even from when we wrote the memo to tonight, we get it. We were able to celebrate the numbers shrinking and that's because students are working hard to

815
02:06:01.620 --> 02:06:08.100
Aaron Downs: To kind of wrap up their, their credit, one thing we did hear from families and from some students as they said, I just needed a little more time.

816
02:06:08.760 --> 02:06:21.810
Aaron Downs: I needed an extra week. All right. I needed this to kind of demonstrate my learning in a different way. And our teachers were incredibly flexible incredibly responsive and just wanted to see every students succeed with this.

817
02:06:22.170 --> 02:06:32.160
Mayra Gomez: In the students have the opportunity to retake assessments. So if a student is not satisfied with their grade, the first time around. They have the opportunity to work with their teacher review the material.

818
02:06:32.340 --> 02:06:41.970
Mayra Gomez: We learn whatever it is they may not have gotten around the first time in redo that assignment or retake the assessment assessment for a higher score. So a lot of those blanks is just

819
02:06:42.180 --> 02:06:46.710
Mayra Gomez: The kids are not satisfied with their grades, they want to work with their teacher to improve those marks.

820
02:06:48.600 --> 02:06:56.160
Kathy Ludwig (she/her): I think your question director, which is really important on two fronts one. What are we learning about online learning.

821
02:06:56.580 --> 02:07:08.010
Kathy Ludwig (she/her): That after coven, you know, as we continue as a district to offer online programming. What are we learning about how students pace through courses that they self select

822
02:07:08.400 --> 02:07:18.840
Kathy Ludwig (she/her): So maybe we shouldn't let them take more than a certain amount because we've learned something. This year, and we can say, based on what we've learned, we're only going to let you sign up for four at a time.

823
02:07:19.350 --> 02:07:25.530
Kathy Ludwig (she/her): Students who sign up for more ended up dropping a lot and it kind of snowballs. So there's some important learning and adjusting

824
02:07:26.310 --> 02:07:27.510
Kathy Ludwig (she/her): The second thing is

825
02:07:28.170 --> 02:07:36.720
Kathy Ludwig (she/her): timelines are arbitrary, but you know what, what does it mean to have the end of a first quarter or a second quarter or a third quarter, especially with proficiency grading.

826
02:07:36.900 --> 02:07:48.150
Kathy Ludwig (she/her): When we say to students. If you weren't quite done you can continue to work on it, the more we blur that line and allow students to work towards standards and proficiency instead of arbitrary

827
02:07:48.420 --> 02:08:04.440
Kathy Ludwig (she/her): Grade milepost, the more students are going to live into that and take advantage of it and say okay I do need a little more time i i process a lot slower. I want to retake something if you're changing that marker and allowing me then don't as dr downs mentioned

828
02:08:05.820 --> 02:08:13.440
Kathy Ludwig (she/her): You know, create this then marker of something that goes on a report card because it's, you know, October the 21st or something.

829
02:08:14.070 --> 02:08:21.150
Kathy Ludwig (she/her): So we have to kind of learn how to live into proficiency grading more and not keep using old practices around arbitrary

830
02:08:21.810 --> 02:08:32.340
Kathy Ludwig (she/her): Markers for when we collect grades and document them and have more of a blur there. So we're learning a lot through this that we can then take into future years as well.

831
02:08:33.270 --> 02:08:35.700
Mayra Gomez: And director King asked about a stuff feedback.

832
02:08:36.000 --> 02:08:45.960
Mayra Gomez: I believe in gathering stuff feedback as a student voice. That's why you may have noticed that I always include student quotes in presentations, because their voices, what matters the most to me, but my staff's feedback.

833
02:08:46.350 --> 02:08:55.740
Mayra Gomez: Matters. Also, and I can tell you that quarter two is going a lot smoother and this is from their voices. They said, yeah, we had a rocky start it was new to us.

834
02:08:56.100 --> 02:09:02.430
Mayra Gomez: The second time around. It's going a lot easier. We can navigate the platform better teams.

835
02:09:03.270 --> 02:09:09.810
Mayra Gomez: Great team levels have come up with agreements that it's make it easier to collaborate and support each other as well as our students.

836
02:09:10.530 --> 02:09:18.270
Mayra Gomez: We have learned how to bring things up with our parents and help our parents navigate the platform. And one thing that they would change for next year. This is middle school.

837
02:09:18.630 --> 02:09:27.180
Mayra Gomez: One thing that they will change for next year. And even if possible second semester is adding more structure because our sixth graders went from having one teacher

838
02:09:27.450 --> 02:09:35.730
Mayra Gomez: To having four or five right so we need we those skills. Our kids still are struggling with those time management is a big one.

839
02:09:36.330 --> 02:09:46.950
Mayra Gomez: Are high schoolers are doing a lot better with that you know they they have more they have had the time to build some of those skills and are used to having multiple teachers or little ones. Not quite yet.

840
02:09:48.990 --> 02:10:01.650
Ginger Fitch: So that actually leads to my next question, which is about the ninth grade on track for the for the online separate from the high school. Can you address those numbers. And what you're seeing

841
02:10:03.300 --> 02:10:03.840
Ginger Fitch: There.

842
02:10:06.420 --> 02:10:10.170
Mayra Gomez: In the, in the six in the on track for our ninth graders.

843
02:10:12.030 --> 02:10:17.580
Mayra Gomez: Dr. Jones, I don't know the numbers that you presented include both CD out in our online program.

844
02:10:18.420 --> 02:10:24.300
Aaron Downs: They, they, they don't, they're against separate but it's the same as similar data point.

845
02:10:25.950 --> 02:10:31.980
Aaron Downs: And almost a little bit baby a percentage to hire around 91 92% for our online program as well.

846
02:10:33.840 --> 02:10:35.610
Aaron Downs: We are feeling

847
02:10:36.900 --> 02:10:44.220
Aaron Downs: Pretty good and and and and feel like that. This is a good start for us. But I also want to highlight for the board. Please keep in mind.

848
02:10:44.490 --> 02:10:51.240
Aaron Downs: We are comparing data from right now, which is after first quarter in CL ninth graders have had an opportunity to turn three

849
02:10:52.200 --> 02:10:56.970
Aaron Downs: Probably more accurate data point for us will be after quarter to where their students will have had

850
02:10:57.240 --> 02:11:05.850
Aaron Downs: An opportunity to have six classes and then that will mirror and give us a better sense for how we are doing in comparison to last year after and the semester one

851
02:11:06.240 --> 02:11:14.640
Aaron Downs: At the end of semester. One last year we had around 90% of our high school students on track for ninth grade right now after quarter one with just

852
02:11:15.000 --> 02:11:29.280
Aaron Downs: Attempting three classes. We're at about 90% and we feel good about that. But we also want to make sure we are closely monitoring this that data point is extremely important data point for us. And when we look at weekly as a high school level.

853
02:11:30.390 --> 02:11:41.220
Aaron Downs: And and the online program exactly mirrors the CDS with our ninth grade success right now too. So we feel very good about that our ninth grade students that online. We're working very hard to

854
02:11:43.980 --> 02:11:50.550
Ginger Fitch: Thank you. I think my next questions I have to do with students for an IPS, or five, four fours and

855
02:11:52.290 --> 02:11:54.660
Ginger Fitch: I missed the number on your chart.

856
02:11:59.220 --> 02:12:14.580
Ginger Fitch: What you have 24 students who are doing limited in person instruction out of what percentage is that of those students who are, have I PS or 504 plans.

857
02:12:15.990 --> 02:12:28.110
Jennifer Spencer-Iiams: That's a very, very small percentage. We have a little bit over 1000 students who receive special education services through an IP and I think

858
02:12:29.520 --> 02:12:38.910
Jennifer Spencer-Iiams: 400 ish on 504 plans. So it's a very small percentage and we purposefully started small.

859
02:12:39.870 --> 02:12:56.730
Jennifer Spencer-Iiams: Because there was a lot of unknowns with first bringing students back onto campus and we wanted to do it. Well, we wanted to do it safely. We wanted to start small and be able to expand and the we've learned a lot of positive things we've kept

860
02:12:58.620 --> 02:13:02.640
Jennifer Spencer-Iiams: One things are really proud of is how we have kept

861
02:13:03.750 --> 02:13:11.340
Jennifer Spencer-Iiams: Sort of, arm in arm with our associations, both the certified and classified associations in

862
02:13:12.300 --> 02:13:20.340
Jennifer Spencer-Iiams: How we've started limited in person. There was a lot a lot of questions a lot of wondering about, could we do this safely in a time of pandemic.

863
02:13:20.910 --> 02:13:39.480
Jennifer Spencer-Iiams: And our hope with limited in person was to start to try some of those things out that might make it more likely for us to be able to bring students back in hybrid. So that was really our plan and we you'll notice on that first bullet. Thank you, Dr. Ludwig or whoever pulled that up.

864
02:13:40.500 --> 02:13:49.590
Jennifer Spencer-Iiams: And we were starting with some assessments and that one time coaching and then the were our first priority with students was those students who

865
02:13:50.400 --> 02:13:54.870
Jennifer Spencer-Iiams: There, there, there was a such a barrier that they really couldn't interact with the computer.

866
02:13:55.320 --> 02:14:06.090
Jennifer Spencer-Iiams: And then the plan was to begin to expand that to other students who could really benefit from limited in person instruction. So we were on track for all of that and then unfortunately

867
02:14:07.050 --> 02:14:15.300
Jennifer Spencer-Iiams: The virus numbers in our county in our state just started to go up at such an alarming rate. So when we first were doing.

868
02:14:15.630 --> 02:14:25.740
Jennifer Spencer-Iiams: Limited in person instruction. If you were back on those metrics that Dr. Ludwig cat out before when we started we were in, then that transitional part the

869
02:14:26.610 --> 02:14:34.650
Jennifer Spencer-Iiams: End of yellow beginning of orange. And so we were very helpful. We had a number of principles that had a lot of excitement about

870
02:14:35.280 --> 02:14:45.180
Jennifer Spencer-Iiams: Thinking about, you know, in high school. Could we bring students that were struggling in terms of incomplete back to give them some more structure and support to get those

871
02:14:45.900 --> 02:14:51.270
Jennifer Spencer-Iiams: Students that really just need that social emotional connection. I mean, there's lots of things that we could all think about where

872
02:14:51.840 --> 02:14:57.240
Jennifer Spencer-Iiams: Students could benefit from some in person instruction we just chose to start small.

873
02:14:57.600 --> 02:15:06.600
Jennifer Spencer-Iiams: And and with those students who are really not connecting at all. And then our plan was to increase. We went so far as we had a couple of input sessions with

874
02:15:07.170 --> 02:15:18.660
Jennifer Spencer-Iiams: People that were providing limited in person instruction. Some of those staff again teacher voice and para educators principles about how would you like us to, how would you see a scaling this up more

875
02:15:19.080 --> 02:15:26.790
Jennifer Spencer-Iiams: And so we're we're poised and ready to go. And then the virus numbers just went up so far that it is been

876
02:15:28.200 --> 02:15:38.670
Jennifer Spencer-Iiams: The actually the guidance tells us when they get, you know, over a certain number we should, you know, consider like think carefully about whether we should even keep doing limited in person. So we're in that

877
02:15:39.060 --> 02:15:44.550
Jennifer Spencer-Iiams: In that dilemma right now of thinking about it means so much to those students that we've started it with

878
02:15:45.240 --> 02:15:57.510
Jennifer Spencer-Iiams: That we are loath to stop it. We also felt it would be irresponsible to expand it at this point. But it's, you know, these are some of the toughest administrative decisions that that any of us have ever faced.

879
02:15:58.020 --> 02:16:03.450
Jennifer Spencer-Iiams: You know, in terms of trying to think about what's best for kids and and what's best for the community at large.

880
02:16:04.320 --> 02:16:14.610
Mayra Gomez: And just like in the spring students with social anxiety are doing very well in the online program, they are able to meet with them one on one, and they have our learning

881
02:16:15.330 --> 02:16:19.770
Mayra Gomez: Our tutors, helping them and creating individuals individualized plan.

882
02:16:20.160 --> 02:16:35.790
Mayra Gomez: Plans to help them succeed and many of them are being successful taking extra courses that they didn't feel they'd be able to handle if they were in a building with so many kids around and having that was scheduled that was controlling them versus them controlling your schedule.

883
02:16:37.260 --> 02:16:47.550
Jennifer Spencer-Iiams: In terms of our county and you know we we stay in touch with our colleagues in other districts in our county and there's not very many people that are doing

884
02:16:47.940 --> 02:16:52.950
Jennifer Spencer-Iiams: A number of different districts are doing the assessment part of limited in person instruction.

885
02:16:53.610 --> 02:17:08.940
Jennifer Spencer-Iiams: Many people were working on plans to begin to do some of that recurring instruction and then with the virus numbers they hadn't been able to start yet. I think there's really only one, maybe two other districts in our county that are doing any limited in person instruction right now.

886
02:17:10.140 --> 02:17:11.850
Jennifer Spencer-Iiams: But we're watching it really closely.

887
02:17:13.560 --> 02:17:14.550
Ginger Fitch: Thank you for that.

888
02:17:15.540 --> 02:17:18.180
Christy Thompson: Director Fitch. Do you mind if I just jumped piggyback I

889
02:17:18.510 --> 02:17:22.230
Christy Thompson: Go. Okay. Just, just cuz it's right on the same subject.

890
02:17:23.400 --> 02:17:30.990
Christy Thompson: I did have a question about the 24 students since we just talked about that and how often do they come in for the limited. I know.

891
02:17:31.260 --> 02:17:49.020
Christy Thompson: reoccurring instructional sessions. So I just did to expand on that and see exactly what reoccurring means, and then also just to ask. While we're on the topic as well. Do the metrics, don't they don't limit our limit our

892
02:17:51.360 --> 02:17:56.580
Christy Thompson: Our in person instruction. Correct. We're just choosing not to expand it.

893
02:17:57.690 --> 02:18:05.160
Christy Thompson: Based on our own based on the threat that we think is there, but we're not limited by those if you could just speak to that, too.

894
02:18:05.790 --> 02:18:08.010
Jennifer Spencer-Iiams: I would love to. We've been thinking a lot of

895
02:18:09.000 --> 02:18:23.430
Jennifer Spencer-Iiams: Money at do the first part first, before I get to the metrics. So in terms of the limited. There are some things that are prescribed by the state. For example, for limited in person instruction, it can be no longer than two hours in a day for any student

896
02:18:24.030 --> 02:18:33.000
Jennifer Spencer-Iiams: And those student cannot be engaged with more than two cohorts. So if there was one student on a bus and then there was another student in

897
02:18:33.300 --> 02:18:48.960
Jennifer Spencer-Iiams: School. That's two cohorts. And so those are a couple of limitations, our staff can't work with more than five cohorts in one week. So that's a limitation there as we work with folks and we have chosen to

898
02:18:50.160 --> 02:19:03.390
Jennifer Spencer-Iiams: Limit our limited in person instruction to Monday through Thursday. That doesn't mean that every student is doing it Monday through Thursday we make an individualized plan. So there are some students that are coming, you know, for two hours a day.

899
02:19:03.960 --> 02:19:10.080
Jennifer Spencer-Iiams: Four days a week. We have a couple of other students who are coming. Two days away two days a week.

900
02:19:10.830 --> 02:19:22.080
Jennifer Spencer-Iiams: Two hours a day, two days a week and and so it's really kind of depending on the needs of the students and the focus of what that limited instruction is going to be are we with them.

901
02:19:22.620 --> 02:19:30.360
Jennifer Spencer-Iiams: Trying to help them engage with what's happening with peers on a zoom session. Are we doing some totally different sorts of skill building that we hope.

902
02:19:30.630 --> 02:19:39.570
Jennifer Spencer-Iiams: Again will then build towards some independence with them to be able to connect with peers. So that part is individualized depending on the students needs, but we have chosen to

903
02:19:40.980 --> 02:20:00.690
Jennifer Spencer-Iiams: Not do it on Fridays. Part of that is, you know, thinking forward towards hybrid that seemed like that might get really complicated in the future. So it's all optional. We don't have to do limited in person instruction at all, and it is an allowance in the guidance. It's not a requirement.

904
02:20:02.850 --> 02:20:12.090
Jennifer Spencer-Iiams: In terms of the metrics, you know, we have we have two things I think that we're thinking, well, there's probably a lot of things we're thinking about, but two of the main ones that were thinking about is

905
02:20:13.110 --> 02:20:19.740
Jennifer Spencer-Iiams: Complying with the very clear guidance that Oregon Department of Education and Oregon Health Authority have put out

906
02:20:20.310 --> 02:20:30.270
Jennifer Spencer-Iiams: On, but there are also some gray areas in there and it this Li or the limited in person instruction is falls a little bit into that gray area. So what else are we thinking about

907
02:20:30.720 --> 02:20:37.410
Jennifer Spencer-Iiams: There's no there is no place that explicitly says we have to stop, but it does say we should consider it.

908
02:20:37.740 --> 02:20:48.540
Jennifer Spencer-Iiams: When we get over a certain number which is actually the numbers over 200 cases per two week period. And we're way over that right now. So Dr. Ludwig

909
02:20:49.110 --> 02:20:58.350
Jennifer Spencer-Iiams: And many of others. We've been thinking together about this. What does consider me. And part of that means connecting with our local public health authority.

910
02:20:58.710 --> 02:21:03.150
Jennifer Spencer-Iiams: And seeing what their advice is, well, we have been in very close contact with

911
02:21:03.480 --> 02:21:12.000
Jennifer Spencer-Iiams: Clackamas County, they are not, they're not going to advise us. Yes, you have to stop it or no you don't. They're sick, but they do tell us look at the trends.

912
02:21:12.300 --> 02:21:24.660
Jennifer Spencer-Iiams: Pay attention to the trends. And so, as we've seen those trends increase, we thought, you know, what's the responsible thing to do as a member of our community. Is it responsible right now to expand that and

913
02:21:25.590 --> 02:21:34.890
Jennifer Spencer-Iiams: Even you know that's the, that's the dilemma. There's some kids who really could benefit from that. But it's the concern about expanding and putting perhaps more people at risk.

914
02:21:35.280 --> 02:21:46.110
Jennifer Spencer-Iiams: And but then it was also with the students. We'd already started it with, you know, and they began to build some routines and habits, what would be the detriment of if we stop that.

915
02:21:46.710 --> 02:21:58.230
Jennifer Spencer-Iiams: Now we watch those numbers every single day we consult pretty much every single day and agonize over this, because when when the governor is telling people stay home and work from home. If you can

916
02:21:58.590 --> 02:22:02.100
Jennifer Spencer-Iiams: And we're still asking some staff to come in and work with students.

917
02:22:03.060 --> 02:22:13.110
Jennifer Spencer-Iiams: That's a, that's a tricky point so we we talk a lot with our associations and our we're just, again, we want more than anything to be arm in arm.

918
02:22:13.410 --> 02:22:22.530
Jennifer Spencer-Iiams: With our classified and certified associations in in doing what's right for kids while keeping everyone safe. So it's, it has been a real challenge.

919
02:22:22.800 --> 02:22:33.720
Jennifer Spencer-Iiams: And we're, we're in it, we're, we've talked about the word consider which is what's in the guidance. A lot. What does that mean, and I'll tell you we are considering it. We're giving it lots of thought at all times.

920
02:22:34.650 --> 02:22:37.470
Christy Thompson: Oh, thank you for clarifying that. And I yeah i didn't i

921
02:22:38.610 --> 02:22:46.200
Christy Thompson: didn't consider part is what I appreciate you expanding on. So thank you. And thank you, Dr fish for just letting me jump in. Go ahead.

922
02:22:50.400 --> 02:23:03.270
Ginger Fitch: And now, that's fine. And I so I'm going to return to this idea of on track and incomplete and particularly then for students who are on fiber bars and I PS

923
02:23:03.960 --> 02:23:17.460
Ginger Fitch: We in the communication we get from parents and families identified more than any other group or kids with learning disabilities and struggles

924
02:23:18.480 --> 02:23:24.750
Ginger Fitch: So continue to wonder about your outreach your proactive efforts.

925
02:23:25.770 --> 02:23:28.170
Ginger Fitch: To reach families and

926
02:23:29.190 --> 02:23:44.100
Ginger Fitch: To use the information that you provided on incomplete and on track and and attendance, particularly regarding students who are served by piece. And of course,

927
02:23:46.680 --> 02:23:53.250
Jennifer Spencer-Iiams: I appreciate the question. And once again, this is one of those times where I'm so thankful

928
02:23:54.030 --> 02:24:07.710
Jennifer Spencer-Iiams: To be that education is a team sport and that we are all in this together, and I certainly would not want to be in this work with anyone else. And I'm in this work with with the amazing

929
02:24:08.640 --> 02:24:27.600
Jennifer Spencer-Iiams: Teachers, principals counselors and and what that outreach looks like is varied and I, there was a slide that a doctor. So Jason had the very last slide that had a few pictures of some kiddos. And one of those pictures was of

930
02:24:28.620 --> 02:24:46.770
Jennifer Spencer-Iiams: Our Nurse one of our nurses and one of our physical therapists who went on a home visit. They're out there with their masks on out to a home visit that they went on with a counselor to connect with a student who really was not engaging and they had tried a lot of things and

931
02:24:48.060 --> 02:24:54.750
Jennifer Spencer-Iiams: Just weren't really getting that connection and really felt like we need to see how else we can

932
02:24:55.380 --> 02:25:04.080
Jennifer Spencer-Iiams: move this forward because really it's about whatever it takes. Right now, it's about meeting people where I appreciated the earlier comments about

933
02:25:04.710 --> 02:25:14.640
Jennifer Spencer-Iiams: people's needs right now. And we have to be creative. We don't have the luxury that we had of kids coming and sitting in our classroom when we can go

934
02:25:15.600 --> 02:25:24.240
Jennifer Spencer-Iiams: You don't necessarily look like you're feeling well, how can we help you out. So sometimes we're having to really reach out actually our social workers.

935
02:25:25.140 --> 02:25:31.710
Jennifer Spencer-Iiams: Worked with our school counselors this last week on developing a protocol for home visits, because we've been doing it.

936
02:25:32.040 --> 02:25:45.210
Jennifer Spencer-Iiams: This fall, quite a bit, but we hadn't had any kind of written protocol and our thought was, how do we really think about the times where that would be helpful. How do we do that in a culturally responsive way. How do we do that in a way that's

937
02:25:46.260 --> 02:25:49.680
Jennifer Spencer-Iiams: Cognizant of the power dynamics as some families feel about

938
02:25:50.670 --> 02:26:01.050
Jennifer Spencer-Iiams: School authorities or school staff. How do we think about where there is trust with that student, you know, one of the big challenges of this year is with so much shifting

939
02:26:01.710 --> 02:26:18.390
Jennifer Spencer-Iiams: Of staff to kind of go to where the students are and, you know, which is wonderful. We this flexibility to try to create the spaces that children need but one of the downsides has been there are some places where relationships are

940
02:26:19.170 --> 02:26:28.620
Jennifer Spencer-Iiams: You don't have those existing relationships as much because some staff moved or other transitions happen. So I would say that it's an ongoing

941
02:26:29.130 --> 02:26:39.210
Jennifer Spencer-Iiams: Question I hear it in when I go and visit levels meetings with Dr downs Dr prior is often a conversation of, who are the families that

942
02:26:39.780 --> 02:26:49.440
Jennifer Spencer-Iiams: You have not connected with what are your next steps. Those are the same conversations we are having with our counselors with our social worker team and it's

943
02:26:50.460 --> 02:26:58.710
Jennifer Spencer-Iiams: Those, those home visits those heist Westland High School. Michelle Wilson was telling me. She said, You know, I've been a school counselor here for

944
02:26:59.340 --> 02:27:07.710
Jennifer Spencer-Iiams: Many years. I don't remember how many exactly, she said. And she said, I, I've never done a home visit before and this fall. I've been delivering Karen connect packages packages.

945
02:27:08.070 --> 02:27:21.630
Jennifer Spencer-Iiams: I've been, you know, going and reaching out to students in a way I never have before. So it is this reality that there's, it's a different year if people are in different circumstances. And one thing I would say, and I know if there's any

946
02:27:23.280 --> 02:27:35.370
Jennifer Spencer-Iiams: Patrons or families or community members listening that they are saying, gosh, I don't feel like I've been reached out to enough. I feel like my child is still struggling, I would say, please.

947
02:27:36.480 --> 02:27:48.840
Jennifer Spencer-Iiams: Make it a call or an email tomorrow or tonight because we want to connect with everyone and we want every child to be successful. And we have people that really are going to

948
02:27:49.230 --> 02:27:58.560
Jennifer Spencer-Iiams: Keep at it. Okay. Do we need to have another meeting. Do we need to try something different. We're going to stay with it. But sometimes, and in all of the challenges of communication right now.

949
02:27:58.860 --> 02:28:05.280
Jennifer Spencer-Iiams: Sometimes maybe that hasn't happened yet. So please reach out if you haven't had that and you need that for a child.

950
02:28:07.950 --> 02:28:13.380
Ginger Fitch: Thank you. And I think in that regard. I just have my last question was really about

951
02:28:14.400 --> 02:28:24.210
Ginger Fitch: Dr. Ludwig or the other administrators. Do you see budget moves as a result of what you're learning

952
02:28:25.290 --> 02:28:28.230
Ginger Fitch: In terms of the adjustment of staff.

953
02:28:29.700 --> 02:28:36.570
Ginger Fitch: And resources to do that kind of outreach to make sure that you're the ones

954
02:28:37.980 --> 02:28:47.640
Ginger Fitch: Because it's a different kind of year, a different kind of outreach, so are their budget moves that you anticipate or staffing adjustments that you see coming up.

955
02:28:50.880 --> 02:28:52.140
Kathy Ludwig (she/her): Well, I think one

956
02:28:53.340 --> 02:28:58.650
Kathy Ludwig (she/her): Some of what we are doing in the summer was anticipating learning from the spring.

957
02:28:59.340 --> 02:29:09.780
Kathy Ludwig (she/her): What does it mean to connect with students when they're learning online and they're not on campus. And how do we how do we set up a more realistic schedule during the week.

958
02:29:10.170 --> 02:29:20.130
Kathy Ludwig (she/her): That allows for both instruction and Karen connection so that we're not asking staff to do Karen connection late into the evening and on the weekends.

959
02:29:20.430 --> 02:29:32.070
Kathy Ludwig (she/her): But that's actually built into the schedule. So while I know it was difficult for our community to understand how we were planning asynchronous and synchronous time and shortening the day

960
02:29:32.790 --> 02:29:46.110
Kathy Ludwig (she/her): That was to maximize that time that we knew we were hearing from teachers and families. I just need someone to reach out to me to have more office hours more time during the day when we can access our teachers and it's not

961
02:29:46.650 --> 02:29:57.090
Kathy Ludwig (she/her): Classes over the teachers have gone home or now they're all in meetings. But how do we free up more of the day for that kind of contact. So while we try to keep our staffing

962
02:29:57.750 --> 02:30:05.340
Kathy Ludwig (she/her): Consistent going into a course of challenging budget, as we just saw review of that from Dr. Hughes, we got less money for our grants.

963
02:30:05.850 --> 02:30:16.080
Kathy Ludwig (she/her): So we didn't overstaffed. But again, and that was delicate too because students shifted to online program. We lost some students. So that was always a moving target.

964
02:30:16.560 --> 02:30:24.390
Kathy Ludwig (she/her): But it was in developing that schedule for the week that we listen to our teachers and we built in more time for that Karen connection.

965
02:30:24.870 --> 02:30:31.020
Kathy Ludwig (she/her): And I would say that's probably a pattern across most school districts, you'll see that they have either a partial one day a week.

966
02:30:31.830 --> 02:30:44.670
Kathy Ludwig (she/her): For more Karen connection time and the combination of synchronous and asynchronous to be able to do that. So that's how we were able to stay more closely within budget and not have

967
02:30:45.720 --> 02:30:54.390
Kathy Ludwig (she/her): Not overstaffed but then again, and I think the other adjustment, like Dr. Don said having high school be three classes at a time, instead of six.

968
02:30:56.070 --> 02:31:05.670
Kathy Ludwig (she/her): Allows a teacher to teach fewer classes and now they have fewer students that they're trying to track and fewer families that they are reaching out to them. Typical years

969
02:31:06.210 --> 02:31:12.750
Kathy Ludwig (she/her): So it feels more manageable. So while we've done that in middle school as well with that rotating. How many classes at a time in high school.

970
02:31:13.140 --> 02:31:25.170
Kathy Ludwig (she/her): That's felt more manageable in terms of some Karen connection. So it wasn't just always staffing, but it was also that those schedule adjustments that allowed us to do that. I don't know if anybody else would like to add to that.

971
02:31:26.790 --> 02:31:39.780
Jennifer Spencer-Iiams: Jump in. I'm sorry. Thank you. And I had the opportunity to be at the Oregon school law conferences week past week, and they had a legislative update, which is always a you know a lot of

972
02:31:40.290 --> 02:31:48.300
Jennifer Spencer-Iiams: Wondering, at this point, there's a lot that can happen. But one of the things they were talking about was the student investment account and I was just

973
02:31:48.750 --> 02:32:02.520
Jennifer Spencer-Iiams: Struck with a lot of hope about you know that possibly being funded better the future. But really, what has been really valuable of that was the all the community engagement and the work that we did to develop that

974
02:32:03.840 --> 02:32:11.010
Jennifer Spencer-Iiams: Those priorities and that grant and that spending plan and so that when will resources are available that was all about, you know,

975
02:32:11.400 --> 02:32:21.090
Jennifer Spencer-Iiams: Karen connection mental health supports improved instructional supports. So I think we've got some really good planning there of what we might want to

976
02:32:21.720 --> 02:32:38.970
Jennifer Spencer-Iiams: That we do want to invest in, and even inductor Ludwig's earlier conversations about the SI. He was very clear to say we're putting a pause on the ones we don't have the funding for right now, but we haven't given up on those priorities. So let's continue to be our priorities moving forward.

977
02:32:41.190 --> 02:32:52.920
Aaron Downs: One specific quick thing I'd like to know principles Dressler principal Schmidt and principal Newman all created and shifted building budgets to support after school tutoring sessions and study sessions and they

978
02:32:53.370 --> 02:33:09.180
Aaron Downs: Increase their office hours to meet the needs of students to just keep up on their courses. And then after first quarter. It is ramped up again to help earn course earn credits from first quarter. And so that's one specific example.

979
02:33:14.100 --> 02:33:17.730
Regan Molatore: Dylan. I know you've been waiting patiently to ask a few questions.

980
02:33:21.930 --> 02:33:35.250
Dylan Hydes: Yeah, I just had one question kind of a big picture question was, what are the top three concerns, you're hearing from parents about CBL and how are we addressing those those three concerns.

981
02:33:43.680 --> 02:33:44.430
Barb Soisson: Well, I

982
02:33:45.600 --> 02:33:53.520
Barb Soisson: Guess I look at I'll start from the middle level. We did a survey at the end of quarter one and asked that question.

983
02:33:53.880 --> 02:34:06.750
Barb Soisson: What are you most concerned about so that that would be a direct way and the things that we got back with an open ended question that we got back with the very first concern was isolation and that

984
02:34:07.500 --> 02:34:14.700
Barb Soisson: was huge. I think 80% of the responses had something to do with overall isolation of my child.

985
02:34:15.210 --> 02:34:35.250
Barb Soisson: And again, others can add, but one of the ways in working with that, that we are looking at how do you both look at the ways to interact not just provide information or content or lessons but how's school. How are those 85 to 95 minutes sessions.

986
02:34:35.670 --> 02:34:42.600
Barb Soisson: Children experience three times a day. How much do they actually interact as opposed to just listening.

987
02:34:43.050 --> 02:34:58.590
Barb Soisson: We've also, I think, at each level headways were to increase everything from lunch punches to, you know, just in an announcement that went out today there is going to be an orca book club a holiday baking club.

988
02:34:59.700 --> 02:35:16.830
Barb Soisson: Gaming clubs drama clubs just those kinds of things we can do until we can get to what Dr. Spencer items was talking about more co curricular you know students actually being able to do something. And what we're talking about it. The middle level is

989
02:35:18.090 --> 02:35:27.270
Barb Soisson: Outside outside sports that you know we can stay apart and do that. So looking at those connecting pieces. That's the biggest one.

990
02:35:28.290 --> 02:35:37.470
Barb Soisson: The second one that we had was sort of this combination of motivation and sustaining my child's interest in school.

991
02:35:38.010 --> 02:35:49.050
Barb Soisson: It's seemed okay so far, but I'm really worried about that. And again, we're trying to do. And at each level. I think we have a version of asking the kids.

992
02:35:49.350 --> 02:36:01.650
Barb Soisson: You saw some examples from Dr. Gomez about things we're finding out from students, but just finding out from them what is it about my learning that makes it hard that holds my interest.

993
02:36:01.950 --> 02:36:14.640
Barb Soisson: And using that in combination with the new tools, not just novelty. But how do we move kids away from screens and into other ways of doing learning

994
02:36:15.210 --> 02:36:29.670
Barb Soisson: And then the third one was we heard it from challenge indoor support the individual needs of my child as a learner. And I think you heard well director Fitch spoke to the

995
02:36:31.260 --> 02:36:46.740
Barb Soisson: The communication, the board receives around children with, you know, specific learning needs and we receive that as well. We're from 10 parents and from, how will we make sure that this is something that

996
02:36:47.760 --> 02:36:53.460
Barb Soisson: Either supports a challenge is my child. And again, we're doing that. I think you saw in Dr prior slide.

997
02:36:54.720 --> 02:37:02.820
Barb Soisson: And middle level in high school. We all kind of version of this. How do you get at not just the essential learning, but the things that are enduring

998
02:37:03.150 --> 02:37:22.410
Barb Soisson: And the things that they actually need to know that's on track college and career readiness, the kinds of things that actually are authentic assignments. So those are just three of the big literally. Those are the categories of responses we got the most, most recently.

999
02:37:25.140 --> 02:37:26.910
Dylan Hydes: I appreciate that. Those are all my questions.

1000
02:37:29.670 --> 02:37:39.150
David Pryor: Director highest. Can I just add one thing from a primary perspective because I really appreciated your question. It gave me pause and I had to think about why I couldn't immediately answer that. And I think it's because

1001
02:37:39.990 --> 02:37:49.200
David Pryor: We have a lot of stories and as you would probably guess each one is so darn different you know I think what we're learning is every family has a story. You know, if they're

1002
02:37:49.440 --> 02:37:59.940
David Pryor: If they're eating stuff to be on differently that it might connect to, you know, a child's emotional you know needs it might connect to a caregivers work schedule and it might connect to Internet access and so

1003
02:38:00.180 --> 02:38:07.860
David Pryor: You know, I think we have a lot of variance out there, but the one thread that I think comes through which kind of gets to your question is

1004
02:38:08.430 --> 02:38:19.800
David Pryor: incredibly strong reminder that relationships and social and emotional well being, are the foundation for learning at primary and, you know, we know that, but now I know it even more, you know, because

1005
02:38:20.430 --> 02:38:24.060
David Pryor: Students who have those pieces in place. They really are thriving.

1006
02:38:24.990 --> 02:38:32.190
David Pryor: And those who aren't. There's no single one answer. And that's why I kind of lead with the whatever it takes. And the primary part because

1007
02:38:32.490 --> 02:38:41.880
David Pryor: That's really what we're doing. It makes it hard to identify one factor, but as Dr. Jason was saying, you know, principles are kind of what does it take, do you want to have lunch with me once a week, you know,

1008
02:38:42.540 --> 02:38:49.440
David Pryor: Do you want to come by and pick up a stack of library books. They're really pulling all the stops to individualize our responses.

1009
02:38:50.280 --> 02:38:53.820
David Pryor: To to our families and I just, you know, I heard

1010
02:38:54.330 --> 02:39:02.490
David Pryor: Jennifer Patterson, one of our former principles talking on a podcast, the other day and just reminding us that you know the importance of social emotional learning. So it's just a good reminder to me to

1011
02:39:02.790 --> 02:39:13.920
David Pryor: Pay close attention to that data we're getting from our panorama survey and identifying areas where where we can make some solid improvements, because that's going to set the stage for for all of our students to thrive.

1012
02:39:15.390 --> 02:39:15.720
Dylan Hydes: Thank you.

1013
02:39:18.660 --> 02:39:29.820
Regan Molatore: All right, thank you. And we'll move forward and we'll take a couple questions from Christie and then hopefully a couple from Chelsea after that. And then we'll move on to our next topic. Okay, so, Christy

1014
02:39:30.870 --> 02:39:34.020
Christy Thompson: Thank you. And let's see.

1015
02:39:35.820 --> 02:39:36.180
Christy Thompson: Let me

1016
02:39:37.320 --> 02:39:47.670
Christy Thompson: I've been checking off as other people have been asking questions and I think I just want to add on to what we were just talking about the isolation and just say, as I was reading through

1017
02:39:48.180 --> 02:40:01.710
Christy Thompson: And specifically, the panorama students survey that we did for our middle school students. And let me just ask quickly. Did we also do I saw that high school students took a survey that it said high school and parents so

1018
02:40:02.280 --> 02:40:15.960
Christy Thompson: Words, the panoramas survey for our middle school students given to them during school time and then the the survey that the high school students took was outside of school time it was more. Okay.

1019
02:40:16.530 --> 02:40:29.550
Christy Thompson: And will we plan on doing those surveys again at the end of Quarter two, and if so, just wondering if it would be possible to also do have for the high school students in in class survey, just because I

1020
02:40:30.810 --> 02:40:32.820
Christy Thompson: Don't know. I just think we would get more

1021
02:40:34.290 --> 02:40:50.820
Christy Thompson: I've had a couple parents just expressed to me that they would that you know versus them asking their students to take the survey would be great if they had that in class time. I mean, as we all know, if you do it in class, you have more tendency to get a better response so

1022
02:40:52.530 --> 02:40:55.050
Christy Thompson: But is that how it how it happened. This last time.

1023
02:40:55.440 --> 02:41:01.200
Jennifer Spencer-Iiams: Can I did the panorama was third through 12th graders.

1024
02:41:01.650 --> 02:41:12.750
Jennifer Spencer-Iiams: And and that it was, you know, was our first time doing it. But I think the intention was that it was in class time for all through 12th graders.

1025
02:41:13.080 --> 02:41:22.470
Jennifer Spencer-Iiams: And we are planning on doing that again in April, and I know there's other surveys out there that my colleagues can comment on, but I just wanted to clarify that on panorama.

1026
02:41:24.240 --> 02:41:26.790
Aaron Downs: Is the end of quarter one high school survey.

1027
02:41:26.820 --> 02:41:39.240
Aaron Downs: Was was given to students, parents and we didn't. It was not during class time. And so it's a good suggestion. We were careful that right now. We have many of our teachers actually gave their own

1028
02:41:39.990 --> 02:41:47.580
Aaron Downs: Survey and feedback at the end of their quarter. And so most of our classes. Most of our students actually took a survey for that specific teacher

1029
02:41:47.790 --> 02:41:54.960
Aaron Downs: And there was great interest from our teachers as many of them are going to be teaching that that class again maybe second quarter. Now they're having

1030
02:41:55.260 --> 02:42:05.130
Aaron Downs: The second English 10 that they're going to teach in this in the second quarter and they wanted some kind of immediate feedback that may be a global survey wouldn't, wouldn't meet, but will be open to

1031
02:42:05.700 --> 02:42:11.640
Aaron Downs: Looking at that because you're right. More students would take it if you put it in a different context there.

1032
02:42:17.820 --> 02:42:19.470
Regan Molatore: Christy, you're still on mute.

1033
02:42:22.290 --> 02:42:32.580
Christy Thompson: Thank you. And just one thing that struck my heart as I was reading through this was under the middle school and the panorama students survey and that

1034
02:42:33.390 --> 02:42:40.500
Christy Thompson: The sense of belonging. I'm looking at the top of page on which page that is

1035
02:42:41.220 --> 02:42:49.380
Christy Thompson: And it's right underneath where it talks about the grades for the middle schools. So it's at the top of the next page, but just the sense of belonging is valued member of school community.

1036
02:42:49.920 --> 02:43:07.350
Christy Thompson: And that only 49% of our students gave a positive response and to that and that then under self advocacy and which, once again, I had to look at myself just to remind me what that meant and remind myself but the perception of one's own ability to reach a goal.

1037
02:43:08.640 --> 02:43:09.120
Christy Thompson: That

1038
02:43:10.620 --> 02:43:28.050
Christy Thompson: You know only 57% gave a positive response meaning 43% for feeling that way and and then just looking how that coincided with what our middle school parents survey concerns were their child feeling isolated and the declining multiple motivation and um

1039
02:43:29.100 --> 02:43:34.020
Christy Thompson: Anyway, that those numbers just, I don't know, it's not really a question.

1040
02:43:37.590 --> 02:43:39.090
Christy Thompson: More just a concern of my heart.

1041
02:43:40.170 --> 02:43:40.680
Christy Thompson: Well, I

1042
02:43:40.950 --> 02:43:43.260
Christy Thompson: Think it's a concern of all of our hearts.

1043
02:43:43.590 --> 02:43:55.590
Barb Soisson: Yeah but appreciate you bringing those points together very much because one of the things that interested us in the panorama survey is it's not a simplistic one. So it's not a

1044
02:43:56.430 --> 02:44:06.120
Barb Soisson: Positive or negative as as much and I'm not saying that to offset the data because that sense of belonging. Is it was a lightning rod.

1045
02:44:07.680 --> 02:44:14.370
Barb Soisson: Result for our middle school leaders and for teachers, it's been shared with teachers and what

1046
02:44:14.700 --> 02:44:23.340
Barb Soisson: panorama is designed to do is really to get it. What are your next questions and you notice that a 49% and then you look at the National percentile, so it's

1047
02:44:23.880 --> 02:44:30.510
Barb Soisson: It's sort of, you know, kind of surprises us when you look at what that means in terms of

1048
02:44:31.050 --> 02:44:45.450
Barb Soisson: There is it's expected that it's not going to be especially because it also filters through the kind of school, you are. So for example, when you look at the percentile. That's for other non urban middle schools.

1049
02:44:46.020 --> 02:44:50.310
Barb Soisson: That said, what are quite next questions were was

1050
02:44:51.120 --> 02:45:01.710
Barb Soisson: Do students not feel like they belong right now is this, because in, you know, October this year. This is where we are, how much is this indicative of

1051
02:45:02.070 --> 02:45:12.330
Barb Soisson: What it would be like if we were in school in session. So then we go back to and you know our middle schools have this advisory time every day to

1052
02:45:12.690 --> 02:45:25.890
Barb Soisson: What do we need to find out. And what do we need to do so, an increase in student voice. Student Leadership. How are we going to make sure that every students response. And this is one of the

1053
02:45:26.310 --> 02:45:36.000
Barb Soisson: Even the old five dimensions of teaching and learning its status. How does every child if you're talking about engagement during a zoom session during a breakout

1054
02:45:36.690 --> 02:45:47.610
Barb Soisson: Room. How do they know that what they are doing is contributing, or how do we draw them out. So that was one of the things that most influenced

1055
02:45:48.030 --> 02:46:00.600
Barb Soisson: What you saw when Dr. Ludwig was talking about the things I know at the middle level that we're going to focus on because that statistic is very troubling you know to us as well. And especially appreciate

1056
02:46:01.650 --> 02:46:14.670
Barb Soisson: Dr. Thompson, how then we couple it with this sense of isolation and what does that mean that we need to do next, because those were the two that drew us our most to children, social, emotional needs as well.

1057
02:46:16.470 --> 02:46:19.380
Christy Thompson: Yeah. And again, I like I say that, knowing

1058
02:46:19.950 --> 02:46:27.510
Christy Thompson: And so impressed with everything that we're doing for kids and that your staff and our teachers and all of that are doing and

1059
02:46:28.170 --> 02:46:39.510
Christy Thompson: So in no way WAS ME POINTING those out and knock on anything that's being done. So I want to put that out there and say that just the sadness in my heart of how of our kids are feeling

1060
02:46:40.200 --> 02:46:49.170
Christy Thompson: Despite how hard everybody and I've heard it said that our teachers are working four times as hard for

1061
02:46:49.830 --> 02:47:00.180
Christy Thompson: Um, you know, maybe less of a result then they're getting when they're in, in, in person. So I just want to make sure that me pointing that out, does not give the impression that I don't think

1062
02:47:00.780 --> 02:47:13.050
Christy Thompson: teachers aren't working hard and doing everything possible in their tool house to to get to our to help our kids and and then I just had one and trying to look where I had it.

1063
02:47:15.180 --> 02:47:17.850
Christy Thompson: Under the action steps for middle school.

1064
02:47:21.660 --> 02:47:23.160
Christy Thompson: Oh, and number seven.

1065
02:47:24.390 --> 02:47:34.320
Christy Thompson: Under the next action steps under Middle School. And one of the things that talked about was increasing all students comfort levels with being visibly present and

1066
02:47:35.250 --> 02:47:46.020
Christy Thompson: And so I'm just, I think that and having their cameras on and just wondering, because I had heard when I was on a listening session. Maybe it was for octa and

1067
02:47:46.260 --> 02:47:57.210
Christy Thompson: I'm had sent an email to Curtis Nelson, just do wondering about the use of a uniform background that might help students feel more comfortable with that.

1068
02:47:58.170 --> 02:48:11.040
Christy Thompson: Almost like a uniform. You know that, but that if there, if we're looking into that or if there's something that we can do to help that. So that just in terms of equity and how students might feel

1069
02:48:12.600 --> 02:48:14.520
Christy Thompson: And that will be my last comment question.

1070
02:48:14.640 --> 02:48:29.820
Barb Soisson: Yeah, we are. And actually, Dr. Gomez and I were in a meeting, I think, was Friday afternoon in talking about our PTA PTO is our parent organizations have offered actually to provide what would the

1071
02:48:30.540 --> 02:48:37.110
Barb Soisson: Blanket with the school logo that can be hung anywhere look like sort of thing to have that

1072
02:48:37.290 --> 02:48:50.220
Barb Soisson: At the beginning of the year there did not seem to be as much interest and it seems to be something we need to revisit now with the end of quarter one because I know at the middle level we floated the idea than just

1073
02:48:50.580 --> 02:49:02.010
Barb Soisson: To see and now we think let's just put it out there. What's not waiting to see and you know how we have things available to students and then it catches on so that is definitely something that

1074
02:49:02.880 --> 02:49:08.730
Barb Soisson: Our middle level we've found, especially is one factor. We've also found a lot of it is

1075
02:49:09.450 --> 02:49:18.150
Barb Soisson: You know if you want students to turn the cameras on, you don't just say turn them on and leave mine all the time. You have to give them some choices. Okay, everybody.

1076
02:49:18.390 --> 02:49:28.260
Barb Soisson: Go ahead, turn it off. Now while you do this and then now we're going to turn them back on sort of thing, keep it interesting. Keep it moving sort of thing. And those routines are increasing as well.

1077
02:49:35.400 --> 02:49:36.720
Regan Molatore: Alright, Chelsea.

1078
02:49:37.230 --> 02:49:42.900
Chelsea King (she/her): Thank you for giving me a second guys have one, one more question and

1079
02:49:43.740 --> 02:50:01.140
Chelsea King (she/her): Just echoing kind of the tail end of that conversation. I recognize it issues like social isolation and issues around declining rates of self efficacy. Our national themes that existed prior to the pandemic. And so we're, we're, you know, asking you to work with these

1080
02:50:02.730 --> 02:50:10.440
Chelsea King (she/her): And and you're doing a great job doing it and we're not going to solve social isolation and declining rates of self efficacy in distance learning

1081
02:50:11.130 --> 02:50:20.910
Chelsea King (she/her): But one group of students that I haven't heard anybody address yet and I know that you know D centers equity and that the SI K funds.

1082
02:50:21.240 --> 02:50:39.540
Chelsea King (she/her): Had specific metrics for working with E LL students. And so I'm wondering what data was collected on our E LL students and or what outreach is happening specifically for this population. And, you know, do they have access to Li or what other ways. Are we reaching them.

1083
02:50:46.260 --> 02:50:53.460
Jennifer Spencer-Iiams: I'll just add jumping on the Li part and the inlet and let my colleagues, talk about the other part that absolutely was

1084
02:50:54.300 --> 02:51:01.680
Jennifer Spencer-Iiams: Li was never meant to in fact is explicitly not supposed to be categorical but is supposed to be need based

1085
02:51:02.160 --> 02:51:08.820
Jennifer Spencer-Iiams: And we just happen to start with a very narrow need so we could learn our way into it and

1086
02:51:09.300 --> 02:51:20.850
Jennifer Spencer-Iiams: We would certainly think that when we're at the point when the virus trends are going down. And then when we're able to expand expand Li, there could be some really powerful.

1087
02:51:21.720 --> 02:51:27.960
Jennifer Spencer-Iiams: Opportunities for the students that need that, not as a categorical anyone who's an emerging bilingual automatically

1088
02:51:28.290 --> 02:51:42.060
Jennifer Spencer-Iiams: Needs Li, because again, some students needs are getting that really well in this distance learning so that certainly was always in our planning for in that expansion. We just hadn't gotten there yet. We had did do.

1089
02:51:45.120 --> 02:51:54.060
Jennifer Spencer-Iiams: We had the plans for some assessments. I don't know if any of those actually ended up happening. But we had plans for some assessments in LA as well but

1090
02:51:54.870 --> 02:52:11.700
Barb Soisson: Yes, darkness Spencer items was really clear about that setting that up, you know, for looking at that assessment. I think more importantly what we've tried to do this year to be proactive is we started in July, focusing our

1091
02:52:12.810 --> 02:52:26.160
Barb Soisson: ELD teachers on. Let's look at student talk and look at getting boys. Because one of the things is that we find from our emerging bilingual families or our families who send letters.

1092
02:52:26.550 --> 02:52:36.450
Barb Soisson: We actually have to go and reach out when there's any kind of a language barrier, rather than knowing that you will hear you know from those families.

1093
02:52:36.750 --> 02:52:46.980
Barb Soisson: I think you've heard Dr. Ludwig talk about the family empowerment center that's one way, although it's also very clear that that is not

1094
02:52:47.340 --> 02:53:00.210
Barb Soisson: In any way replacing or looking at things that happened at the school level. So our school teams we have what we know school support teams that are doing much more reaching out

1095
02:53:01.230 --> 02:53:14.130
Barb Soisson: Shiloh Walden our Director of Human Resources has been working with us and organizing us to increase both the breadth and the depth and the type of translation, we have available for

1096
02:53:14.790 --> 02:53:26.220
Barb Soisson: Quick interactions for things where it's not only Spanish language, but looking at how we how we work with that we started this summer with some of our

1097
02:53:26.940 --> 02:53:35.370
Barb Soisson: Home visits to some of our emerging bilingual families and found a lot about what was needed in terms of connectivity.

1098
02:53:35.670 --> 02:53:45.000
Barb Soisson: And it's literally keeping the conversation. So when we talk about student talk and academic language and looking at how those two variables.

1099
02:53:45.240 --> 02:53:55.980
Barb Soisson: can really be in every zoom session in every classroom. We found that that resonates a lot with all of our classroom teachers and it's really doable but it has to start with family talk

1100
02:53:56.310 --> 02:54:17.310
Barb Soisson: How do we actually get and reach out to. So there are systems of who is systematically making the phone calls out not waiting for someone to read the email and respond to us, but we are not content with where that is at all and believe that it's it's definitely

1101
02:54:19.110 --> 02:54:26.070
Barb Soisson: ongoing work that we are doing and and connecting with. We do have some teachers involved in a cabaret with

1102
02:54:26.400 --> 02:54:30.870
Barb Soisson: Oregon State University. They're doing some pretty groundbreaking work in terms of

1103
02:54:31.230 --> 02:54:45.720
Barb Soisson: What emerging bilingual work should be, and several of us are part of statewide groups that are looking at how are we actually working with our teachers and our families during a pandemic. So thank you for bringing that question for

1104
02:54:48.270 --> 02:54:50.220
Aaron Downs: One day data point, the high schools.

1105
02:54:50.220 --> 02:54:54.180
Aaron Downs: We know students that maybe did not have a great spring.

1106
02:54:55.410 --> 02:55:05.010
Aaron Downs: And that we're supporting that are emerging bilingual students and families. And so the high school teams worked hard to do early summer communication and connections.

1107
02:55:05.610 --> 02:55:15.750
Aaron Downs: Many visits many different styles of visits, actually, that we have seen first quarter payoffs. We have a long way to go, as Dr. Susan mentioned

1108
02:55:16.500 --> 02:55:23.190
Aaron Downs: But what we know. And we've talked about for a long time is the greater family engagement, the greater

1109
02:55:23.490 --> 02:55:38.280
Aaron Downs: Student success that we can see. And so we want to just kind of strengthen that that's for all but we know specifically a lot of our emerging bilingual students saw success first quarter, where they did not see success last spring. And so we have a

1110
02:55:39.390 --> 02:55:42.420
Aaron Downs: You know, more work to do, but that was a positive

1111
02:55:43.860 --> 02:55:53.340
Barb Soisson: One hard data point that we found that was interesting and Dr. Spencer is might want to speak to that, when we met to debrief the panorama in terms of

1112
02:55:54.000 --> 02:56:11.910
Barb Soisson: student teacher relationships belonging. We did not find that there was any lesser. And in fact, in some cases with student teacher relationships we had greater rates of positivity with our emerging bilingual students, so we're

1113
02:56:12.570 --> 02:56:16.050
Barb Soisson: We're trying to figure that one out as well, or figuring out how do we leverage that

1114
02:56:18.510 --> 02:56:21.960
Mayra Gomez: In me online program we're having just today.

1115
02:56:23.010 --> 02:56:34.560
Mayra Gomez: Our yoga teacher and I were talking about how we how we can engage our students more because they had this really tight relationship with their homeschool ELD teacher. I mean,

1116
02:56:35.100 --> 02:56:42.360
Mayra Gomez: Our el de teachers in the middle schools to such an amazing job. I mean, they were doing the home visits the summer they were delivering

1117
02:56:43.440 --> 02:56:55.350
Mayra Gomez: Gift cards in books and trying to provide additional support in now we have a few kids in the ELD in the online program that are that still are active VOD students and

1118
02:56:57.330 --> 02:57:10.380
Mayra Gomez: They miss their Hildy teacher. So now our field, a teacher in the online program has to basically start over. And in when their trust and form that relationship with them and

1119
02:57:11.040 --> 02:57:21.150
Mayra Gomez: It's not as easy to do the talk, the you know the pair shares and the small groups because they are emerging bilingual and they feel intimidated. I mean, imagine running us for

1120
02:57:22.170 --> 02:57:26.400
Mayra Gomez: A board meeting in Spanish in public. And that's how they're feeling

1121
02:57:27.600 --> 02:57:39.060
Mayra Gomez: So we're working on that. I'm building their confidence and we're working on building those relationships with them and letting them know that we care for them just as much as their home their home school teachers and their homeschool teacher

1122
02:57:44.040 --> 02:57:45.750
David Pryor: I just have to also add the

1123
02:57:46.200 --> 02:57:57.240
David Pryor: The wonderful component of dual language to this conversation because you know we we know that research supports doing languages being one of the most effective tools that we have for supporting our emerging bilingual and building

1124
02:57:57.780 --> 02:58:05.190
David Pryor: More bilingual capacity across all of our school district and in one of the bright sides of all this work is, you know, we

1125
02:58:06.540 --> 02:58:20.970
David Pryor: our principles and our dual language teachers really worked very hard to locate some digital resources that would support bilingualism so she just had more opportunities to practice in the area of literacy and mathematics at home and

1126
02:58:21.630 --> 02:58:30.540
David Pryor: We actually found some really successful tools that we didn't know were available until that pandemic. And so that's one area where we may have some tools and practices to

1127
02:58:31.200 --> 02:58:43.980
David Pryor: Strengthen the program, even when children students are back in school and you know we're excited to begin planning the movement into high school of dual language because we're at that point in our planning process, so it's it's

1128
02:58:45.450 --> 02:58:53.730
David Pryor: Exciting part of the conversation and it's still, you know, strongly in place, even with the pandemic and distance learning

1129
02:58:59.670 --> 02:59:09.180
Regan Molatore: All right, thank you. I'm going to conclude this agenda item talk that I know was a lot of the board around

1130
02:59:09.690 --> 02:59:17.040
Regan Molatore: What we're learning and what we're experiencing and what we know we can potentially do better on. So thank you for your time.

1131
02:59:17.490 --> 02:59:41.280
Regan Molatore: And sharing all this with us as well as board members for all your great questions. We will move on now to our last two agenda items which are two resolutions before this board. Um, and I believe we are Douglas joining us for at least this first topic, um,

1132
02:59:43.530 --> 02:59:46.470
Regan Molatore: And okay hi remote. Thank you for joining us.

1133
02:59:48.210 --> 03:00:03.360
Regan Molatore: I, I have a feeling that's potential, the board may have questions a lot of questions for you on this. I'm on the declaration exempting from Competitive Bidding Process resolution. And so, possibly, you could just kind of give us a brief.

1134
03:00:05.070 --> 03:00:13.320
Regan Molatore: Brief a brief amount of information about why this resolution is on the board and what the practice would be for this bond around this sort of topic and then

1135
03:00:14.850 --> 03:00:16.830
Regan Molatore: We can ask him questions, probably

1136
03:00:18.180 --> 03:00:20.580
Remo Douglas: That's quite all right. It's an important decision.

1137
03:00:22.110 --> 03:00:26.370
Remo Douglas: And it's, you know, worthy of all the discussion is necessary so

1138
03:00:27.900 --> 03:00:37.860
Remo Douglas: The district and and my preference in all cases is to simply do a straight competitive bid process for projects.

1139
03:00:40.380 --> 03:00:57.660
Remo Douglas: I believe strongly that that's how this district has done so well financially over the years and so many of its bond programs, something that it doesn't take very long in the news to see counter examples of

1140
03:00:59.610 --> 03:01:10.020
Remo Douglas: But there are specific projects where we look to have a limited filter on the contractors that may be eligible to bid certain projects.

1141
03:01:11.160 --> 03:01:28.470
Remo Douglas: And two of those are our at Creek middle school and wood middle school remodel in addition projects again for clarity. I tried to stick it in the memo. Each time we are contemplating the existing at Creek facility on Borland road as opposed to a new middle school.

1142
03:01:28.470 --> 03:01:48.390
Remo Douglas: On Dollar Street. So both of these projects are targeted for this alternative contracting method based on their significant size relative complexity and the expectation that they'll be a good portion of the work that happens while the school is occupied.

1143
03:01:50.190 --> 03:01:53.280
Remo Douglas: We do have a number of examples of having done this in the past.

1144
03:01:54.420 --> 03:02:01.920
Remo Douglas: And I provided a secondary memo this afternoon. I apologize. I should have just added the rest of that information and on the first one.

1145
03:02:04.590 --> 03:02:15.210
Remo Douglas: This isn't a new process and and the clarification. I think that that may be most helpful for the board is that while there is a pre qualification process up front.

1146
03:02:16.560 --> 03:02:20.310
Remo Douglas: The goal of that process is not necessarily to restrict competition.

1147
03:02:21.780 --> 03:02:37.710
Remo Douglas: But we do want to make sure in projects like this that we are bringing general contractors on board who know how to do this. These are not great opportunities to learn interacting with public work and

1148
03:02:38.850 --> 03:02:40.980
Remo Douglas: You know, operating on a school facility.

1149
03:02:42.210 --> 03:02:44.430
Remo Douglas: You know they're there is an elevated risk.

1150
03:02:45.450 --> 03:02:51.390
Remo Douglas: When you're interacting with active campus, which we all very much hope is the case in the fall.

1151
03:02:52.770 --> 03:03:03.930
Remo Douglas: And so, you know, as I said in the second memo that I provided, you know, the vast majority of the contractors who have applied have been successful and being made.

1152
03:03:04.950 --> 03:03:08.130
Remo Douglas: Eligible to bid the projects and

1153
03:03:09.360 --> 03:03:13.260
Remo Douglas: Beyond that, we are looking this time around to say, you know,

1154
03:03:14.940 --> 03:03:31.950
Remo Douglas: It's a big part of our interests as the bond management team as well as the administration and the board to ensure that we are reaching out, providing opportunities for minority and women owned businesses and that the acronyms. Keep going, you know, disabled and veteran and

1155
03:03:33.810 --> 03:03:41.700
Remo Douglas: You know, there's a number of groups and we are going to lengths beyond well beyond requirements here.

1156
03:03:42.900 --> 03:03:53.190
Remo Douglas: In every case, as well as in this case where once we have that list of eligible contractors will be posting public notices out on a variety of

1157
03:03:54.270 --> 03:03:58.800
Remo Douglas: Methods, several of which are targeted specifically to those groups.

1158
03:03:59.610 --> 03:04:07.530
Remo Douglas: In order to ensure that all of those contractors who may have an interest in the work will know exactly who they're supposed to be getting their quotes to

1159
03:04:08.010 --> 03:04:17.160
Remo Douglas: And we know that general contractors are financially motivated based on that low bid process that comes after the pre qualification.

1160
03:04:18.000 --> 03:04:26.760
Remo Douglas: To consider all of those bids and not you know there's there's value in saying here here's, here's a new contractor. Perhaps I don't have as much experience from them.

1161
03:04:27.930 --> 03:04:32.070
Remo Douglas: But they've got a good bit here and we should be, you know, taking a strong look

1162
03:04:33.180 --> 03:04:41.760
Remo Douglas: I can say from my recent conversations with contractors. This is something that they are very interested in, they know

1163
03:04:43.170 --> 03:04:50.370
Remo Douglas: That clients. See, it is important. They know that that added portion of the work base.

1164
03:04:52.140 --> 03:04:57.270
Remo Douglas: There were some questions and comments around workforce diversity and hours and things

1165
03:04:58.230 --> 03:05:06.900
Remo Douglas: The contractors and know that tapping into these underutilized labor pool. So it's important that it's going to be vital to construction success.

1166
03:05:07.590 --> 03:05:18.330
Remo Douglas: We've often had issues with contractor pricing based on the lack of labor and a lot of contractors already have their own programs around trying to recruit

1167
03:05:19.380 --> 03:05:23.070
Remo Douglas: And work with both labor and subcontractors.

1168
03:05:24.090 --> 03:05:33.060
Remo Douglas: Who fulfill some of those criteria. And so we're confident from our end that we can create an RFP document.

1169
03:05:34.110 --> 03:05:41.550
Remo Douglas: That can speak to those, you know, most direct safety and financial concerns.

1170
03:05:42.690 --> 03:05:52.560
Remo Douglas: As well as, you know, provide a portion of the scoring to, you know, acknowledging that they have programs and interest.

1171
03:05:53.790 --> 03:05:57.810
Remo Douglas: In those sorts of fields and and reaching out to all of those subcontractor basis.

1172
03:05:59.100 --> 03:06:06.270
Remo Douglas: That's a long winded start, perhaps, but hopefully useful and I'm more than happy to answer any questions support my if.

1173
03:06:07.740 --> 03:06:07.890
Ginger Fitch: I

1174
03:06:08.580 --> 03:06:09.540
Regan Molatore: missed that.

1175
03:06:09.720 --> 03:06:13.980
Regan Molatore: Dylan Dylan had raised his hand. I saw his hand but

1176
03:06:14.490 --> 03:06:14.730
Yeah.

1177
03:06:16.080 --> 03:06:25.440
Dylan Hydes: Thank you Remo so I read your memos not surely understand the basics of it. So I just want to guess you tell me if I'm guessing correctly.

1178
03:06:25.920 --> 03:06:31.350
Dylan Hydes: That under the normal way of doing this, we just asked her bids and we take the lowest bid.

1179
03:06:31.740 --> 03:06:37.770
Dylan Hydes: But because this job is so big and so complicated. We don't want to do that. So we want to introduce and a new

1180
03:06:38.160 --> 03:06:47.010
Dylan Hydes: step, second step, which goes first. And this first step is going to be just do meet these basic requirements of knowledge and skill and size.

1181
03:06:47.430 --> 03:06:59.670
Dylan Hydes: And then once you meet the second step, then we can have you bid and then we can take the lowest bid from there. And this is just all being done to avoid hiring lowest paid, which could be somebody unqualified to do the work. Is that what we're doing today.

1182
03:07:01.440 --> 03:07:06.300
Remo Douglas: In simple terms, yes, I might word it slightly different just

1183
03:07:07.410 --> 03:07:16.950
Remo Douglas: The idea that there you know that extent skill and experience you're speaking to, to be more specific, is, you know, operating around an occupied facility.

1184
03:07:17.760 --> 03:07:22.020
Remo Douglas: Particularly when it's children or the majority of the occupants.

1185
03:07:22.890 --> 03:07:40.440
Remo Douglas: You know, that's a huge part of it for us. How, how do they set up their logistics plan of moving equipment and materials and labor around a job site, while ensuring separation from the school activity, but also allowing for that school activity buses still have to arrive.

1186
03:07:41.460 --> 03:07:45.360
Remo Douglas: Unload or load students and leave parent vehicles, you know,

1187
03:07:46.380 --> 03:07:49.560
Remo Douglas: Pedestrians arrival and departure.

1188
03:07:50.760 --> 03:07:53.250
Remo Douglas: And we want to make sure that

1189
03:07:54.330 --> 03:07:55.020
Remo Douglas: You know the

1190
03:07:57.060 --> 03:08:17.400
Remo Douglas: That the contractors, the general contractors are experienced in those particular aspects of the work beyond that we're not looking to filter in any way the subcontractors pool, which is a lot of the smaller businesses and emerging small businesses that are contemplated by a lot of

1191
03:08:19.140 --> 03:08:21.180
Remo Douglas: The programs around diversity.

1192
03:08:22.350 --> 03:08:32.220
Remo Douglas: And you know, we can with a quality general contractor and active management from our end help to to bring understanding to a subcontractor pool.

1193
03:08:33.450 --> 03:08:42.360
Remo Douglas: But staff felt it was important to to ensure that we had kind of a steady hand at the tiller so to speak from the contractors

1194
03:08:42.960 --> 03:08:52.740
Dylan Hydes: And it looks like historically speaking, when we introduced this new this other step that usually screens out anywhere from 10 to 30% of potential

1195
03:08:53.910 --> 03:08:55.200
Dylan Hydes: bitters. Is that about right.

1196
03:08:56.550 --> 03:09:04.530
Remo Douglas: Yes, the most recent in the most recent case all betters were successful and qualified for a much larger projects.

1197
03:09:05.700 --> 03:09:16.230
Remo Douglas: The, the two most recent new schools and in that case, you know that the folks who have the bonding capacity to do that you're generally going to have had that kind of experience.

1198
03:09:16.800 --> 03:09:19.050
Dylan Hydes: Right. Those are all my questions. Thank you do

1199
03:09:22.080 --> 03:09:24.390
Regan Molatore: And ginger, did you have something as well.

1200
03:09:25.800 --> 03:09:27.600
Ginger Fitch: I just didn't know if you wanted emotion.

1201
03:09:29.520 --> 03:09:31.380
Regan Molatore: Yes. Why don't we do that. Thank you.

1202
03:09:32.850 --> 03:09:35.250
Ginger Fitch: Um, I would move

1203
03:09:36.450 --> 03:09:39.900
Ginger Fitch: For us to pass resolution 2026

1204
03:09:43.290 --> 03:09:50.010
Regan Molatore: All right, I'll have ginger seconded, and thank you both for and Dylan is all for that at Chelsea.

1205
03:09:56.220 --> 03:10:01.590
Chelsea King (she/her): He got noisy and my background here, so sort of delaying just a moment on unmute and

1206
03:10:01.920 --> 03:10:02.400
Oh, no.

1207
03:10:04.020 --> 03:10:13.770
Chelsea King (she/her): Thanks for this opportunity to talk just about how we get these beds, you know, these are two very large projects and there were some

1208
03:10:14.700 --> 03:10:18.720
Chelsea King (she/her): Terms and findings and things that I remain curious about

1209
03:10:19.380 --> 03:10:36.930
Chelsea King (she/her): So just by way of sort of trying to organize my thoughts. I think the term that I'm most interested in unpacking and seeing if if further definition of that term would be useful to the board is the phrase public benefit and the findings and

1210
03:10:38.310 --> 03:10:49.200
Chelsea King (she/her): And I think it's related to statute language. And I'm particularly interested in that term one because the one of the projects that

1211
03:10:50.220 --> 03:10:59.700
Chelsea King (she/her): Reconstruction. Some of the arts and technology. High School on to the AP Creek middle school is slated to be a CTE project.

1212
03:11:00.300 --> 03:11:07.200
Chelsea King (she/her): Magnet High School. And so I become very curious about the connections between how we're spending our public monies

1213
03:11:08.190 --> 03:11:19.530
Chelsea King (she/her): And awarding contracts to businesses and particularly as they are potentially employing our local our local community or employing our, our

1214
03:11:20.010 --> 03:11:26.310
Chelsea King (she/her): Local Workforce and or fostering apprenticeship programs so that our young people who are

1215
03:11:26.790 --> 03:11:35.730
Chelsea King (she/her): Leaving our high schools, you know, maybe going to our community colleges have a pathway for a career within these businesses where we're spending the money.

1216
03:11:36.000 --> 03:11:45.750
Chelsea King (she/her): So when I think of public benefit. I think of something like that. I think of apprenticeship programs. I know you mentioned the end MW ESB

1217
03:11:47.220 --> 03:11:53.580
Chelsea King (she/her): And about, you know, the, I know that there's a shortage of those companies that have that

1218
03:11:54.510 --> 03:12:04.980
Chelsea King (she/her): Acronym by the state. But what we really want to do long term is look at feeding the pipeline right so apprenticeship programs hiring practices.

1219
03:12:05.880 --> 03:12:17.580
Chelsea King (she/her): Employing local labor. Those are the kinds of places. My brain goes when I hear the term public benefit. So I wanted to share some of those thoughts as a way of saying like, this is sort of where where I'm coming from. I'd like to hear

1220
03:12:18.300 --> 03:12:30.480
Chelsea King (she/her): More about ways that we might as a board encourage defining what public benefit means to us as we look at awarding these millions of dollars of contract.

1221
03:12:30.930 --> 03:12:35.970
Chelsea King (she/her): So one other thing I'd like to say about that as this is not to be lengthy

1222
03:12:36.690 --> 03:12:53.400
Chelsea King (she/her): But just to try to formulate some of my thoughts and we have our district goal number one of disrupting systems of racism and so i i do become curious about how are we thinking about the contractors that we award these, you know, these monies to

1223
03:12:54.450 --> 03:12:57.090
Chelsea King (she/her): Are we able to think about

1224
03:12:59.190 --> 03:13:16.950
Chelsea King (she/her): You know who we hire and are they doing this work as well. And what ways are we meeting our goal number one with how we spend money. So I'm curious about how we might embed some of that into this process of selecting a qualified contractor.

1225
03:13:18.000 --> 03:13:23.820
Chelsea King (she/her): So that's my first question. Can we unpack public benefit. Is there a way that we can

1226
03:13:25.620 --> 03:13:36.840
Chelsea King (she/her): Require that these are not required, but give points to contractors who have an apprenticeship program that has been in place for some time that is effective.

1227
03:13:38.250 --> 03:13:41.490
Chelsea King (she/her): So that's one question. And then the second question I have is about

1228
03:13:42.420 --> 03:13:54.660
Chelsea King (she/her): The evaluators I saw that there's a committee of five who are very well versed in the industry and my wondering is, are they also well versed in applying an equity lens.

1229
03:13:54.990 --> 03:14:02.370
Chelsea King (she/her): To going through a process like this and if they haven't already gone through a training like that. Is there any intent on

1230
03:14:02.730 --> 03:14:22.350
Chelsea King (she/her): Unpacking how this group of five evaluators who will be making the decision basically prior to coming to the board for approval and are what discussions are happening at that level around disrupting systems or racism or applying an equity lens to awarding the, the size of contracts.

1231
03:14:24.780 --> 03:14:29.250
Regan Molatore: And trust me, if I could just like interject just a little bit because I have a wondering, um,

1232
03:14:30.360 --> 03:14:31.170
Regan Molatore: We've now.

1233
03:14:34.110 --> 03:14:47.850
Regan Molatore: With some degree of consistency you you have mentioned your desire to award or have interest in looking into awarding additional points for certain characteristics of entities that are applying to the DOD or

1234
03:14:49.380 --> 03:14:53.310
Regan Molatore: Contract be awarded to them as well as you know

1235
03:14:54.360 --> 03:15:00.570
Regan Molatore: And they don't want to detract from the value of that conversation more from our process. I mean,

1236
03:15:02.130 --> 03:15:12.540
Regan Molatore: That's a pretty lengthy and detailed and it's it's a shift in direction of what we want to do, and something you would also want to get public input on because there's a cost.

1237
03:15:12.540 --> 03:15:13.050
Regan Molatore: Benefit

1238
03:15:13.080 --> 03:15:29.760
Regan Molatore: Analysis that accompanies sometimes work, but I'm just wondering, like, at some point, if that is the direction this board wants go then that would be the subject of its own topic of discussion on a board session versus continually trying to embed it in

1239
03:15:31.260 --> 03:15:44.160
Regan Molatore: Every time we put a contract out for bit because I don't find that, you know, remote and his team are definitely doing their best to address like your desire to reach out to more diverse groups and and

1240
03:15:44.700 --> 03:15:49.500
Regan Molatore: And that was, you know, built into his report, but you know i just i just have a wonder like

1241
03:15:49.500 --> 03:15:56.970
Chelsea King (she/her): He got another question. I appreciate that it was speaking I do bring up quite a bit. And this seems to me to be

1242
03:15:57.720 --> 03:16:04.530
Chelsea King (she/her): Just a great window of opportunity, since we're not necessarily going with the lowest responsive bid.

1243
03:16:05.160 --> 03:16:11.400
Chelsea King (she/her): You know we are using some terms such as public benefit. And so I do think it is an opportunity to look at that more closely.

1244
03:16:11.790 --> 03:16:18.300
Chelsea King (she/her): And just for point of clarification. This board unanimously adopted the district goal of disrupting systems of racism.

1245
03:16:18.660 --> 03:16:36.750
Chelsea King (she/her): And so that's not just me who's coming up with that and I think where we spend millions of dollars is an important place to look at that particular goal. And so I'm curious, do we have an opportunity to disrupt systems of racism with this process right here.

1246
03:16:38.520 --> 03:16:54.690
Chelsea King (she/her): And feed into the CT CTE model of education that you know that we've been wanting that the public wants, and so that's the other part of it is the disrupting systems racism as well as feeding into CTE pathways through an apprenticeship program.

1247
03:16:56.490 --> 03:17:01.080
Chelsea King (she/her): Not, not just my interest, but the interest of this board and the community as well.

1248
03:17:07.140 --> 03:17:07.440
Okay.

1249
03:17:09.030 --> 03:17:13.290
Remo Douglas: So there were a couple of points there. Want to make sure everyone was settled.

1250
03:17:14.820 --> 03:17:16.350
Remo Douglas: So how can we

1251
03:17:17.430 --> 03:17:30.150
Remo Douglas: Provide some focus on apprenticeships and other subcontracting methods for GCS when we're doing this. So one of the criteria for scoring. And again,

1252
03:17:32.580 --> 03:17:34.500
Remo Douglas: Under past leadership in mind.

1253
03:17:35.970 --> 03:17:41.400
Remo Douglas: We always kind of default to the most stringent level of process or requirements.

1254
03:17:42.750 --> 03:17:51.360
Remo Douglas: Because it's an easy way to avoid criticism. And so there's a whole or a section on all the fun parts of these processes that we get to have

1255
03:17:52.680 --> 03:18:12.750
Remo Douglas: And one of them is to set specific numbered criteria that are scored and that proposing firms know how those are weighted what the points are assigned how you know how that scoring is going to occur. And so one of the the topics on their on our standard template for this is value added.

1256
03:18:13.950 --> 03:18:22.470
Remo Douglas: And it contemplates all sorts of things about the uniqueness of their approach to their knowledge of different portions of the industry.

1257
03:18:23.280 --> 03:18:34.350
Remo Douglas: And I see this as a great opportunity to add in my my draft statement which I came up with this afternoon, thinking about this was focus on oppression apprenticeships and

1258
03:18:35.850 --> 03:18:44.130
Remo Douglas: minority women disadvantage veteran and disabled contractor participation and allowing the contractors

1259
03:18:44.850 --> 03:18:49.830
Chelsea King (she/her): That Iraq. Can you show me where where that's codified in your documentation.

1260
03:18:50.970 --> 03:18:56.220
Remo Douglas: I don't know that we have the draft our FQ itself in that packet

1261
03:18:56.850 --> 03:18:59.610
Chelsea King (she/her): I'm seeing the RFU that you're citing that from

1262
03:18:59.880 --> 03:19:00.960
Chelsea King (she/her): Correct. Okay.

1263
03:19:01.620 --> 03:19:10.830
Remo Douglas: And so that that particular statement that I just said is, has not historically been in there but hearing from multiple board members.

1264
03:19:12.570 --> 03:19:19.110
Remo Douglas: You know today as well as this evening and in the board session, as I've been contemplating this and saying, you know,

1265
03:19:21.240 --> 03:19:41.100
Remo Douglas: It would be a true board shift in direction to get into those references at one point to the program and other things where they're set required metrics that are defined and tracked you know that's that's a level of of

1266
03:19:42.120 --> 03:19:48.840
Remo Douglas: sophistication and process that would be more typical of a larger organization, looking at the various

1267
03:19:49.890 --> 03:20:00.720
Remo Douglas: entities that have signed on to that program. There's somewhere between two and five times larger of school districts and we are they have offices for these things instead of people

1268
03:20:01.770 --> 03:20:04.560
Remo Douglas: To try to manage things like that.

1269
03:20:05.670 --> 03:20:21.060
Remo Douglas: But I think as as a way under sort of the current direction to say, you know, how do we take that next step in the disrupting systems of racism and encouraging our contractors and letting them know that we see this as favorable and beneficial.

1270
03:20:22.350 --> 03:20:30.180
Remo Douglas: That we could add that language into the RFU and, you know, have that be a portion of the points that's awarded to them.

1271
03:20:31.620 --> 03:20:46.650
Remo Douglas: And, you know, having a really good statement about what their program is and how they go about engaging those, you know, could that be the thing that that tips them over and and brings them into that category of successful firms.

1272
03:20:47.820 --> 03:20:55.260
Remo Douglas: Knowing that that's something that's important to the district. I see that as appropriate and manageable.

1273
03:20:56.790 --> 03:21:00.240
Remo Douglas: You know, if, if the board were to at some point contemplate

1274
03:21:01.500 --> 03:21:10.080
Remo Douglas: Amorphous more broad reaching programs similar or including the seats up to that'd be talking about a staffing plan.

1275
03:21:11.460 --> 03:21:13.380
Remo Douglas: And, you know,

1276
03:21:14.430 --> 03:21:26.490
Remo Douglas: It certainly couldn't be implemented immediately for projects that we're looking to bid starting in January. Our office is going to be very busy getting a lot of contracts out

1277
03:21:27.750 --> 03:21:35.340
Remo Douglas: And so if that were to be a direction that we're looking to go to create a whole second layer and program around this topic.

1278
03:21:36.870 --> 03:21:43.050
Remo Douglas: You know, we need to know that and then have a period of time to try to develop that

1279
03:21:44.220 --> 03:21:44.850
Remo Douglas: There was

1280
03:21:45.870 --> 03:21:59.640
Remo Douglas: So the second point was around training around diversity and disrupting systems of racism. I've had the opportunity, thanks to invitation from Dr. Ludwig to be in the Leadership Forum group.

1281
03:22:00.780 --> 03:22:10.860
Remo Douglas: And attending those monthly meetings over the last year and a half and diversity and disrupting systems of racism is generally the primary topic in those

1282
03:22:12.150 --> 03:22:16.950
Remo Douglas: And I found great personal benefit and broadening of a vision.

1283
03:22:18.000 --> 03:22:26.550
Remo Douglas: And kind of solidifying ideas that I always knew but didn't, didn't really have understood in concrete terms, or have the best way to to speak to it.

1284
03:22:27.840 --> 03:22:39.540
Remo Douglas: And, you know, those are open kinds of conversations that we're having as I'm talking with each of the project managers about the outreach that they're doing reaching out to contractors and you know why this is important and

1285
03:22:40.650 --> 03:22:46.860
Remo Douglas: You know what our goal is and trying to help you know foster this networking that we're doing.

1286
03:22:49.080 --> 03:22:57.480
Remo Douglas: And also in terms of the individuals who are on that list, it is draft. That's just a initial intended list.

1287
03:22:58.800 --> 03:23:05.700
Remo Douglas: But there are two of us from the bond office myself and our bond coordinator Amy burger.

1288
03:23:06.990 --> 03:23:17.160
Remo Douglas: And she's been doing a great job. We'll get to hear more about her work in the, in the second resolution, but getting to broaden her experience in some of these process that she's going into

1289
03:23:18.270 --> 03:23:31.530
Remo Douglas: And, you know, kind of expanding on those conversations that we've had individually and also the CBI here is staff care here. He has diversity programs and training that they do, as a matter of course.

1290
03:23:32.280 --> 03:23:42.450
Remo Douglas: They're involved in school district programs across the Northwest that have engaged in varying levels of these programs. And so not only

1291
03:23:43.170 --> 03:23:50.430
Remo Douglas: Through our staff here that are assigned to our program directly, but as well as their regional leadership team we've been able to talk with them about

1292
03:23:50.850 --> 03:24:00.150
Remo Douglas: You know where's where's our best efficiency in putting an effort into this as a smaller district, you know, how, how do we best get response on this.

1293
03:24:01.170 --> 03:24:03.210
Remo Douglas: And its really fueled what we've been doing

1294
03:24:04.290 --> 03:24:07.650
Remo Douglas: And so I think those individuals are are well suited to this work.

1295
03:24:09.210 --> 03:24:18.780
Remo Douglas: You know, to have the for project managers from care here working in our office, our women, one of them happens to be on maternity leave at the moment.

1296
03:24:19.890 --> 03:24:24.630
Remo Douglas: And there's a gentleman who's filling her shoes through December.

1297
03:24:26.160 --> 03:24:28.620
Remo Douglas: But I think that in itself is is

1298
03:24:30.030 --> 03:24:42.420
Remo Douglas: demonstrating their commitment to providing those opportunities to those generally less served groups in the construction industry and I know they're passionate about.

1299
03:24:45.480 --> 03:24:52.350
Remo Douglas: Continuing that work in the program here there's there's genuine excitement in those conversations

1300
03:24:53.970 --> 03:24:58.350
Remo Douglas: I think there was a third point but i i don't seem to have written it down. Yeah.

1301
03:24:58.440 --> 03:25:09.720
Chelsea King (she/her): Um, I think you address that you address my questions that that I tossed at you, and I think the big thing that I'm hearing is. I mean, I know that you and Amy go through the equity training.

1302
03:25:10.590 --> 03:25:15.960
Chelsea King (she/her): You know, because you're I know you. You're associated with the district. I wasn't sure if an equity lens would be something

1303
03:25:16.470 --> 03:25:26.310
Chelsea King (she/her): So it sounds like it's an informal kind of discussion that is occurring amongst the five people. And I think the thing that that I'm hearing. That's the most impactful is that you're

1304
03:25:27.420 --> 03:25:40.500
Chelsea King (she/her): You plan to or you already have in cooperated this into the RFP RFU process, which is where you would be asking the bitters to write about how they're

1305
03:25:40.890 --> 03:25:52.620
Chelsea King (she/her): Doing i i'm not sure if it was just the disrupting systems or racism or if it was also the apprenticeship program which that was really speaking to you, but that asking them to write about that and assigning points is something that

1306
03:25:53.970 --> 03:25:55.770
Chelsea King (she/her): You are doing, or you are willing to do

1307
03:25:56.820 --> 03:26:07.470
Remo Douglas: Yes, we're we're willing to do that and you know it occasionally comes that we get this conversation at the board level. And I go, How did I not do that already.

1308
03:26:08.490 --> 03:26:15.900
Remo Douglas: But I'm grateful to have five very thoughtful and gracious leaders in the board who are

1309
03:26:16.950 --> 03:26:29.910
Remo Douglas: You know, willing to provide input and guidance and do that in a in a kind way. So yeah, that from the, from the work I've done today around this conversation. Absolutely. That will be in there.

1310
03:26:31.230 --> 03:26:37.650
Chelsea King (she/her): Okay, thanks. And I appreciate you looking into the seats up to or if you may be already were knowledgeable about it and

1311
03:26:37.950 --> 03:26:45.780
Chelsea King (she/her): I do understand it does, you know, put some layers over the top of the process. It's something I'm just beginning to learn about as well. And so

1312
03:26:46.710 --> 03:26:56.130
Chelsea King (she/her): Who knows where where that whole conversation will go. But thank you for adding that to the RFU and for considering equity lens with your, your team of people and

1313
03:26:56.190 --> 03:26:56.760
Absolutely.

1314
03:26:58.050 --> 03:27:07.770
Remo Douglas: I I generally have a little printed off strip of paper with the board goals taped under the bottom of my monitor

1315
03:27:08.220 --> 03:27:18.810
Remo Douglas: And often, in the last several years, there's been one around directly around bond work, but there's generally a keyword or two highlighted elsewhere in that language or where I'm trying to say that's

1316
03:27:19.650 --> 03:27:28.080
Remo Douglas: You know, maybe that wasn't the most direct and first thought someone had when that word got in there. You know, this term disrupting systems of racism, for example.

1317
03:27:29.280 --> 03:27:36.330
Remo Douglas: But it's like having, having been on the earphones for last three hours in this meeting.

1318
03:27:38.220 --> 03:27:48.990
Remo Douglas: Paying attention and watching what's going on around you and taking what learning. You can implementing it is important. And this this is certainly a great topic and example for that.

1319
03:27:51.360 --> 03:27:59.100
Regan Molatore: All right, thank you Remo I'm not seeing any further questions. I'm going to go ahead and call it Provo

1320
03:28:01.350 --> 03:28:01.770
Kelly Douglas: In Jeff.

1321
03:28:03.360 --> 03:28:05.760
Kelly Douglas: Yes. Christie Thompson.

1322
03:28:06.360 --> 03:28:06.630
I'm

1323
03:28:07.680 --> 03:28:08.370
Kelly Douglas: Dylan. Hi.

1324
03:28:09.000 --> 03:28:11.010
Kelly Douglas: Hi Greg and melon.

1325
03:28:11.970 --> 03:28:14.190
Kelly Douglas: Yes. Tessie King

1326
03:28:14.850 --> 03:28:15.180
Chelsea King (she/her): Hi.

1327
03:28:15.900 --> 03:28:16.470
Thank you.

1328
03:28:18.240 --> 03:28:34.260
Regan Molatore: All right. Thank you. And thank you, remote as well and we will now move on to resolution, the resolution 2020 dash oh seven professional services contracts for FF II.

1329
03:28:37.020 --> 03:28:39.000
Regan Molatore: II joining us for this are you

1330
03:28:39.690 --> 03:28:41.400
Remo Douglas: I'm presenting

1331
03:28:41.760 --> 03:28:42.240
Remo Douglas: Okay.

1332
03:28:42.480 --> 03:28:44.520
Regan Molatore: Well, okay. No. Okay.

1333
03:28:44.910 --> 03:28:47.670
Regan Molatore: Yeah, it was the way to my mom was okay.

1334
03:28:47.730 --> 03:28:52.230
Remo Douglas: Perfect, yeah, yeah. I wanted to make sure she had the opportunity to get to do that writing

1335
03:28:53.430 --> 03:29:13.920
Remo Douglas: YOU KNOW, AMY'S been with the district, about four months longer than I have. So, you know, coming up on 12 years came on as a bond secretary moved into a office manager position and now this new newly created role as we're contemplating this larger office as the bond coordinator

1336
03:29:15.060 --> 03:29:21.630
Remo Douglas: And it's been an extremely helpful shift and i and i think hopefully rewarding for her as well.

1337
03:29:22.650 --> 03:29:26.460
Remo Douglas: She's been around these processes a lot. She's very familiar with how they work.

1338
03:29:27.690 --> 03:29:39.630
Remo Douglas: And as a tremendous eye for detail and process. And so it's been great working through this furniture, fixtures and equipment RFP.

1339
03:29:40.770 --> 03:29:53.790
Remo Douglas: Almost a bit. As you know, I suppose a guide a bit, but, you know, just a member of a selection committee and allowing her to run with that great opportunity for her to demonstrate leadership there.

1340
03:29:54.870 --> 03:29:59.910
Remo Douglas: We did have a great many proposing firms in this process.

1341
03:30:00.930 --> 03:30:04.770
Remo Douglas: We ended up with four that were successful.

1342
03:30:06.780 --> 03:30:10.950
Remo Douglas: I suppose should probably start the what the services actually

1343
03:30:13.350 --> 03:30:18.030
Remo Douglas: The goal here is to have an array of firms available to the district.

1344
03:30:19.350 --> 03:30:36.600
Remo Douglas: To procure and and work through us and selection of and manage the procurement and installation of everything from standard furniture, you know, student desks and tables staff staff furnishings.

1345
03:30:37.590 --> 03:30:50.880
Remo Douglas: To equipment, you have a whole new school coming in. Where does all the p equipment come from. Where does the flag that hangs up in every classroom come from. These are all things that are perfectly eligible for bond funding.

1346
03:30:51.960 --> 03:31:09.330
Remo Douglas: But there's a huge array of thousands of items that need to be purchased, you know, selected purchase procured and installed and this is a significant program. And so we had a rigorous process with a number of individuals.

1347
03:31:10.500 --> 03:31:15.270
Remo Douglas: A varying backgrounds around the box office or in the operations department, I should say.

1348
03:31:17.460 --> 03:31:42.060
Remo Douglas: And we feel confident in the four firms that were selected that we will have quality service that things will be delivered timely that will have good pricing and that there will be adequate firms to address both the breadth and the depth of the procurement of these various items.

1349
03:31:47.460 --> 03:31:49.680
Remo Douglas: I'd be happy to take any questions you might have.

1350
03:31:50.580 --> 03:31:54.720
Regan Molatore: Maybe we could get emotion. First, I remember it this time to injure

1351
03:31:55.800 --> 03:31:59.910
Ginger Fitch: Si move that we pass resolution 2020 fascism.

1352
03:32:01.500 --> 03:32:02.010
Christy Thompson: Is that good.

1353
03:32:02.940 --> 03:32:08.100
Regan Molatore: All right, it's been moved and seconded. And if there is any further discussion.

1354
03:32:10.320 --> 03:32:12.360
Regan Molatore: I am not actually seeing

1355
03:32:14.070 --> 03:32:18.930
Regan Molatore: Me do good job on a memo. Alright. So with that, let's call it for a vote.

1356
03:32:20.010 --> 03:32:21.930
Kelly Douglas: Ellen hides. Hi.

1357
03:32:23.010 --> 03:32:23.970
Kelly Douglas: Christy Thompson.

1358
03:32:24.960 --> 03:32:25.230
Hey,

1359
03:32:26.250 --> 03:32:27.210
Kelly Douglas: Megan mala toy.

1360
03:32:27.870 --> 03:32:28.260
Yes.

1361
03:32:29.280 --> 03:32:30.030
Kelly Douglas: Chelsea King

1362
03:32:30.600 --> 03:32:35.040
Kelly Douglas: I tinge effects on. Thank you.

1363
03:32:36.270 --> 03:32:48.120
Regan Molatore: Excellent resolution is approved and I shouldn't say that the lack of discussion is not necessarily a sign of a fantastic mama just when is the last item on the agenda, it is

1364
03:32:49.680 --> 03:32:56.850
Regan Molatore: So all right, well Reba, thank you again for joining us this evening and with that board. We will call this

1365
03:32:57.150 --> 03:33:12.120
Regan Molatore: Meeting almost to a close. We do not have a work session this month, so that we can work on doing our school site visits, which will report back on. And as we've completed those in January. So we will hopefully only see you all then

1366
03:33:13.230 --> 03:33:14.250
Regan Molatore: And with that, we'll adjourn.

1367
03:33:16.920 --> 03:33:17.790
Kathy Ludwig (she/her): Goodnight everyone