Mallen principal at Baraboo's trying to do that with the Oakdale model over there so eventually we want to switch over also the online academies that the high schools used to be a mentum now everybody's engineering just like oh great so we all are on the same page when it comes to what model is a problem so this this I mean this past summer group kids when they kids that were all at risk of not moving on to the next grade or was there some acceleration there wasn't acceleration majority of the kids were kids for credit efficient but we didn't have also some kids whose parents felt they needed some interventions for remediation because of the 25% of their school year wasn't the same as the other 75 so they were sick Nick's I would say is about eighty ninety ten mix of credit deficient with kids I'm since we implemented that summer school program it's really a lot more students to stay on campus sites look at the next slide it's some of our first survey data that comes out these are from our families and this is that social distancing is not mandated within the classroom so we did we asked them if facial coverings secondary option with facial coverings and without and then we asked the same thing for elementary so as you can see families are saying if facial coverings are mandated they would say fifty seven and half percent so they've go to the traditional school thirteen and a half percent would go to Oakridge and the twenty nine percent would like a blended model and it skips over on secondary if they're not mandated facial coverage it goes all the way up to sixty seven and a half percent and you can see the other two schools kind of even out of 18 and then elementary options are pretty similar when it comes to the mask almost 57 percent said they would choose traditional with masks on 25% some type of blended model and 18 percent would like oak bridge then it jumps up to 72 percent if mask or not you know I did it in perspective and I wanted to get moving to the longest because we have the Health Department last year we only had 60 people at Oak Ridge 60 students if you look at 18% and 13% remember this is about 5,000 people put in surveys of those people we're talking a thousand students I don't online program put that in perspective as a dis survey data showing it it might change but again we talked to 50 V I know it's 48 teachers about the old bridge model a mixture of elementary and secondary about this that have put an interest about pasta if they needed teachers to move there so we talked to about what those models look like Rhonda Oldham did an excellent job of talking about what the secondary model looks like ingenuity talked about what the elementary model is going to look like so they know what they're walking into then we told them about what the trains won't be offering in August 5th and 6th and also an August 13 to get the train we're looking at right now possibly wanting to Train everybody in our district with these models just in case we could take it off of our school grounds until we can do a better job of distance learning than what our parents thought was this last year or two okay so my question to you guys face online except and they have a whole except that's around criteria BAE's actual labs so how are we handling the sciences that are required for you know to be accepted in universities and was the online life so were they giving that actual ingenuity has modules and virtual labs that have that are UC and CSU approved they also have AP curriculum as part of the package we researched we could go with it with what it would cost to put you know 6600 secondary students into edgenuity and then because they have different packages and so we've been doing that research as well to answer your question yeah there there are students doing it right now regardless of code we would if we have to go to some type of model like that with a sin and shut down your schools and we want we wanted to be able to be a very easy transition to that so we want our teachers to be exposed to what those curriculums like so they're not learning on the fly or 24-48 hours and how to do that so we'll be offering trainings we're looking at our professional development budget and how we can do that and more days to add more training because we want to prepare for that Kevin already has asked for that also for this for his people so we're going to be doing that we're also looking at we want to be able to bring you the board if we have to go to buy 6,600 ingenuity license we're gonna be a cool bug budget wise so purchase those on the fly and we're ready for that like they've done a great job of researching without B and then Ted's already have people working on his models for elementary um throughout the year on Monday mornings we've been fighting scenes with teachers and folks about if we do have to pull out that say whatever schedule we may be in October we're not going to go back to distance learning we're gonna go to online learning yeah online learning provided by ingenuity it'll be messy to match up where the students and teachers are with where engineering could be but they have modules within each course and so it'll be messy but after a couple of weeks we feel like we can merge and that's the idea behind having be trained regardless of whether so that would give the board yeah it's very the budget what came out kind of let this year be a more of a safety net kind of here a budget wise for us to have our title two dollars which is our professional development dollars and our title four dollars to push out this training because when you thinking you're changing over 700 people the offers some CTE courses also intro classes what districts are asking for those CT courses that are two for two you know new college and we would have to go through the through all the process is already working on that they have a list of courses that they're they're trying to match plus one we're gonna want the community don't understand cuz right now we're hearing from them we don't want as much as we we're happy with our teachers and what they were trying to do with this is learning and checking in and doing the best again it's not a model that we will see for our students going forward if we have to go back that way so we really want to let them know this is what we're prepared for now we have 48 hours before but now we've had over summer to plan if we have to go back that model we filled we'll be ready for that no doubt about it our teachers were amazing and we've heard that from our parents that they really appreciate it they work they did in that very three day turnaround time but the concern that comes out is you know we knew we had to do that last year now that we have consistent application has rigor types of the standards and actually teaching new concepts so in order to work very much so we'll explain in the modified traditional we have to go if they you know first we're going to start with elementary I'm a couple modified traditional models if they say we have to do social distancing in the classroom like Jason we keep trying to tell every time we get a chance this is really centered around two models in some version of the morning change over time some of those kinds of things and it's been you know how that looks exactly there's a whole bunch of like it's gonna be a half-hour change over an hour of lunch going to happen a bunch of variations it can happen within that to make it doable like only does sound around staff as well interested to see their kids everyday they really felt like that was the best instructional pattern to have with basically teaching reading groups or primary students some of those kinds of things there's actually some initial staff interests like doing some of those kind of things and having an p.m.
Greer mr. Langdon Rodriguez Pena who joined me with the at the ad hoc meeting the mayor the council member and the city manager it was a very productive positive meeting and like and I look forward to continuing those thank you okay have a quick question Jerry sure no problem um just a process question are through those so in terms of the the draft the draft for the project are you saying that I see a lot of districts that are offering all three options to their families so is that what you're saying or you're creating three different plans that we may implement it's a little bit of both where we're working on three distinct plans that we might interpret implement depending on the guidelines from the Los Angeles County Department of Public Health but at the same time we we are working on a 100% distance learning option for parents that for whatever reason do not feel comfortable or don't want to send students to an in-person setting that is part of the big of the big picture in the big plan thank you and then my other question is in terms of timeline so so if this if the some draft some draft information is coming to us next week at our board meeting and what regardless of when the county comes out with their guidelines right our school schooling is is a month and a half away or less than that so do we have an internal timeline about maybe firming up some plans regardless of what the county puts out when they put it out yeah so the thought is that on July 14th depending on the conversation the feedback and the recommendations that we will move forward announcing to the community what it is based on the current guidelines that we have from the state and from the county our decision are moving forward of course that will be asterisks that all of that can change when the new guidelines come out so so we're kind of thinking that July 14th will dictate which route we go if it looks good and the feedback is minimum or the recommendations are small then we can move quicker if there are some major red flags or some major feedback or major recommendations and we'd have to work on that and come back with that so are we gonna get are we gonna get the the information like this Friday so we have the weekend to look it over okay Thank You superintendent I just have a question regarding me the work that is being done at the the two high schools I know I mentioned this before but I really would like to see a sign thanking the community because that is a measure K school on projects that are going on and and I think it'd be graded we thank the community for for tossing this this bond measure and let them know where their dollars are being spent yeah that's I think it's a great idea if I'm not mistaken I think we we probably somewhere and so definitely will if not we'll we'll work on getting that up at both do we already do we already have um posters from from before yes actually I just got confirmation that we do have those so it's just - it's just moving them there and putting them up great thank you absolutely and I I agree with board member Yolanda right rodriguez opinion thank you okay well then we'll move on to report it item e points your important action of closed session matters there is nothing to report and then we will move to general functions 9.0 and I won approval approve amendment to the contract for assistant superintendent Human Resources I make a motion to approve 9.1 so I can spice up a motion by court member Rodriguez opinion and seconded by board member Greer do we have any comments questions please have an explanation on that please sure yep so this action item is to extend mr.
model the model that's on here as we talk about alternating day model where half the kids come come for a whole day and they kind of alternate then Monday Wednesday Friday and then Tuesday Thursday the following week so staff would see half of their kids for a full day and out of a 10 day cycle they can see them about half the day's about five days you'll see parents see a bunch of pros and cons interesting is what some see as a pro others saw as a con that the exact same model so that was kind opinion the lens they were looking at one of them I think was the alternate day some people saw seeing students 5 days and 10 is a real pro and he ever preparing that to not see him at all others felt like singing five days out of 10 is not enough so this is what we land in trees in cycling through having a core chunk of instruction morning natural human ecology chewed up talk to you said we would be doing wonders in math reading math in that core part may be sending kind of follow up supporting activities at home with words your students so study signs kinds of things home based with it similarity most if you think of the they did an alternating schedule teacher that always have a two-day lesson plan with homework at home or a [Music] good interesting thought something done anything with research thank you yeah one of the aspects that I seem to hear the most back from parents and and teachers is that all of these kids have moved up a great so I think exposure to the teacher as even a socialization effect right there so the context of it is it it seemed like that many of the teachers are also stating how critical it was to them several Kathy wanted you know doing everything to be up online don't have the same kind of time with [Music] on that connect I think the online yell a quick but is much just a nice but they're a mix of science and social studies kind of focus with those things also about wonders it's kind of created treasure for easements before online friendly it is a nice job pulling in a lot of source and we will be using our dlc our and the people that we did meet with monday about things that you're just saying tom what else are you going going to need thinking ahead if we have to go to one of these models what professional development are we going to need so we're ready because we're going to need to know just like you're saying i have to figure out how to blend in social science or science in the elementary of world where normally i would just have stuff that i had in my classroom so how are we going to do that when we're only seeing them for so much time in the conversation with all the interests of teachers and we said there's expectations you're going to do this many lessons but one of them was you're going to need your class every day morning checking time if you're walking to class day for circle time for saying something in that vein where they're actually pulling together checking with them but then the other part said is you're gonna meet with each student individually at least once a week also could do kind of a academic we're gonna need to figure out because it's just secondary level oh bridge we had tutorial times like there's math times you could come in to get extra support English time to come in extra support the science labs where they went we're going to need to figure out how we're going to do now online tutoring for math so they open zooming in on certain things or kids can say I need help with math one or you know where we're at and stuff like that we're gonna have to figure that out too because we won't be able to bring in kids coming in so we're going to group together okay the next slide is just some data that came along with the Elementary this is this is what alphabet parents were looking for when we ask parents what kind of models they felt would be best not for them okay so we'll jump into the secondary we're gonna keep saying this again this is only just dropping so essentially as we talked about last board meeting we continue to have Oakridge available there is a possibility for a blended mock blended model between the Oakridge and whichever of these three or something similar to these three is decided upon if we have to go down this path so the first schedule is essentially if you imagine cutting the school in half and then in half again and then students would only take three classes each semester they would have having various orders of material presented to them and the second semester they would take the other half of the schedule they've already been enrolled in because of the spring registration so the registration which resulted in staffing has already taken place so kids are already into schedules registrar's would have the challenge of splitting those up essentially you as a site administrator or team they would need to figure out how to best balance the departments so you haven't heat this as equal number of kids on campus as you possibly can as you balance here you have three art sections you down staff with your three add sections that you go high so there's an equal number and a split so we're going to go through all the pros and cons and just kind of give you a basic understanding to be in school for three classes I'm each day every sees me and every other day and they would have by the end of the year it would have their full allocation of credits but those classes would be longer so that's the first model the second model is basically an every other day models it's a little different I forgot to say it with the first model over the two weeks they would see their teachers five times eight over two years and model - the major difference between models one - is that students would see all their teachers on one day that's such a state Monday for a very short period of time 2025 minutes it could be an SEL check-in it could be kind of advisory a tutorial remediation assessment not assessment academically but just an opportunity for check-in and then the students would meet with their teachers twice for that week either Monday and Wednesday or Thursday I know for a longer period of time okay yeah so it would be about an hour so they would have and I want to make sure and this is come on the pros and cons there's a significant amount of PD that's going to take place I do want to note that we have a number of teachers already in the district to have taught on block schedules so we rely on rely on them for some children so we have to we have to figure out a way to make sure that happens so the third option is essentially an ampm model so again you're splitting your school dividing them out and you have students attending the either in the morning or in the afternoon and there are a lot of nuances to each of these schedules I'm just trying to go through it so when we go to the pros and cons after the presentation or the conversation with the health department we can we can discuss the pros and cons as it relates you to the schedules Jonathan we went down to school say were they closer to the three times three then there are closer to model 2 and the focus there was standards-based instruction standards-based grading there are cost into from a staffing perspective I think the big question we've done kicking around is that matching the students who stay in a schedule like this versus the ones that go to Oakridge entirely and we're trying to work that equation out casing the data [Music] it's it's kept me much more split than it is you think because they don't understand or do you think because literally they see so many pros and cons they can schedule first students say hey here's what to big tongue yeah we do that go back the slide is actually presented in the secondary options the blue just sorry [Music] do a giant error so you can tell that data is still paired too choosy 11% straight online and upgrades 11% of 6600 is your baby sorry good ok so I was a little weird the students not also asked me you should have died John but so it's Kelly's idea we're going to survey our students some really simple brush to actually sat with my daughter last night in rows student-friendly language or just have a survey two kids just to kind of see how they feel and what things they're worried about see what we can ferret out we also want to know the the student groups is there a certain group that self identifies based on their participation and something they were more worried about one thing than grade levels we're gonna build that tim is this mermaid gurus so we're gonna work on that today and tomorrow and get that out hopefully over the weekend and still have that data provided for the next board I think that's a great idea because I think you're gonna find really groups they're already communicating with each other all the time their athletes are then performing like this whatever the science nerds and I think that'd be really important because if we break up those social groups for them I think we'll see a lot of extreme distraction or great feedback from our students with them in our meetings you're looking at doing the implicit bias and those shows that they've already identified that Hispanics are a much larger percentage of our cases in our County even access to technology we've been kicking around the idea of having hubs the geographic we placed where if we are at an online environment complete online environment that we have those spaces available sanitized with PPE for kids and their parents to come in once a day once a week whatever they need to do so we're expanding that conversation to yeah couple more slides to show you on some data from our staff and what their kindness and what model they would like if they were going to do any contextual way what's one in 53 and one in 15 there's only two colors and so I'm like it's so big on the first one because I don't see the other color dude touchy first of all we rely on people self-reporting when they when they do surveys the purposes of this data is to give us and the board and the stakeholders watching a broad idea of what our teachers are feeling my people mind that this is only our classroom teachers that we're looking at here so support staff certificated support staff are not included here because what were primarily concerned with right now is happy and staff the various model so in the second circle is had 115 or 1 in 15 the second circle it is there's one person there personal ok 15 elementary teachers indicated they wanted to go to both bridge at that time since then they've met like Ed and John spoke about some pose might change your mind after that but Maria doesn't want to come back into the dish ya see the similar pattern well here you least have to split see so this is the precise packet data but you can see that the vast majority of teachers at all levels want are healthy and want to come back to work in a traditional setting the next highest C is the light green people that are healthy and concern about coming back hi Jim since they're saying they want to go online these are teachers that are potentially available to be trained there's about 10 or 15 teachers were interested we have about 4 or 500 students that were expressing it's not it's go ahead and make the transition we do have our guests from the public help that okay squeaking and I also want to address as we make this transition to we need to keep in mind what we're talking about students and staff table the table okay well switch them anything that help is a very broad term and as educators you know we certainly are concerned about the medical health of students health emotional about the academic health and frankly in some cases with the physical health of our students especially recognizing that 48% of our students live in Homestead qualify for free and reduced lunch so I was getting myself stuck a little bit in the term hell as our current environment and what helped me understand that is that you have asked me about school safety a year ago I thought emetic Li would have gone to school violence and now you asked me today about school safety and you know the first thing that comes into my mind is hope so as we have this discussion you coming public help certainly how they roll in their goal is to minimize eradicate COBIT article is a different one and that is to educate students I just want to make that clarification as we went into this that we all have different goals so with that we have our guests from you come online on our Suman you can introduce yourselves your face when they start talking thank you for joining us we sent some questions yesterday and may be a good way to get this started is to pick off some of the ones that you felt really comfortable and firm in answering and that will lead us into the discussion I am sure there were something that you don't have answers to because I go that is certainly the case for us we have the question say I've had the privilege of working with planning meeting [Music] so I think that actually many of the questions that you submitted have been being addressed or you know carefully considered by that group we have been working on a flow sheet what would happen if there was an employee or student on campus of koban and that title drafted that where she's actually I believe is getting approved at this beats of meeting on Thursday we've also been working with school nurses on what they can do if they have a student on campus that is symptomatic and so you know I really feel like the partnership between those education sector planners and public health have gone really well and there will be some really useful tools that all the schools will have available to use when students are back on campus I wanted to let you all know about it and as far as there were some a lot of questions about [Music] mission on campus about math in here about how you know concerns at UVA about transmission if you know you're exposed at school and you have someone at home I don't know if you want to just read through those questions and have me get through those or how do you look like to do that today why don't you go ahead and read off one of those questions and then you know share your answer to invest and we will just go from there sure sure okay the most effective screening protocol for large groups like a student body there's just actually very clear guidance from the California Department of Public Health it's in their industry guidance and if you haven't looked at that I would highly recommend that you do that it was released on June 5th and it does talked about how screening should happen for students on campus and they know that part of that planning group has looked at how that would be instituted on each campus and the answer to that is specifically on page 10 and 11 of that guidance could you summarize that just briefly for both board members that are here in our viewing audience that don't have necessarily access to that document a quick summary yes there will be what we call active monitoring for students when they come meaning that they will have their temperature taken and they will be asked about symptoms of it and there is a protocol on what to do if there is a person that has a temperature at 100 point 4 or higher or if they have symptoms Monica this is I mean how often do they recommend this massive screening take place it's every day thank you so you're gonna have to rely on the parents yes it would have to be first them it would have to be period we also talked about some of the schools may be having an agreement that I was home that there is the screening questionnaire that goes home and ask the parents that they would be monitoring their child at home before they send them to school to be sure that the child isn't showing any of the symptoms listed and they actually take the temperature of the student at home before they send them to school but then also there would be a screening that happens on campus and that's the state guideline for screening on campus so the next question would be what is the recommended protocol for a school or a classroom that is exposed to Kovac 19 that is the flow chart that we've been talking about and I think it's very effective for what steps at Butte County Public Health and the school will take to ensure that if there is an exposure on campus that we try to contain that exposure to those who were truly just that close contacts of that person with coded and I think that you know you guys will all be able to receive a copy of that that flow chart once it's finalized and approved and I think that it's a very good partnership and working document that will help us to achieve that goal Monica this is dr.
Ruggles who's currently serves as the assistant superinten of Human Resources just a term of the contract by two years this is there are no other changes to the contract just the two years in extension of two years thank you okay any other others yeah I just want to say mr. Onkyo being able to work with you just it's it's it's been a you know pleasure and you know there haven't always been you know do they make the nature of your role there there it's not always pleasant content and pleasant conversations that are there you know having to happen but there's certainly a degree of professionalism that you consistently engage in those conversations with and so just want to say thank you thank you for that and thank you for your service to the district or your continued service to the district I should say thank you okay go ahead and vote passes 5-0 and then we will move on to item nine point to approve public assistant superintendent of education services motion to approve nine point two thank you sir okay Mochan motioned by board member Ariana's seconded by board member yeah do we have discussion I just wanted it over what makes avala said mm-hmm thank you can I see something so I just want to say I mean I I will support this I am like with our through this contract my preference would have been to do a search I think some of these positions a very high profile but I think as board members we all understand that really the one employee that we actually hire is the board is a superintendent and really the assistant superintendents who they are really are the purview of the superintendent so out of respect for that I will be supporting this this decision I mean it we've got a burger regardless of all that I mean dana has done an exceptional job as an exceptional person but I do just want to put it out publicly that I do think for these type of high profile positions the best practice is to do a search thank you any other comments yeah I also want to ditto what what remember Rodriguez Pena said as she was doing Meg so Bella's comment as well and same kind of thing you know of there there are there are a couple you know a handful of employees here within the district and Dana may be at the top of that list where as I go around different places I get stopped in in hallways and I get phone calls I get text messages and emails just simply praising but just the work that you know that there are the of some of our employees and Danny you're at the top of list you're you're you're leaving the pack in regards to the number of just reach outs that I've had and so just grateful for the work that you've done under your purview and I am definitely in support of of seeing you as our next assistant superintendent of ed services any other comments I would like to go ahead and think Dana for the work that she has done you know it's a principle it's Lawson and the director of education services and just that the warm smile and just how she is with employees and you know just that she reaches out to everybody like what board member a drinker said and board member Rodriguez Pena and Mae said I I think yes we you know we are the ones that are the ones that hire the superintendent but I do I do agree at this time with the choice that the superintendent mr.
Kathleen Kaiser that what I'm seeing is tremendous and sometimes extremely emotionally charged different understandings like the training said close contacts were within six feet for more than 15 minutes but there are other people who those screaming and individuals that are much further away than that or just short contact because they didn't have one eye mask so there's a lot of intensity around this but I don't think is well understood what we identified as a quote/unquote close contact wind speeds per 15 minutes or longer and wearing a face covering does help reduce that exposure but if someone who had trouble you would also want you know others to wear eye protection which isn't really practical so that's why when we look at what's really truly expose you know we we don't want to say automatically oh we want to look at what kind of interaction that employee or that with others on campus and trial already and those who are truly close contacts - at Cape and there's there's some good work that's been done this summer on how we could help you know schools could help identify who those close contacts were and one of the things later that's talked about is having students in seating charts so that you know we know in a certain classrooms who was sitting here with the delay time between suspicions being an active carrier versus the test coming in back to verify one way or another being anywhere from three to seven days what is there something in your plan that says what to do in the mean hi yes well most of the times when if we had a high suspicion that someone was positive because of their symptoms and they were tested we would probably go ahead and be considering that person to be a positive case even if their test had not come back yet as positive and normally we look at symptom onset and we say for the two days these four symptom onset is when the infectious period the air this again is why it's so important for schools to be doing daily active monitoring so hopefully you will not have an employee or a student come to work sick you may have someone who ended up being asymptomatic and testing positive but hopefully you're not going to have had a symptomatic person on your campus have a positive case it's somewhat X positive who is asymptomatic there infectious period goes back to days before their time okay and then there was some questions about mounting and you know one of the things that we have said there's been a lot of new requirements coming from the state as you know about masking masking in public places and we want as Public Health just say we hope everyone realizes that masking really does enhance protective measures and the inability to enforce masking should it influence any plans that you might be making for protective measures they will enhance those measures and the stage just the sleeve is coming out with new guidance about enforcement of masking on you know statewide so we're hoping that the enforcement issue around masking is not really an issue but rather the issue is how can we all take the measures necessary that also include social distancing washing hands staying home lipstick and self monitoring for symptoms along with masking to protect one another in our community sorry this is Kelly Stanley and I just I heard you say something that I wanted to clarify can you clarify for myself and the board in our viewing public our masks mandatory is that a requirement from the governor in his executive order at this point I heard you yes in public is out in public places masking is a requirement initially when his order came out he had exempted schools and then he went back and said that that was not an exemption Monica mine is question is the pediatric Association of doctors has said that children cannot wear a mask for very long without having the issue of deep breathing their own carbon dioxide I have a former student who works with disabled adults he said two of his clients couldn't make it walking through Walmart before sit down so ya might like I mean I have a five year old in the seven-year-old you know my concern is how would he teach her know that a child was starting to struggle hey well the current guidance for the use of face coverings does provide extensions for children if they're under the age of Q or for persons with a medical condition a mental health condition or a disability that prevents them from wearing a face covering usually people that are sitting at rest in like an office or classroom study should not be having any difficulty breathing and while they're wearing a face covering those general symptoms any kind of respiratory distress should be quite obvious to to you know the general public but if there was ever a question of someone having difficulty they certainly should be evaluated by the school nurse or another medical professional of course if there was ever a question that a person was struggling by the wearing of base covering that state coverage should be removed immediately right does not have to be if there is obviously some sort of medical issue happening and there are alternatives to the standard clock mouth or disposable type of surgical mask like a face shield with a drape across the bottom allows for there to be that visual that some people might have some issues with but yet still collects the droplets in the drape and I believe that we will be seeing as I said more guidance about a covering news coming out from the state this week or other things next week at the latest one of the question was in your best estimation how likely are we to see more than one school closure due to exposure between this August and next Julie and I would say it's very probable COBIT cases are definitely on the you know a prize not only in our County but throughout the state and if their internet be now exposure I could definitely see us full closure being ended and I think that this this summer the school education planning group has kind of known that there might be need for at least part of a school closure for some campuses or a total school closure and have been trying to make arrangements in case that were to happen at their school again in public health we want to say prevention is everything so trying to really limit anybody on campus who not only is skilled they are in quarantine because they are exposed in their home or in the community outside it's with lists that they would honor that 14 and from the school while they're supposed to be of their quarantine for you Mongoose is Jewish not have you seen any data that for us is the district that we should be purchasing more of a portable or a disposable face mask versus a cloth mask for our students are very appropriate for the school setting and for some reason you know you want to have a store of extra cloth face coverings or disposable surgical masks whatever is easier breeders school to procure and it have I think that both are very adequate and you know whatever works best for your school's procurement either are very useful Thank You Monica do you know what the number one special need is in schools its language so that's one concerned that I think a lot of parents have that their child the most common thing that their child might struggle with early on its hold is being able to speak clearly and be understood by the people around them so I haven't seen the shields that you're talking about the children with drapes it might be cool if you could yes we've been sharing information about those lists a little bit principals and they'd be happy to be able to you know help with with some of that if we can so and this is the net I'll just add that I just a search engine and search this morning putting in face shields oh great thank you Hey okay yes one of the things that people have talked about not just in the school setting but teachers pastors other people who do a lot of presentations or public speaking are wanting to be able to use a face field rather than a mask because you know seeing their fair face is so important as part of their occupation there I think there's more than more of that being made available for the general public okay another question here it says you know many teachers are concerned about contracting the virus and potentially transmitting it to their high-risk family members and then how likely with this scenario each again if if someone is first in a contact that means you were witness six feet for 15 minutes or longer to a person with coated you yourselves would be placed in a 14-gauge quarantine status and that means even at home you should be separate from your other family members as much as possible sleeping in a separate area using a separate bathroom or disinfecting the bathroom after you use it wearing a mask in the in the house if you're in an area where other family members are but anytime that we have someone who is a contact you know we try to give very specific quarantine instructions to them and if we have come across people that have other high risk and we members in their household we have tried to help them make accommodations so that high-risk family member is not at risk in their home I don't see that changing with the opening of school and then are there steps beyond general hygiene and sanitation that teachers can take to mitigate this with again using all the different preventive measures that we're talking about about wearing the mask washing them here using social distancing not touching your face and making sure that you stay home if you are not feeling well at the students stay home we're hoping that that is really going to help mitigate the risk for all people on campus questions regarding the published draft plans for school reopening what are your most significant areas of concern and for me personally I've said this before in the summer means I think the difference between the ease of implementing any mitigation and containment effort for a primary grade versus a secondary school I think it will be a lot easier when you have a cohort of students that are with one teacher in one classroom and that group of students is contained to their their own area I think that will be a lot easier for schools to de-spawn and Public Health respond to then students at secondary level school where they're at junior high or high school they are having several different groups of students and classes in a day with different teachers throughout the day to me that's going to be really the largest challenge and concern we had a parent who referred to what I believe the image you're talking about with the primary or elementary schools as social bubbles keeping one classroom together the whole day their interaction is that kind of yes the traditional you know K through five children are in the stained classroom with one teacher you know maybe they interact usually with another class or a little project but they're basically with one teacher for the day in one classroom that is going to be a much easier situation in case you had Kate come up in that classroom that's gonna be a lot easier to contain on your school campus and if you have that junior high student you have six periods with six different classrooms with six different groups of kids some duplicate but you know six different teachers you know and then maybe they go to lunch with different people every day you know it's gonna be a lot different for junior high school and look maybe some you know changes can be made for junior high and high school you know so cool courts of students maybe they take English and history together you know they in for two periods but they're in the same class and the teacher rotates that the kids stay in the same classroom that kind of idea to minimize their their ability to move around so one of the questions I just answered this personally for me it's at which model would you select after your own child you know this was talking about you know on-site learning versus distance learning maybe versus that combination of the two and you know as a parent of prior Chico Unified School District children like children are long Guerlain graduated from college now but they went all three you know I really see the benefits of on-site instruction in the social interaction but also the desire to decrease the amount of time for potential exposure so I think that a mix between on-site and distance learning would seem ideal for me if I was a parent and I had a choice to make Thank You 10 should be an easy one for you yes I think we've already talked about Jen and should all staff be required to wear masks even if that interferes with their ability to teach and connect with students again in earlier we talked there's alternatives to mat or face coverings such as the face shield with drapes and I do believe that all teachers should be required to wear some sort of face covering and hopefully between those three different options there would be something that would be suitable for each and every teacher and staff member not just teacher I should say all staff members I think and we talked about number 12 you know there would be basic signs of respiratory distress or other health related factors it could be you know outlined for general assessment used but a school nurse or other medical professional should perform any kind of emergency evaluation needed if you felt the child or staff member was having true difficulty and again there is a question about some types of facial coverings cause less physical stress you know we've talked today about there's many different types of facial coverings and each individual should determine which one works best for them we don't you know personally in our local public health department we don't have any guidance or studies that are no need any specific types working better than another you know we know that you know different types and there's a temperature reading suggest the students should others what is considered a safe environment in which to do so until a parent or guardian can arrive to pick up the child this has been discussed this summer by both the school nurses group and by the Planning Group and now different schools are working to identify areas that students could safely be in isolation until they're picked up from this school so I feel really confident different schools are identifying those areas that will work for them and every school is different so I'm happy that they're thinking ahead and looking at how that over for them in it says the school require a medical release form to any non parent picking up the child to ensure that non parent is aware of symptoms and associated bridge my aim was whatever form that you're usually easy when a child who is picked up and if you have again the child should be wearing a face covering when they're at pool if they're with a non-parent and then one of our last questions here was where is the health department see as the future of the stainable order and will appeal ected and mold [Music] so I would encourage everyone involved with the school including the parents to really monitor that Jacobus 1988 site and our website we will put all the guidances up there as soon as we know we also release information as quickly as we get it for through social media in right now food didn't Monica and I believe Casey Hector has turned this now as well first of all I thank you for taking time out of your morning to join us and address our board in our community directly I also will say that I've had the opportunity to see the preview of the work that the subcommittee has done and it's excellent you've done a great job of outlining and making you know flowcharts easy to see and I know it's not in final form yet but really look forward to being able to share that when it isn't final part because I think that will also help explain protocols that are in place both at the county level and then of course at the school site levels as well the last question that was here was is it possible to create a video to show students particularly elementary students and what Kobe is and just some explain some of the key elements both to increase awareness but also perhaps decrease fear and I was wondering if that was possible through the hope through the schools reopening room that already I think dr.
Ortega has decided she's the best fit for that position and miss Tina Mitchell I know that you will do this district proud and you are committed and I thank you for that okay and I'd like to hop on this pig pile of appreciation for Dana Mitchell and I remember going to PLC training in San Diego and she held my hand and if that is any clue of what kind of leader she is then we are in great shape I just I really appreciate Deana thank you and congratulations all right let's go ahead and vote and passes 5-0 and then we will move on to 9.3 approve assistant superintendent education services contract motion to approve 9.3 second okay motion by bard member Rodriguez pinions seconded by member Greer stations questions is there I know that this happens with a superintendent contract is there a need to read aspects of this contract out or does that is that not the case where assistant superintendent just that's because we hire the superintendent sorry just clarifying thank you alrighty so we can go ahead and vote and 5-0 passes by 5-0 and then we'll move on to item 9 point 4 resolution number 20 2101 exempting the old schoolhouse project from city of Azusa zoning they're usually we let the d person speak oh I'm sorry we'll go ahead I'm sorry I'm sorry Dana good evening president Bibles vogel members of the board superintendent ortega and cabinet I am equally humbled and grateful for the opportunity to serve as assistant superintendent of education services since joining as you see unified in 2007 I have had the privilege of working and learning with and from not only our teachers are classified support staff and administrators but also from her students their families and our azusa community I am especially grateful for the ways in which every single one of them have worked along the way with me to help grow me and build my capacity as an educator I am committed to serving the students the families the community through collaborative practices as well as a commitment to ensure an equitable and accessible learning environment for all of our learners through continuous improvement I would like to thank the board for this opportunity to serve my family for their unwavering support that enables me to do this work that is so important to me personally and professionally and to our superintendent ortega for his mentoring in his leadership I thank you all so very much Thank You Dana all right congratulations all right now we'll move on to item for point 9.4 resolution 2021 a something old schoolhouse project from city of Azusa zoning I moved to approve okay do I have a second they approved by move moved by board member Greer seconded by board member Rodriguez opinion any discussion yes as I mentioned a little earlier in in some of my comments and just giving clarity about what this is and what this isn't and miss Ortega would love you to also I'm a down after was clear to kind of talk about how this you know taking this step what this does this is not a step making a decision one way or another as to what is going to happen with the the schoolhouse this is this is just a a step to recognize that something needs to happen with the schoolhouse and any one who's been around you know the community long enough and has driven you know around that corner knows that that schoolhouse is there and it has been there for quite some time and and we need to do something and so there there will be future conversations and future meetings where that something will be discussed and we have certainly you know invited the the city to be partners and then in conversation for them to share suggestions and ideas of you know how we might be able to partner in in that but one way or another this is just the district ticking is taking the initial steps to keep options open this in no way restricts options or limits options as to what we are going to do next and last thing I'll say is just remind that we did you know a data as out of courtesy table it to this meeting and again let them know that we are talking about it here and and communicated what this means and what this doesn't mean so just want to make sure that was clear here as we're gonna be moving okay so I'm sorry go ahead thank you yeah I just want to say that I know this discussion is not new when I came in in 2011 we've been talking about what are we gonna do with this house but it seems like board members change and decisions change but it's really started since 2005 15 years ago that they really started talking about and have a timeline on what has been happening so distant just happened like today with this board it's been ongoing and and I do feel that you know it is time that we need to have this it's a very important discussion I know to the community and also to us but I think that we really just we I think we we reached our peak in England or forward thank you any other comments alrighty so we'll go ahead and vote [Music] and it passes 5-0 and then we will move on to item 9.5 approved consultant Colleen Patterson resolution 2020 102 do I have a motion I make a motion to approve I second motion by group board member cruz gonzales seconded by board member Ariana's any discussion or kinga please explain Claire for sure Mike it was Ted stated earlier by mr.
Sanjay Gupta with CNN has created such a video yeah CNN this murder one of our public health education specialist named Eunice Lopez had created a basic kind of coded 101 PowerPoint that she presented twice once to the VC a week planning group and let's to the school nurses group and they both it could be recorded and they available for teachers and staff to be able to use in preparation for back to school and we've said absolutely we've been having that made available and I know that several of the principal's had told me that they were going to have that be part of the teacher being prepared it's about a 10 to 15 minute presentation will we'll work on and I know that we would be more than happy to you know see if if there's not something that we feel is really useful for you know about for the schools for the part of elementary school students you know we could probably work on something but I agree with the net there's probably whether it's gay Gupta or someone else I'm sure that company's been working on something for school children great and also have it be in Spanish yeah yeah that's a great idea and we do have Spanish that wasn't available and we needed to do that we can help make it happen that's great this is Tom Mendel forgive me Henry asked me a question sort of an answer do we know when we might yes we had we had taken it to the planning meeting in it what we felt was its final draft last Thursday and I believe that group is meeting again tomorrow meeting tomorrow they think it will become finalized at our meeting next week okay thank you I will also add that the flow chart document we have created is for internal use only by the schools is not to be made public to parents or the general public because it has reporting phone numbers at the ground that we cannot release at the general public it's truly a working document for use between full staff and the county public health we do add a couple of resources on the bottom that you know can be shared with parents but those phone numbers that are involved are included in the worksheet are truly to enhance direct communication from the schools to our public health staff who are working on the kovat case investigation and understood Thank You Bonnie yeah I completely understand that I do I wouldn't ask if there are portions of that because for me it was very helpful to understand and the different roles and I believe have different colored boxes that shed the role of Public Health and then the role of local education and that streamlined flow chart and he would make a lot of us feel more at ease especially parents and staff members so if there would be a possibility of doing any more generic version that would be great we call it cheap that's a little bit like one piece right any point I think we could do something like that or that could be communicated to your family it would not have as much detail as the correct Kate you know response but yeah I think that we can adapt it for something that could be distributed into your building completely understand the details and the confidence of the confidentiality of phone numbers and frankly within that document certain items will be different from district to district some will need to be negotiated but the general flow chart was just outstanding I mean again who is responsible for the contact tracing excellent question it's actually combined response between public health and the schools because unlike our normal contact tracing where we call the case and we find out who they've been in close contact with and then we call them both contact as you stood earlier a five-year-old is not going to be able to tell me so they were in close contact with when they were at school so we are going to be relying on the goal to help us gather information about and they will be part of the team that's full public health will work together to different people to be sure that they are close contact and they will be messaging that goes to those contacts from public health and from this again on this issue who makes the call as to whether or not quarantine is recommended or is it a mandate public health makes the determination who should be in isolation that's a few isolation is for the ill so isolation is for the person who actually is most with coded and quarantine airs for close contact so in both instances Public Health has the responsibility for determining who all in those categories and we also have the authority to be sure that people are in isolation and Quarantine if it's pointy Liam Public Health are not issuing individual isolation or quarantine orders unless we believe that someone may be disregarding them and it puts the public Everitt so we provide education about their status and whether they need to be in isolation or in quarantine and we provide that oversight we are also the ones with the authority to lift the isolation or the quarantine and part of our flowchart is being sure that we're communicating with the school if there's a question about whether or not someone should be a quarantine any longer or make-belief from the window slip it thank you we have got gotten concerning questions about the financial impact of someone being quarantined and so I don't really have an answer for that that's to my knowledge the state isn't funding that person for having to stay home so that's something that we're working for with the Union there are some guidelines on the state level that were following and then further discussions with our Union my understand because Jim spawn here to correct me if I am wrong but my understanding is currently the if you are put in quarantine for two weeks you continue to receive your pay and that does not get your safely in Chico Unified but the parents are also raising this question I know I can't answer it yeah no idea so is there any fiscal aspect of this that the county knows there's a lot of items were individuals that is available right now on the state website and is available through calling our Kovac call center from the county or from calling two one one that is particularly individuals if resources available for them for pay while they're on quarantine or they're an employee because of being a big positive so I would definitely you know steer families with those questions to that fight it thank you so much hey remember is just because someone is a staff person is on 14 horas Judaism quarantine doesn't mean it can't work or go to school remotely and I think the benefit you having distance learning on last screen if a class Aaron did need to be in quarantine or a school or part of the school you have distance learning availability and you know as long as someone is not very very ill if they're just in quarantine they made very well be able to one for multi or student to have distance learning and not lose Brown your network might not be a whole classroom you might have someone who was exposed outside of work or outside of school and now they need to stay home so there will be a lot of you know we can keep everyone I just want to confirm that your recommendation and I thought you stated pretty good because you still believe that the children should be wearing masks okay because I mean that's the area we've gotten the most resistance I think for parents and then also I'm not sure is that the one also that the pediatric yes recommendation is - correct so that's you know that's one of those things that when it's controversial like that and people are getting mixed messages [Music] and so we are really trying to follow the guidance coming out from the state California Department of Public Health and I know you also are in the California Department of Education so I think there will continue to be differing opinions and announcements about this as there has been all along it's Donette said earlier the one thing that is is evolving and changing is coated but you know in others countries around the world if you look at countries like Japan and others where they have dealt with cars and murderers and other coronavirus typhoon even children attend school in math their whole community live in big country I think it's just something for us to remember that this has has been done successfully in other parts of the world thank you for that thank you so Monica seoeon's regarding public gatherings in our current environment where we are right now you know we have a big decision obviously in front of us when we talk about what school will look like next year our plan was to hold a meeting at the Center for the Arts using social distancing and hand sanitization but allow the public to attend but my understanding is might seek clarification on this is that at this point we are prohibited from having large group meetings inside a stadium inside a auditorium convention Tech Center is that you asked for clarification to that yeah this is the net and you're correct under the state mandate right now there are no gatherings allowed whether its large or okay in fact the difficult one for us because we clearly want to hear from the board PC hear from their constituents we want to hear from your parents staff and students but I got clarifies we need to continue to do it in the matter that we are so thank you yeah any anything that you can continue to do virtually is from the chat Tim Thank You Chico hi someone if someone is in quarantine outside of school we usually will have an employer we usually do not notify employers if someone is important to you we do try to work with employers if someone has tested positive now in certain situations if we believe that we know right away that public is not going to be complainant they tell us they don't believe oke and they are quarantined and then we would look at that as a potential threat to public health and Enki and we would probably then notify employers we would look at the stupid situation as the same as an employer or they were basically a fake if we knew that someone was going to go into public study and be in close contact with others on a regular basis and put those others at risk Nene would probably try to work that through and step in thank you as I said earlier we can actually issue quarantine orders under our Health Officer if that's needed we have it needed to do that yet with quarantine but if we thought they needed to be people okay there's no other questions I again want to thank you for taking the time to join us we really appreciate your partnership and your expertise thank you very much let me let me just ask if anybody needs a break yes to just run to the restroom communication five minute break sure okay you also before we get started on this next one week this morning that's not on our on our slides Kevin ready gave us today some teacher feedback for you guys to look at you I just want to make sure you guys know our so I realize that this isn't a huge sample right so we're going to kind of to show you again some of the feedback and discussions so this is some of the feedback that we got on the safety protocols from the community staff also that sent in we kind of broke them down somewhat were repetitive so these are the main feedback - they gave us on safety protocols yes there's no page number so it's going to be the third one after we started with the model feedback and discussion so the first page yeah sorry we have that's been changed sorry so it's did load looks differently on there yeah there were two versions there were not two versions there were two coffees and we were merging the two and so we wanted to be sure that this morning we had everything in there for them so or deleting but the packets with president prior to so we'll give you the updated one okay right off the bat the community is divided I had people texting these things confrontation with parents very strongly but you know looking at the pediatric I just challenges but it's not the teachers will be a lot of more training when for how to line up how to down we'll be training on a smash watching your hands off for washing your hands and as you walk in I really want some of them is you can see the health department's already answered for us how will we know you know what's the protocol what's going to happen when if somebody is tested positive you know the will have a flowchart obviously the follow-up they will have a hopefully a cheat sheet that we can give out to our community on that information we are looking at different ways for the lunch house lunch is going to look like House recess is going to look like are we sending them out in a class only their core class can be in certain areas or forward classes are going in to get to lunch we're still working out those details obviously with food and nutrition how will it look like what we're finding out - and even in camps keeping kids apart when they're waiting for that to start so before school starts what does that look like to get kids into their classrooms you know to keep them socially distancing that with some of the safety protocols that they're asking for we're gonna have to definitely look but that talk with maintenance and operation and try to figure out what we're gonna do that we know we have gotten 4,000 of the social distancing stickers or things that put on the ground donated to us I believe it was lows lows gave us 4,000 of those for our schools for our hallways so we'll be starting to do things like that but some of these questions that they're asking we have not gone through all of it for how are we gonna have one-way hallways and stuff like that because some of that we're gonna have to discuss with you guys and with our principals and everybody and what would that look like on our campus many of these you'll see later in the schedule of examples all of these are represented in the pros and cons later [Music] I [Music] well that's but you have if your your priority is to get your kid back in school and engaged as much as much as possible with the personal process of you know learning with a teacher and other students and the socialization you can choose that path and then you've got the middle path where you know so I mean we've done as much as we can to try to have something for everyone and I'm sure just like the rest of you I've been reading the vastest or emails where some people are off on this dragon and they're just like way out that wheeled and some people are way out of this field and you know we're not going to be able to culminate everybody so you know I mean some some of the teachers have said we just hey just don't even don't even try to open regular classrooms and do everything online from the get-go and then when when we get the clear signal that everything is okay or we've got a you know some sort of immunization type of thing that we can move forward well but that you know then the pediatrician say and common sense tells you that would be very harmful to children Jeanine all that time away from contact with one another and missing you know their educational purposes so so with that mask issue which is so divisive perhaps we can encourage the superintendent of instruction and our governor I think the decisions that will get made will be driven by health knowledge and not a parent pregnant this and the other part of this one I really must take to say this but if you watch the CNN special on that you know they they have spent the last twenty we're trying to figure out facts get exposed to so many viruses and don't but the more transmissions we receive is from animals the alteration of the virus by being in humans and then transitions in a different format so I I don't know that there will be a perfect answer but I do think that the other David that all of us as parents and grandparents have seen is children need social interaction that's their that's their method of learning is is largely through play - which is you know the contacted it just play and that's what's so dangerous because they're using you know kids in the toys and sharing and mouths and everything goes over it to say we're going to basically I don't know absolutely I think that's the bigger that's the bigger to shoot you just like with the healthcare professionals who have been providing you know assistance to all these people who have had it how many of them have actually got it you know and so it's not an insignificant you know consideration and considering you know 90% of whatever all the resources go to supporting the teachers and that's they're the ones who make this all happen but you know along that same line what I'm feeling very strongly right now is that instead of it just being a possibility that we make sure all the teachers have had professional development on the resources that we're using the visit the ingenuity and the the wonders and the that that not be just maybe but that be absolutely because really for what you know Monica is saying there's a real possibility that we may be shut down every school may be shut down and then it'll be a necessity for all the teachers to be prepared to switch over to that and I think one of the greatest criticisms that we had from you know the period of time at the end of last semester the end of year is well you weren't prepared and you know people were giving out these half-baked lessons or whatever well you know obviously the teachers were really struggling and doing the best they could to come up with the most effective things that they could but it certainly wasn't as as viewed as having consistent well planned well put together curriculum that everybody is consistently you and that say you know heaven forbid you have to jump into that I mean apart way into the semester you can you can do that they should at least have the exposure so they know and they're able to feel comfortable jumping into that curriculum because they you know it doesn't mean I'm just I I have taught online I also because I had an operation I had to do did that feedback survey for two weeks and many of them I said I think extremely honestly they can't they can't because of their work schedule they can't because there's there on the background they can't do it and they just be an emotional stress for them so you have multiple kids different levels who would have had three teachers and they're just one parent you know so that parent is just like oh my god and so I think one of the other consequences we face them and I'm dispute a little bit was that we were more prepared than the University was an entire switch we we had the one-to-one ratio I mean all of the things so what did you talk about schools do in the country they sent him home and they held them there was no people it was nobody we had grad schools all over the country the university's doing that because they realize that the students could equally access could not equally access the resources high school kids you know missing your support team coming back there's a huge range of capacity but I would say I mean my seven-year-old doesn't remember the word she learned at the beginning of first grade he's going into second grade not because he it's just because of exposure and practice and what's critical so I very very strongly believe that we need to start school with but at least the chance to meet your teacher get to understand your teacher get to have some sense of what school is back and she responded very well to the idea of a bubble classroom that one of my fellow sociologists that presented which is the more we can keep kids contained together and not randomly because go back tightly really really specific about the question I was humiliating it's six feet less and more than fifteen minutes people don't want to hear that because they want to expose no you're not exposed has to be within six feet and more than that's how we could contact patient that is that mandate so I think we need to help people lower their concerns a little bit kind of and I'm jumping here but for me it kind of looks like the am/pm model of that because they see their teachers every day what would you say just a protocol in a board workshop obviously this is the opportunity for the board to discuss amongst themselves and then open input teachers do the teachers prefer between their kids ok well now is the [Music] so we'll still need to support their kids in doing learning thank you [Music] in particular [Music] I'm looking for thank you [Music] Kevin every single pattern starts with our safety guidelines every single one and the help [Music] thank you Kevin and thank you for putting this survey out yes I might want by your fence to again we were however students is are in special ed because they need so much more more accommodations or modifications more check for understanding front loading and scaffolding and that's just based on the last school that is impossible to do those kids within my program believe those kids needs to be at school and they need to get that social interaction as well so that's just what are we expected to come up with right today but if one of the Kevin I think it was Charlie it was on one of our money meetings that we didn't do a very good job at services putting out the safety protocols and guidelines that we were looking at it doing on their campuses they didn't know that we were having hand sanitizers be put in every classroom they will that we are ordering the station so on our most used spots against envyus custodial side of what we're doing ordering the different shields for every teachers thermometers and ordering masks for students and everything that we did so we didn't send that back out we're hoping some that anxiety that some of the teachers are feeling that we're not I'm looking at their safety - we are reading into a very good job of we just need to communicate over some of these concerns and one of the things that we've done Jim Hamlin sent out there was a lot of questions that came in to him he sent out answers to the ones that he could address we need to continue that keep those posted in our staff room so there's a frequently asked questions so that people have a resource to give to you but again you know please communicating please keep communicating with Kevin because Kevin relays that keep communicating with me or any of the services team or board members I do read them all hey Kelly yeah I would also say I'm interacting pretty consistently with teachers from other districts and you know many of these concerns are the same and they're not getting as much information as we're getting so I think you know for you to send out the survey we want to have it known that we are trying to get as much information as we can well just a plug for Facebook light we're going to do another Facebook live with our custodians and go over that information so there'll be an opportunity to put that on our website as well once we do it and ask any questions live and we'll show that custodial news set up that we're going to be purchasing and using so we'll try and get to that information pushed out the next few weeks when I do the Facebook life well to clarify though we went to online and completely shut down when that was an executive order from together [Music] just really quickly so we have pros and cons for each of the elementary models and each of the secondary models I don't know how much the board wants to go into those today but they're just and when you have them in buckets just different when the Health Department people were speaking and they were talking about getting everybody into the school at the beginning of the day and I all of a sudden went okay everybody into one [Music] interject to bringing up Kathy's point again so I haven't seen this research but if it's six feet and 15 minutes and then the ingress and egress an issue because kids together coming through their preteen minutes that is the data that is what they are training the contact tracers that's why I asked it yeah so I think that's a I didn't know that until this morning that's a significant piece of that ingress in a dress and even for a secondary anyway between class graded passing periods right that is that's a huge statistic is first discussing the pros and cons I think that that bringing up the idea that you know embedded in this are the actual illustrations of the models I think we would all be better able to digest this information once we get a clear concept and say okay look at this model through you know an actual example of what that would look like what that would feel like and then you know we can we can readily evaluate the prison that comes from what you read viewer but as far as myself I want to have that exposure first I think it would be kind of pointless for me to look at these things right now because I already went over all this yeah in preparation for this but it wasn't as clear and it wasn't as meaningful because I didn't feel what that would be like to be in that schedule but one thing I do want to bring up and I don't know if this was this is something that didn't occur as far as I recall that was in there is the one Hollis brought up okay so my my elementary student is on and p.m.
Greer mr. Bommarito has accepted a position in another district we currently have that position being flown and going through a looking forward to going through a process for filling that position and if everything goes the way it's planned we look forward to bringing a recommendation to the Board of Education at our board meeting on August 4th I believe is the is the date of that board meeting in the meanwhile in the absence of mr. Bomarito and in the in the time that we're going through that process which again at this point in time we're looking at less than a month Colleen Patterson would serve as a as an interim but not as an interim in terms of someone who's at the office or someone who's you know eight hours a day every day but serve on on high leverage matters presentations reports sounding boards feedback those kinds of things mr.
schedule so I've got him or her in that schedule and if the high school or junior high schooler organ an ampm schedule then you know I can coordinate all my kids but if you've got one kid here and one can here and then how do you arrange for the care for them when they're not in school and and that's just like a nightmare so is there any way to coordinate that where if you've got a family that's got children and different you know levels secondary Elementary can we coordinate that to have them clearly we go to the if we get nuts whatever discussion if we go a p.m. on both models that was something our registrar's now and our administrators would be saying okay we have family that's saying I am and they want to go ahead some like why happens they have a high school kid that's P p.m.
Patterson I come to find out has served in his capacity for azusa twice before and so she has she has some some knowledge of Azusa and that that really gets us moving because she already has that kind of recognition so that's what this is this is for this is just to get her services to get us to that August 4th board meeting this is Jerry frozen are you old enjoy I think she's frozen can we vote she's probably some Java di let do you mind taking over until she gets back yes ma'am we can go ahead and is there is there any more comments no as I see there's no more common so we can go ahead and vote you know I think it's because we're gonna go into voting I think it's really important that someone reach out reach out to let's see here she back no she logged off okay if we she may still be able to vote okay I want to be able to give her that opportunity Adrian do you mind reaching out to calling her sure she says her whole computer is frozen okay we have the majority we can actually go ahead and continue going are you guys comfortable with that um board yes okay let's go ahead and cast our votes I see we did it yes can we yeah no I think everyone said it but Jerry but Kim again can we close the voting and then I just want to suggest that someone asked Jerry to Colin via phone for computers down maybe eight I think Adrian's already doing that yes okay so it passes a four out of four and we'll go ahead and move on to the next item and I think we should wait or she's calling in she's calling you now she wanted to be part of this though so Lika she'll show up in the likely show up in the attendees at it I'm watching Bert you can go ahead and get started Oh minutes you could go ahead and try what are you guys okay with that yes this is nine point six this is addressing systemic racism and I'm gonna go ahead and this is recommended that the Board of Education begin a discussion on addressing systemic racism and discussion on systemic racism will help begin and shape explicit steps that the district can take to address support and build capacity among staff students and community would anyone like to it start you know if it's okay with the board I just like to kind of open up just with a little bit kind of give you some information on some of the things that have sprung up around not only staff but also in terms of professional learning if that's okay okay I'm back okay okay really okay so we just started at nine point six and superintendent Arturo Artega is going to go ahead and begin meeting back over to you thank you so very much board member aria and thank you mr.
because they can take child the class you know so we would have to put out a survey if we're going to this AM PM models would you want your children to match up if we can make that happen we're going to make you know we would have prioritize that or would you want them separate because there you can have them drive so Wow a high school kid to take every single class they wanna take sometimes there's a conflict I don't think we want to be able to allow parents to choose to separate two thousand kids that you go high two thousand kids a mechanism you know programs you can write to try to do that the other thing is Monica was talking about is you know in junior I even and even in high school I don't even know if this is possible to do but if I would think it would be easier in junior high school because there's probably a lot more classes that are absolutely required that all students have to take but you know have these modules where you know you've got this group of students and they're all taking these classes together almost like they were in elementary school and the teachers come in and out and that's what somebody had mentioned how can we how can we increase the possibilities of if we're required to do this minimizing the flow of students all around the campus and in different groups but having the teachers be that slower in and out because that way the teachers are exposed to fewer and the students are exposed to fewer potential it all sounds you know very complex but I mean those are the kind of challenges have a sandwich but I think this is you know as far as where we're gonna go from here we can continue to talk about this but as far as what's going to get us to the point of coming to some sort you know me we can talk about this debate about this but at what point every like at our next meeting on the 15th we're building we're voting so what's going to bring us either each of us closer to the point where we can make that decision we need to meet one of those schedules again what they look like 90% of what we're doing we're like you know it's like teacher it's teacher centered I mean 90% of our budget goes to teachers and supporting teachers and if we don't have the teachers and if the teachers aren't on board with us how are we going to do it it won't be possible so we do have to give very great consideration to the safety I think that has been done in this and this planning from what we know but since it's a fluid situation how are they handling it the Public Health Department and then we have to take our cues from them but then you know we have to make these decisions too that are in the best interest of the whole big picture parents and there's a lot of different interests to consider with this so that's what it is is you know just figuring out how can we help do the best with everybody trying to provide options so that people have choice you know you're not just saying this is it there are the options today we can have two different screens going for that but it would be just the board in social existence so we don't have a large group that we had hope to be able okay so should we [Music] and then just a question about so on the information that we've got regarding the surveys the the page that we have which indicated the secondary options and that pretty much forty five percent twenty five that was asked what that was parents yes that was the parents way the Indian and so we did this survey with the teachers as well and it was saying there's pretty close right so that really is a three-way sweat and with elementary thus far we predominantly the am/pm every day teachers like alternating was huge it was like 6040 and we don't know how tightly tied there are these look like we're not measuring it but my super strongly was put out which do you because we just did most value if anything so it wasn't like so that was kind of split between alternating days so getting more information on that and are these still like I think of each other they're in heaven headed cameras thanks is that we use that same presentation and all the Monday meetings and then with DLC and that's finger or more to see student schedules right thank you Kevin if you've got the word out to you know wanted together together as much response as we could [Music] so I think really important that we make it as clear information and we'll continue to work on clarity things right and it'll sort of solve a puzzle and also making very clear that here here is the link to those examples the real life real time kind of examples of what that would look like because I've read these things several times and I still am confused so it's just it's confusing in the LRU there [Music] I think any of us team where you need to answer questions they are complex they are different it's not what we're used to things like nutrition and let's remember we may not even have to go to however the food service and everything we're gonna close this meeting and then go into possession sure okay this meeting then is hereby adjourned thank you all for your participation you
Ortega go forth so at this point in time I'd like to turn it over to a mr. drug deal who will share a couple of a couple of items in this in this topic do you mean or members cabinet and community I want to also start off by stating that you recently started the conversation with our association the earth about a very important topic of systemic racism implicit bias and as they relate to the Unified School District and us perfect by the way background the Association leaders and several board members participated in the labor management institute LMI who referred to it a couple times in this meeting that took place on June 23rd and June 24th there was a keynote speaker on a day two of the out of my presentation a gentleman by the name of dr. Fedorovna Gura now Dean of USC School of Education dr.
nagura discussed generally how districts and labor partners could respond to the pandemic but he also discussed the barriers to education which really struck in accord with many of us in attended and he variably include issues related to complacency implicit racism and other beliefs affected other beliefs by adults that affect student learning outcome as soon as representation was remembered from ata aka the Management Association of ESEA mcpeck said earlier board members the know the commitment at this LMI to really continue the conversation because that lots of events many different conferences and while there is good thought that happens at this at the event itself very few and very seldomly does that conversation continue on so under the leadership of potato there was really an intentional effort to continue that conversation and there was a commitment from labor partners to continue this discussion specifically around a topic of implicit bias we agreed to meet regularly and actually built on a regularly scheduled mean that we already had we had our first meeting on June 30th so just a week after starting the LMI process we were already engaged in the conversation and we've already started talking about the important topics that really need to start address or addressing issues related to training having these conversations really identifying groups of individuals who should be in these conversations so that we could start really start growing the capacity of all of our self and I look forward to continuing this conversation here and hearing from the board what the next step are for us to continue this important work thank you okay like to turn it over to miss Mitchell Thank You superintendent ortega i would like to quickly share three items with the board and wellness topic the first one is that as we are working to develop our professional learning plan around again continuing student success drivers continuing to take a look at equity in terms of our instructional program making sure that of course all of our curriculum and instruction is aligned to rigorous grade level standards one of the pieces of the professional learning plan that we are developing supports culturally responsive pedagogy and when we take a culturally responsive stance this is one of the ways in which we build inclusivity in our learning community the second item I want to share is that last year part of the board strategic plan one of the items we did some listening circles and so we are going to continue with our student listening circles in the coming year and we're also going to expand that with middle school and we're also looking at elementary as well we find that to be a very important piece again student voice right it's extremely important and then the third piece I'm excited to share is the work that mr.
creoles office was doing last year very exciting work around restorative practices and peer mediation through the partnership with the Western Justice Center and so this year is a Phase two and he will be working with other sites and doing some training with that but there was a lot of really awesome things that came out of that in terms of that peer mediation and so we are excited to continue to practice or continue the partnership with the Western Justice Center and continue that practice thank you so in no way shape or form right this is the beginning of a discussion but I am thankful to our labor partners that they have demonstrated a commitment to this a commitment to to training a commitment to having conversations and a commitment to a frequent meetings this doesn't kind of fall through the wayside so I'm very very happy about that and I'm just again thankful that that we were able to have those initial conversations building off of the owl in my experience and continue with that and so now we have a regularly scheduled meeting - to take this on and then also thankful to miss Mitchell as we continue to think about our own professional learning whether that's math whether that's rigor whether that arts in a distance learning matter how do we bring in some of these these topics to infuse into those into those tools professional learning opportunities so thank you for that I like mr.
bronchial said I look forward to to listening and to learning during this conversation okay and I would just like to say mention is a Loza because I am so impressed with that young lady at Gladstone high school and her peers and stepping forward and asking hard questions of us her leaders I I cannot no words can explain how proud I am of those students so everybody else does anybody have comments questions yes on the listening circles I would like to include different students and hold the listening circles maybe every month see you're able to to get more students and not just the same students all the time you know to give all the students an opportunity if they want of course to be included and not just select a certain category because then those are the only kids that come I like you open it to to as many students as we can does anybody else have any comments or questions yes yes oh my my hand thing I'm sorry okay no worries I'll go ahead and start effects okay I was I would like to go ahead and explore and you know have a deep conversation about ethnic studies I think that goes hand-in-hand with on you know with what we're talking about I do appreciate you know Oh Dana Mitchell that the culture response the listening circles at all levels I do appreciate you know that expansion and the Western Justice Center but that that's only you know I wanted I want to be something more so I want to go ahead and open it up to you know for open for discussion about ethnic studies to my fellow board members and board member Grier had something to say in so did board member Cruz Gonzales would you like to discuss ethnic studies now or would you prefer to wait everybody comment and then we'll move from there you're called all right I'm gonna go ahead and let everybody comment so board member group go ahead thank you a few things that I'd like to say on this particular item I have over the past number of years had the tremendous yet laborious burden of having an important and needed burden of having some of these types of conversations in a number of different contexts and settings and have found that the these types conversations are oftentimes difficult especially when engaging a topic when though everyone sees the world they don't see it they don't all see it the same way and so it becomes it becomes difficult and extremely challenging when trying to communicate realities that are experienced by vast madeand are communicated or those individuals are told that that's not a reality and that it's made up and and that's and so that becomes difficult I have have had the burden of talking about the difference between that the argument tends to be non racist versus racist and you will often times have people who want to have that conversation and that's where you oftentimes have people pointing to specific examples or connections or relationships to try to prove that they that they fit into the non racist category but the the conversation that I have been able to lead other other groups in and that I would love to see us have is continuing to ask ourselves not not whether we are racist or non racist but how we can be actively anti-racist in our approaches and in our practices and and that requires us to look under rugs and open up closets and and recognize that there are that there are likely practices that are in place that maybe seem like a you know great and incredible practices at the time but as as things have played out being able to look at them and recognize how they have how it it may have or in some instances certainly has you know created barriers to access and so so this is a needed conversation and it's to be and I'm grateful that we're talking about it being the beginning of a conversation Sheila nee and I want to thank you for being somebody who who initiated and brought it up I guess again I said this a little bit at the last meeting and I'll confess that because I tend to have these conversations I'm used to being that guy who brings these kinds of things up and so thank you for for your courage to bring it here and just just into the rest of the board their support to have the conversation and staff and labor partners for for you know being committed to the to the process and having the conversation we all know that as a result of the murder of George Floyd that that is what kind of brought our nation and so many different entities within our nation to kind of look at and and have some of these questions and have some of these conversations and and I think that that is you know one of the ways that we can look at something you know how can we what are things that we can do here within our sphere of influence for that not to be in a I hate to say death in vain because they I mean it was it was a senseless and you know act but but to think that there is still some some purpose that can come out of such a horrific you know the things that we saw take place and to be clear that that that that was the final one that brought things about but but but there are there is a history that goes back decades and centuries of you know of these types of behaviors and so I'm grateful that we're having this conversation last thing I'll say is not not trying to get too political but I know that more recently there was some some comments that were made around you know schools and what schools teach and and and you know you know how are it being suggested that that things are taught within our schools to make our you know students hate this country and hate the country of the United States I just got last week I took some time off and I drove up near Yosemite and on my way back from Yosemite one of the things that I drove by as a going up and and and back was the Manzanar I mean if you've never been to Manzanar it is a Japanese it's it's a you know at this point it's a national you know monument but but but you can go there you can see that there's an aged apon 'yes internment camp and so I've been there and I've taken my daughter and we've gone and so to look at that and experience that and I think that those kinds of things are needed and necessary not as a as a means of point - and making people hate this this nation but that it's extremely important that we that we have these kinds of conversations and that the truth the true real actual history of things are taught because if history isn't taught then history tends to repeat itself and so it's important that we that we don't shy away from these difficult conversations and hide from the realities of you know and the blemishes and the bruises and the wounds that the nation has caused and and I believe me personally that that does not make us you know anti-patriotic but one of the most patriotic things that we can do is look within our nation and ask ourselves how can we grow and how can we you know continue to build a more perfect union which suggests that we were never there and we may never arrive but we will continue to strive for that and so within this sphere within the Zeus Unified School District I just want to say that I'm grateful that we are beginning this conversation thank you um thank you and I think I can just take you back on and what Adrienne said because I think especially the part about how it's really important how we have to be anti-racist straight and we have to really be proactive OMA about these issues and not just just not be complacent and say okay well that's not me so I can I can ignore it right um I think there was a great tweet that CTA put out I'm saying that you're either a anti-racist or a racist right there's no in-between I think maybe that's a little extreme but I think that just sort of sort of highlights you know where we are and if we really want to see change we have to be active about addressing systemic racism and it's hard I mean it's hard to even say the word sometimes and people it gets people's hackles up and they sort of - now and so I think that's and that's part of the reason why I as a you know as one of the five of us I didn't just come and bring a resolution and say okay let's to pass this resolution and because what I really don't want is whatever we're doing to be not being meaningful and just be a piece of paper that we pass something and we feel good and Pat herself in the back so there's a couple pieces that I was hoping that we could work on and whether it's whether it becomes part of our district priorities and or a resolution and or maybe our district priorities and I think I really appreciate what Jorge and Dana just talked about because and and Gabriela because those are the pieces that I actually wanted to highlight and there's a couple pieces that I want us to that I'm hoping that we can focus on as a district and they've been hit on right so for example the unconscious bias piece right I think it's really important I would hope that I hope that we can move towards having a a systemic approach to how we do that how we are training that and so it's not like hit or miss and we're using this consultant or that person to do it but really have like really have a create a common understanding of how we're going to approach I'm those unconscious biases or microaggressions and that we all have right I think I'm not sure if I mentioned this before but I've gone through training in and the best training I've gone through the guy he starts actually with the science and you said everyone has biases right there's only two requirements that biases one is to have a brain and to be part of society and so that's all of us and so so I think it's really important for us to maybe to really be thoughtful about what a push we're going to take and make sure that it's systemic when it comes to the kind of training I just also wanted to add that I've heard really great things about the CTA training they offer free unconscious bias training to districts but they have to be invited by the local unit right so we can't we can't reach out to them and say we want you to come in that has to actually come from our from our teachers association so I wanted to put that on the table too because that's also free so that that's one pieces around is around this how you know training unconscious bias and I really feel like that has to be at the very beginning because if you don't if you don't become conscious of what that is it's very hard to do these other systemic pieces and make changes because culture really drives a lot of our interaction so that's that's number one I - Adrienne's point I would like us to see I'm dig and being much more intentional about how we look at data and be more explicit about things so for example you know when we looked at our our cached data right if you look at our cache seat and you pull it apart and you pull apart low-income versus nominal income so kids I'm very reduced and not and you look compared our african-american and Latino student outcomes compared to our white and Asian outcomes even with the kids that are non low-income right and so these are these are people that are living middle-class lives or better there's a big gap between our Latino and black students especially african-american students and our Asian and white students and so we as a as a we as a district at to have the courage to say why we have to confront the data that we have that we have and make sure that we're looking at it and have real conversations about why is this happening and what do we need to do to change to address it so that's that's number two I think it's really important for us to be more intentional about how we look at our data to drive decision-making and then the last piece that I really hoped that I wanted to address and Gabriella brought it up is this idea of and gain I really about how does our curriculum and our pedagogy how is that supporting creating creating a culturally responsive framework right and and I really feel like I I would like to see it be the bedrock of the work we do not just an add-on right and so that so I think that's really important I think we can look at some examples around the state and I think we have a great start with our current ethnic studies class I would love to see how do we expand that and make it you know maybe expand access to that there's some great examples across the state where district where places have had a freshman English ethnic studies course right so all kids are getting it and they're getting it early in their high school career not the lives they're walking out the door um so I think that's something to consider that the Tucson program that that's very well-respected right that I think nationally that day that's what they started with so some something for us to think about and even beyond that I think that we see some great examples across the state where districts are doing ethnic studies Kate k12 so I would point to both Ventura and San Mateo Foster City as school districts who are trying to experiment with bringing in ethnic studies into the elementary school so whether you call it ethnic studies or you call it culturally responsive pedagogy I think these are all connected in terms of not only how we teach kids about what we teach kids so those are really the three big buckets that I hope that we as a district address and I'm hoping that we can come out maybe working to the staff or a couple board members come up with a resolution that we can pass it sort of puts these out there set some benchmarks and deadlines for us and and some pieces for us to look at that we can that we could adopt as a board so that so that we know that not only does work meaningful but that we're committed to to seeing things happen I asked the the the name of the second district that you mentioned right now Ventura and what was the other one it's a bit area I think it's a Matteo Foster City School District it's an elementary school district I need it I think that's the one that says and then these are actually I mean those are districts that are very early in stages and implementing cake Elementary ethnic studies but they're but I just point them out because there already is some work that has been done that we could look to um I'd like to state they you London I came from a different era to where we've seen the growth everything expand and then everything closed up again and the awareness that our children I see we wouldn't even be having this discussion if things hadn't changed and things hadn't grown and we need this discussion and to see our students just feeling comfortable enough to throw it at us makes a big difference to me and I mean things were the way we were raised in the norms that we had growing up and like you said Yolanda can verify we're so much different than they are now so things have gone forward but I'm glad to see because everybody kept putting band-aids and band-aids and band-aids that that it broke and now we have to fix it and I think that is absolutely awesome and I encourage Penix Studies because you don't know you can't form your future if you don't know your past if you don't and history books change to actually be true because I do understand the history books don't have it's written by white males so to adjust how we write our history books and we don't have responsibility for that we're going to have to push for that kind of thing but I agree in Yolanda I'm sorry I stepped on you please go right ahead that's fine yes I didn't want to say and that's very true we were marching back in 1968 52 years ago for for the same thing they were marching now for justice you know and it is sad because you know it it's true what she said it's like we're going back in the 60s that's right how I feel you know how we grew up in our schools and how we grew up and you know with police brutality and with racism in the schools and so forth but it is sad that that we're seeing the same thing happening and I think what we need to really take a very good look at is our curriculum when we adopt our books especially for history we need to take a look at those in and see our are we teaching our children the right thing are we teaching our students the truth what are we teaching them I also feel well with ethnic studies it's really important that the students in Latino culture know their culture why why taking Latino study classes I do notice that when we have the open houses were the eighth grade students going into high school and they have all the things that they're shown in the schools you know the band and in the Junior ROTC and so forth I never see a table there from for ethnic studies how do parents know that that that constantly announcer here this is a unified or how did the students know that we're offering it and and what are we offering also I think the students also um they need to know their own their own culture I know because you know some things I know that I was taught I don't even use it anymore I mean honestly it didn't pertain to me what is that we didn't pertain to me so I think myself as a board member I think that is our job to teach our students what they really should be knowing and and the truth when it comes to the books the history books that we're working with and when students do return I'm really glad what dr.
Dana Mitchell mentioned it's going to be happening in and mr. O'Neill what I think we need to allow our students also to be open and to talk about what happened and and seen in mr. jars flood get murdered and to see these protests they're probably questioning why are they doing this or what's happening some parents maybe they don't want to talk about it but I think we need to allow the students so they don't have this anger that mr. grill mentioned you know because because it is you know it angers you and you're trying to you're trying to figure out Who am I or what are we doing here I think our job as educators this is our job so this is why this is a very important thing to talk about and not only talk about do something about finally hopefully we're not going to be watching in another 52 years I'll be dead by then but it's I'm just afraid that my grandkids will have to go to the same thing that I went through I was 18 years old now I'm 70 years old I'm still marching really wow that's a shame thank you any more input I'm one one other thing to add just a point of clarity I know Jerry one of the things you talked about is gratitude for the level of comfort that our students felt that they were able to bring this forward and I just I just want to make sure that I communicate that I don't know that I want to take it a step further than that because I don't I am ajan that it's not so much comfort or a place of comfort that they bring it forward but a place of extreme discomfort but but also recognizing that being being silent wasn't an option and so and so they chose discomfort over over silence and and and it's from that place that they chose to reach out and so I am so to those students who sent the emails and those students who participated in in some initial conversations and those that will continue to participate in conversations want to thank you for your leadership and and and what you are what you bring to the table as leaders here within the district as well thank you for that and thank you for clarifying I really appreciate that all right any more comments I'm sorry I was just gonna say um I you know one of the things that that board member Chris Gonzalez said that is really important I think we as a board also need to be included you know in the training as well and moving forward with this and having some deadlines you know being able to to to move this forward and how we're going to you know reach our district and and being able to you know to to move forward with this one I do want to share I was in a in a call today with the Department of Education and Assemblymember Weber and she's he she's a leader in and wanting to you know to address this in in the school systems and so one of the things that she said was that when you connect a child mister and she had a group and he was nine years old and we when she said when you connect a child to to understanding who they are and where they come from and what value that is to their community that right there awakens them for them to want to learn to be better to get good grades and so I you know as she was sharing that story today it it helped me remember my story which you know I went to a Sousa schools I went to Glassman Street Center and Claud stone high schools not not that you know I mean I it was great but at the same time you know there was not a lot of Hispanics when I was in elementary at Gladstone Street school and not until I went to Cal State LA and took ethnic studies and black African Studies it was an awakening for me so I would like to share that with our students I wish I would have had that you know prior to college for me to be able to want to you know be more engaged in education and in my community and it wasn't until college so I do appreciate us speaking fully about this and us moving forward with you know with this so thank you so what I was going to comment I just want to make sure that I try to summarize I heard today and I'm gonna take the opportunity to speak in buckets the way miss Cruz Gonzalez talked about it because as I as I listened to mr.
Greer miss Rodriguez Pena miss Bibles BOGO and miss Audie honest I believe that these things fit in these buckets but I want to summarize that and make sure that I have clarity in terms of so the first bucket is around staff and trainings around unconscious bias implicit bias miss Cruz and Dallas offered some ideas in terms of CTA having some some possible strong trainings in that area possibly free but has to be initiated by CTA and so that would be one bucket one bucket around conversations professional learning trainings in terms of adults and that that should be systemic should not be a one-off but how are we thinking about this in a systemic manner from here moving forward the second bucket that I heard was around data and how we are looking at data and how we are not only looking at aggregate subgroups comparisons and digging into not only those numbers but those those faces and those stories and how are we how are we confronting that how are we addressing that and how are we conversing around around that and then the third bucket was around curriculum and how what we teach students how we teach students and when we teach students is important and so when we think about courses like ethnic studies when we think about to miss Rodriguez Pena adoptions and curriculum when we think about listening circles and student voice when we think about high school versus middle school versus elementary again how are we thinking this in a in a systemic manner that at each level right - its appropriateness to think about I believe that everyone expressed that this is a starting conversation a beginning conversation I think that when I think about these buckets and I think about the work and again that thanks to our to our labor partners and kick off with the LMI I think we're we're in the right trajectory and so a lot of work ahead but does that does that capture again I'm looking at all my notes right now and it looks like those three buckets would capture what every board member spoke about I turn it over for feedback if I got that kind of right that's good I think yeah I think you did a great job summarizing the only that I would add and you know I didn't want people to understand assent I really think especially with the unconscious bias changing and thinking about shifting culture I mean starting with the teachers it's great but we really need to think about top/bottom took of day let's point right and so really you mean you'd have administrators who feel comfortable having these conversations and addressing these issues and understanding them if we're going to expect them to be leading school sites - in this in the same journey so I think I think I mean it's really multi-pronged especially that piece but again I just really want to make sure that it's consistent right and not just like you know you know like thinking about oh they can do this and we'll do this and we're gonna you know we'll be all over the place I just wanted to add regarding the ethnic studies I'm not sure if the counselors are letting the students know I don't know you know or how can we advertise it more and you know how the conscience also offer that that pass to the students if well if you're if you respond to her um I can no I was not okay so and the other thing I would add so I'm not sure if if what we just did right now constitutes the conversation Gabrielle that you were referring to having or or if we're if we're wanting to have that you know at a future place and time but but I'll just I'll just kind of add some some thoughts there I know that there you know there's there are some bills that are that are going around where this conversation around ethnic studies being a requirement I know that there are also districts that have made ethnic studies part of their requirements independent of of a bill or a mandate that is definitely a conversation that I would welcome and I would be interested so it's one thing to just make it available and kind of promote it and let you know let students know it's another thing to again dig into the data to understand how why that's valve itíll and how valuable that is and and for us to have a conversation to consider is that something that should be a requirement so that students who come through and graduate as through a USD then you know are not only exposed but it but have some deep exposure to ethnic studies I would like to have that be a conversation for a future meeting i i i want to go ahead and chime in real quick i I agree I think that's why I think we probably need to continue furthering this discussion in the sense that you know we as the board you know can adopt a resolution to be able to like you said we remember agree or that we independently can adopt that you know the conversation is at the Department of Education you know it's there and some of the bills are there but we end we can take a stand and can adopt some you know curriculum so it's definitely something a topic of discussion that we as a board need to you know talk about and like board members channeling who said that I really you know that data-driven what one of the things is maybe the students you know board member Yolanda pea shared they don't know about these these classes and and maybe you know they're not beat they're not interested because they don't know what's it's all about but we as a board can have discussion and you know looking into the next school year but open up some avenues and being able to to you know address this and have a conversation looking forward to it thank you if it's okay with the Board of Education I would like to meet with staff come up with some proposed kind of next steps and deadlight and share that through through a weekly board packet and then we can we can move from there in terms of thinking about these three buckets not that they all have to move at the same speed or in the same direction I mean yes the same direction but not the same speed and so if if it's okay I'd like to meet with staff come up with some clear times in terms of next steps of coming to the Board of Education and saying okay here's the plan for bucket number one and this is the deadline for bucket number one here's you know the plan for bucket number two bucket number three but not halting us so so I don't want to I don't want to get in our way to say all three buckets have to come at the same time but if one's moving faster than them being able to to share that with you for further conversation and reaction and feedback to to what we have come up with well that also be during a board meeting so the community can hear what we're doing and we have a discussion ASEC we're doing correct that's what I am doing if my colleagues agree with that I think would be great yeah I agree I agree yeah and even even looking at time lines so you know love when we talk about timelines and deadlines as we're putting as we put something to that what what looks like an appropriate timeline for that Arthur I can imagine this Friday would be a bit of a rush and and would maybe be even be inappropriate to ask that that's happen is next Friday the 17th doable is the 24th you know more doable can you communicate you know when we could expect to see that in which Friday we could expect to see that in a packet I would say because this is multifaceted that this is not a like a Naruto thing by himself right would theta at the 24th to bring some initial thoughts I'm sorry the week of the 20th to bring some initial thoughts on that weekly board packet and then a subsequent board meeting again we can start unveiling some of those things to have a public an open conversation about what it is that you know sometimes around that just to be clear you said the week of the 20th and since the packets are usually on a Friday you mean around the 24th no not there not the Friday prior and then and then we can look to having that at a meeting after that public conversation mean okay thank you okay any more comments all right with that I will move ahead to ten-point o consent calendar 10.1 all matters listed under the consent calendar are considered by the board to be routine and will be enacted by the board in one motion on the format following the last consent calendar agenda item there will be no discussion of these items prior to the time board staff or public requests specific items to be discussed if discussion is requested by a board member that item will be removed by the consent from the consent calendar and will be considered separately the superintendent and staff recommend approval of all consent calendar agenda items so do I have a motion to approve a second I'll second okay motion by Board Member Ariana seconded by board member cruz-kun solace are there any discussions requests okay well with that you can go ahead and vote and it passes 5-0 and with that we are going ahead in a journeying open session and returning to closed session and the board meeting ended at 8:36 open session ended or open session thank you it's illegal a couple things will we can stop streaming and also stop recording yes okay Thank You mr.
hello my name is Chris Cooper and the new superintendent in Clearwater and I just wanted to take a few minutes to introduce myself as well as our new director of teaching and learning kc piney and to talk just a little bit about our process for planning for what school is gonna look like in a few weeks so first of all about me personally the last 21 years of my career in life I've been in Abilene Kansas I serve there's an elementary principal four years and then the last seven years have been at the district office as the assistant superintendent particularly during the last seven years have also had the opportunity to work with many districts across the state as a consultant and trainer for really instruction and and what good teaching and learning looks like it's given me a nice perspective of districts from the size of Olathe to very small districts like Weston so very unique opportunities personally I have three boys and two girls my two oldest boys are out and in the Air Force and have also each provided us with one wonderful grandchild I have a son who will be a sophomore in college next year and then to junior girls who are will be attending Clearwater high school they're already participating in cheer and summer weights and lots of teenage activities in the area I would say we've had a very warm welcome to town and really appreciate all of the contacts that that we've already made my wife is also an education she taught for many years of everything from kindergarten to freshman English the last two years she served as a Kansas multi-tiered system of support and alignment reading trainer so she travels the state and helps school structure for reading instruction and intervention to make sure every kids reaching those benchmarks like I said I also want to introduce you to our new director of teaching and learning Kacie piney so I'm gonna kick it over to KC hello I am Kacie piney and like Chris said I am the new director of teaching and learning I am very excited to be joining the u.s.
message on-screen I believe for you [Music] hello hey Victor all right hi I get 629 um I need do we have at least five board members I can only see three two three yes we do mark Lee woo Barbara Jeff Lori Susanna all right so then we get to go in about 30 seconds folks mr. Whitson mr. mr.