Reader

hello and thank you for joining me for applying for financial aid 2021 2022 walkthrough you may see the title of this presentation dated 2021 and 2022 and worry that you were in the wrong place rest assure any senior in the class of 2021 will need to complete the 2021-2022 fafsa since that is the academic year in which you will enroll in college the goal of this presentation is to take some of the mystery out of the financial aid process during this walk through we will be going through the process for a dependent student however the process for an independent student is very similar the major difference between the two is that a student who is considered independent will not be required to complete the parent portion of the fafsa my name is jordan exodus and i am the college and career counselor at the atlanta county institute of technology the intended audience for this video is any parent or student who is looking for information on completing the free application for federal student aid or fafsa if you have never completed a fafsa before these screenshots will give you a thorough understanding of what to expect on the application this is a lengthy presentation since we are going through each screen of the fafsa if you get stuck on a particular portion of the fafsa i would suggest that you skip ahead on the video i have put headings on each slide to correspond with where we are on the fafsa process so for example if you are stuck on the parent demographic portion of the fafsa skip ahead in this presentation to the slide that has para parent demographic listed as the title of the slide now for some more specific tips regarding the fafsa application portal the navigation tabs at the top of the page show you which section you are working on and whose information they are requesting for example student versus parent the fafsa does save itself often as noted in the green box the fafsa also reminds you that this is the student application so anytime that you see requests for information noted as you your or your name they are asking for the student information not the parent the help buttons at the end of each field are extremely important and help if you get stuck on a question [Music] fafsa uses skip logic which means that depending on how you answer a question it may trigger another question to appear or hide so you may not be asked all of the questions that appear on this walkthrough your fab experience may not be the same as another student [Music] before you start the fafsa you must create an fsa id for both you and your parent or guardian you can do so at fsaid.ed.gov or by clicking on the link on this page your fsa id is your personal legal signature do not create an fsa id for anyone else you and only you should create your fsa id parents should not create an fsa for their child and vice versa doing so could cause issues with you or your child's financial aid you will enter your name and social security number that match your social security card exactly enter your mobile number to make it easier to reset your account each mobile number can only be associated with one fsa id you will be asked to answer four challenge questions that can be used to retrieve your account make them easy to remember confirm that this information is correct and then accept the terms and continue you will need to verify your account if you provide a cell phone number you will be texted a secure code that will use to verify your account next you will follow the same process to verify your email address once you have an fsa id created you can get started on the application for free application for federal student aid at www.fafsa.ed.gov on the fabsa home page you will have the option to log in as a you new user or a returning user for the purpose of this presentation we will be logging in as a new user the next screen asks who is the person logging in is it a student parent or a preparer which is more rare for the purposes of this walk-through we will be choosing i am a [Music] student the student will then enter their fsa id username and password [Music] you will present with a disclaimer please read and click accept to move forward on the getting started page you will be asked to select which fafsa year you are applying for if you are planning to attend college in fall of 2021 or spring of 2022 then you will select the 2021 2022 fafsa application you will use your 2019 tax return and income information to complete this fafsa the student will be prompted to enter a save key use any combination of words or numbers as the save key the save key allows an applicant to save their fafsa form and return at a later time to save and submit the application is saved for 45 days unless the application is submitted for processing prior to that the save key also provides the applicant a way to share access to their fafsa form with their parent if they need to edit or change any information [Music] you will then be brought to an introduction screen with frequently asked questions each selection has accordion functionality that can be expanded or retracted to reveal or conceal the information before we dive in just a few general tips how can i get help completing the fafsa you can get help by clicking the help icon or by viewing the fafsa help page how many steps does it take to complete the fafsa consists of the following sections student demographics school selection dependency status parent demographics parent guardian financials sign and submit confirmation how long will it take to complete those sections the fafsa should take less than one hour to complete depending on your answers and whether or not you have the necessary information available can i save my fafsa if i cannot finish it in one sitting yes you do not have to complete the fafsa at one time you can save the application for up to 45 days using the save key mentioned previously if you start a fafsa and decide you do not want to submit it you will also have the option to delete the application but please remember that the federal government will not determine your eligibility for federal student aid without submitting a fafsa what documents will you need to complete the fafsa first you will need your social security number or your alien registration number if you are not a us citizen you will need your federal income tax returns your w-2s and any other records of money earned please note you may be able to transfer your federal tax return information into your fafsa using the irs data retrieval tool which we will discuss in further detail later in the presentation you will also need your bank statements and records of any investments if applicable you will also need a record of any untaxed income and finally you will need an fsa id for both the student and one parent in order to electronically sign your fafsa application signing the fafsa at the end of your application you and your parent will agree to the certification statement and sign your application the easiest and quickest way to sign your application is electronically using your fsa id you and your parent will both need your own individual fsa ids for your signature to be applied if you do not already have an fsa id you should create one now we will now begin with the first section of the fafsa student demographics the first student demographics screen asks for the student's social security name and date of birth the next screen asks for the student's email address and phone number while not mandatory it is beneficial for the applicant to enter their email address on the fafsa in order to receive important information about their financial aid the third student demographics screen asks for the student's permanent mailing address the next student demographics screen asks for the student's residency and eligibility information in the u.s citizen drop down if the u.s if the citizens if the student selects eligible non-citizen then they will be prompted to enter an alien registration number if the student is neither a citizen nor an eligible non-citizen students such as a daca student or an international student they are not eligible for federal student aid in that case we would suggest that they complete the new jersey alternate financial app aid application available at www.hisa.org please see the linked presentation on that new jersey alternative application for financial aid for the purposes of this presentation we will select yes i am a u.s citizen the next screen indicates if the student is eligible to transfer their financial information to the state new jersey financial aid application you will start your state application link on the fafsa confirmation page to transfer your information this is very important as it will begin the process of requesting financial aid from the state of new jersey if the student plans to attend school in state it will then ask if you have lived in new jersey for five years click yes or no the next screen asks what the student's high school completion status will be when they begin college in the 2021-2022 academic year such as high school diploma ged or homeschooled then answer what degree or certification the student will be working on such as a bachelor's degree associate's degree certification etc answer yes or no if the student will have their first bachelor's degree when this when they begin school in the 2021-2022 academic year and then you will indicate what level of college the student will be in during the 2021-2022 academic year such as first year second year graduate student etc note that these are asking for the students level in college not in high school many students answer this question incorrectly finally you will be asked if you are interested in work study work study is a program where students can get a work or position at the college the next demographic screen asks if the student is male or female if male you will be prompted with additional questions about registering with a selective services system most male citizens and immigrants between the ages of 18 to 25 must register with the selective services in order to receive federal student aid this requirement applies to any person who was assigned the sex of mail at birth the next student demographic screen asks for the student's driver's license information the eighth and final student demographic screen asks if the student is a foster youth or was ever in the foster care system and then finally answer what the highest level of education of each of your parents if you are unsure there is an option in the drop down list that says unknown [Music] now you will notice that we have moved to the next section of the application the school selection on the first school selection page you will enter the name and mailing address of the high school that the student will receive their diploma from in june the mailing address for the atlanta county institute of technology is 5080 atlantic avenue maze landing new jersey zero eight three three zero then click search once you select search the second school selection page will appear prompting you to select the correct high school the third school selection page is where you can select up to 10 colleges where you can send your information to if your student is unsure of which colleges they will be applying to it is still a good idea to complete the fafsa you can always go back into your fafsa at a later date to add colleges to your list it is always a good idea to add your local community college for acit this would be atlantic cape community college it's a good idea to add acc to your fafsa just in case your plans unexpectedly change if you already know the college's federal school codes you will mark select yes here and enter the code if you do not know your college's federal student codes use the search function enter the state city and school name and click search the search results will appear select the correct school by clicking the box next to it if you want to add more schools click here on the bottom right of the screen and you will be redirected to the search page so that you can add more schools once the student has selected all the schools that they will want their fafsa information sent to they will be prompted to select a housing plan for each school select if the student will be living on campus with a parent or off campus you can also choose to add more schools from this screen notice that we have now moved on to the dependency status section of the application the fafsa uses this series of questions to determine if the student is considered a dependent or independent for the purposes of the fafsa use the drop down menu to select what the student's marital status is as of the day you are completing the fafsa for the purposes of this walk-through we are focusing on a dependent student so we will select that the student is single use the drop down menu to select what the student's marital status is as the day you are completing the fafsa the next page will ask you to determine whether the student has any children or qualifying other dependents note that both questions indicate that the student must provide more than half of the support for the child through the entire academic year in order to qualify for the purposes of this walkthrough we are focusing on a dependent student so we will select the student does not have any children or other qualifying dependents this page asks students to check mark if any of the situations apply or select none of the above don't forget to hit the help button if you ever want to read more about a question for the purposes of this walkthrough we are focusing on a dependent student so we will select that none of the above apply indicate here if the student is homeless or self-supporting or at risk of being homeless if yes is selected there will be a series of questions regarding the homeless status for the purpose of this walk through we will be selecting no in our scenario the student will be considered a dependent student and will need to enter their parents demographic and their parents financial information next had the student been determined to be independent based on the fafsa questions they would have been prompted to skip the parent section and move on to the student's financial section instead it is important to note that if you are self-sufficient and living on your own that does not automatically make you independent for the fafsa parental data is required for dependent students select here if the student will provide parental data if the student is unable to provide parental data due to special circumstances such as the parents are deceased incarcerated or the student no longer lives with them due to neglect abandonment or documented history of abuse then select that you are unable to provide information about the parent this will bring up a series of informational screens about what to do if you are submitting the fafsa without parental data you will need to contact your college's financial aid office for next steps for the purpose of this walk through we will be selecting i will be providing information about my parents notice that we have moved to the parent demographics tab of the application use the drop down menu to select what the marital status of the parents is as of the day that you are completing the fafsa depending on what is selected from the drop down menu additional questions will appear such as date of marriage or date of divorce this is a good screen to use to the help features and is often a point of confusion for students for the purpose of this walkthrough we will be selecting that the student's parents are married or remarried this screen will help you determine which parent information you should be entering on the fafsa if your parents are married you will be providing information about both parents if your parent is remarried then you will provide information on your parent and your step parent if your parent is widowed you will be providing information on your surviving parent if your legal parents are unmarried and living together you will be providing information on both parents if your parents were never married and do not live together you will be providing information on the parent with whom you have lived with the most over the last 12 months if your parents are divorced you will be providing information on the parent with whom you have lived with the most over the last 12 months you will notice the star on these last two items if you lived with both parents equally over the past 12 months provide information on the parent who provided more financial support during that time or during the most recent year you received support from a parent back into the parent demographic screen you will be prompted to enter the first parent's social security number name date of birth and email address it is important to note the immigration status of a dependent student's parents does not affect the student's financial aid of eligibility so if your parent does not have a social security number you will want to enter zero zero zero zero zero zero zero zero zero do not enter their irs it itin number now you will be prompted to enter the second parent social security number name date of birth and email address remember depending on the answer to the marital status of your parents you may or may not be prompted to enter information for both parents you will answer the question about your parents state of legal residence and the last screen the parent demographic section will ask about the household size and the number of people in the household who will be attending college during the 2021-2022 academic year this is another screen that many students make mistakes on so please be sure to read each section carefully and use the help buttons provided some of these responses are pre-filled based on previous answers in the fafsa form other sections allow for you and your parent to edit [Music] so now we are moving into the parent financials section of the fafsa application the financial sections are another great place to use those help buttons if you are not sure what they are asking for or where you should find it on your tax forms and w-2s the first sec section questions ask whether your parents have completed their irs tax returns the second question asks what type of tax return they filed and the third question asks their filing status on their most recent tax return you will find these answers on their completed tax return pay close attention to which taxi or information they are asking for to be sure that you are looking at the correct tax documents if your parents are eligible to use the irs data retrieval tool you will see the link to irs button this is the easiest and most efficient way to import your parents tax information into the fafsa i highly recommend and encourage parents to use the irs data retrieval tool if they are eligible the process will take them to the irs site and ask some personal identifiers of them be sure to type in the information exactly as it appears on their most recent tax returns such as any abbreviations in their mailing address once complete they will be returned to the fafsa site and all of their tax data will be imported automatically if your parents are not eligible to use the data irs retrieval tool they will see a different message indicating that there are several reasons they may be ineligible to use the tool for example if they were recently married or if they filed their taxes with the status married filing separately if they are not eligible to use the data irs retrieval tool they will need to enter the tax information manually over the next few sections this view is displayed when a parent chooses not to use the irs data retrieval tool an additional opportunity is provided to the parent to determine if they would like to link to the irs or continue to enter their information manually for the purposes of this walkthrough we will not be using the data retrieval tool and will enter all information financial information manually over the next few screens this screen asks how much each of your parents earned from working please don't forget to look at the correct year they're asking about and the instructions here will tell you exactly which lines to add up from their tax returns your parent may or may not have some of these forms in their tax return for example not everyone is required to file a schedule one or a scheduled pay one so they may not have an amount to add in this portion if your parent did not earn anything from working the past year you will enter zero if your parents were able to use the data retrieval tool they will see the words transferred from irs in these fields you will not need to provide any additional information remember that the fafsa uses skip logic so if your parents indicated that they did not file taxes you may not see some of these financial questions the questions or instructional texts that you see in these sections may vary as they are based on your responses to previous questions you your parent may or may not see a question about filing their schedule one with their tax return your parent will be asked if they are a dislocated worker and if they've received any assistance from the listed federal benefits programs use the hyperlinks and the help buttons for definitions and additional information this screen asks how much your parents income tax is don't forget to look at the correct tax year that they are asking about and the instructions here tell exactly which lines to look at on their tax returns your parent may or may not have some of these forms in their tax returns for example not everyone is required to file a schedule 2 so they may not have an any amount to add for this portion if your parents were able to use the data retrieval tool they will see the words transfer from the irs in these fields and will not need to provide any additional information this screen asks for more additional information about your parents income and taxes again pay attention to what year they are asking for and refer to the instructions on each line for where to find this information on your tax returns if they do not have an amount for that item leave it zero if your parents were able to use the data retrieval tool they will see their words transferred the doc transferred from the irs in these fields and will not need to provide any additional information this screen asks for more information about your parents income and tax information again pay attention to what tax year they are asking for and refer to the help buttons on each field if needed if your parents do not have an amount for an item leave it as zero this screen asks for more information about your parents untaxed income again pay attention to what tax year they're asking for and refer to the help buttons as needed if your parents do not have an amount for an untaxed income leave it as zero and finally the last screen asks for information about your parents assets such as savings and checking account balances net worth of their investments and net worth of their business or farms note that these questions want you to answer as of today the day you were filling out the fafsa which is different from the previous financial screens which all asked about tax and income data from two years prior so now that you've completed the parent financial section you will be asked to provide the same type of information for the student's financials the first question asks whether or not the student has already completed their tax returns and it asks what types of tax returns the student has filed and what the student's filing status was in their returns you will find these answers on the student's completed tax return if the student worked and is eligible to use the data retrieval tool you will see a link to the irs button this is again the easiest and most efficient way to import your students tax return information to the fafsa i highly recommend and encourage students to use the irish data retrieval tool if they are eligible the process will take them to the irs site and ask some personal identifiers of them be sure to type in the information exactly as appears on the student's most recent tax return such as any abbreviations in their mailing address once complete they will be returned to the fafsa site and all of their tax data will be imported automatically if the student is not eligible to use the data irs retrieval tool they will see a different message indicating that they will be prompted to enter their information manually on the next few screens this view is displayed when a student chooses to not use the irs data retrieval tool on the previous page and additional opportunity is provided to the parent to determine if they would like to link to the irs or continue to enter their information manually for the purpose of this walkthrough we will not be using the data retrieval tool and will enter all student financial information manually over the next few screens [Music] so for the screen of the student's financials asks about the student's adjusted gross income or agi the instructions here show exactly which lines to look at on a student's tax return if the student was able to use the data retrieval tool you will see the words transferred from the irs in these fields and will not need to provide any additional information this screen asks for how much the students in tax income taxes the instructions here show exactly which lines to add up from the student's tax return the student may or may not have some of these forms in their tax return for example you may not file a schedule 2 so they may not have an amount to add in for that portion if the student was able to use the data retrieval tool you will see the words transferred from the irs in these fields and will not need to provide any additional information this screen asks for more information about the student's income and tax information again pay attention to what tax year they're asking for and refer to the instructions on each line if the student does not have an amount for an item leave it as zero this screen asks for more information about the student's untaxed income again pay attention to what tax year they are asking for and refer to the help buttons on each field if needed if the student does not have an amount for an item leave it as zero this screen asks for more information about the student's income and tax information pay attention to the tax year and refer to the help buttons as needed if the student does not have an amount please enter zero this screen asks for more additional information about the student's untaxed income pay attention to the year or further help unsaid as needed and if the student does not have an amount please enter zero and finally the last screen of the students financial section asks for more information about the students assets such as cash savings and checking account balances net worth of their investments and net worth of their businesses or farms please note that these questions want you to answer as of today the day you are filling out the fafsa which is different from the previous financial screens which all requested tax and income data from two years prior again this is the student's information i know these financial sections can be overwhelming but you made it through and now we are close to the end of the application on the first page of sign and submit steps you are asked if the person completing the fafsa is a preparer a preparer is anyone who gets paid to complete the fafsa these are rare click the hyperlink or the help info button if you need more information you will then be provided with a summary of all the information you have entered these two screenshots only show a portion of the information you will want to scroll through the summary and review the information thoroughly for accuracy if you find something that needs to be corrected click on the hyperlink next to the information and it will take you to the section you want to edit this is your last opportunity to check to make sure everything is entered correctly so hopefully avoid processing delays down the line once you get to the bottom of the summary page you will see a button to print this page if you so choose to do so the next screen starts the signature process because this is a dependent student's fafsa a signature from both the parent and the student is required you will see the status of each signature is unsigned fafsa gives some tips in the box at the top this is the process where the parent and student can each use their unique fsa id username and password to electronically sign the fafsa click provide student signature to get started the students terms and conditions will apply will appear please be sure to understand what you are signing because this is a federal application you will agree to the certification statement in order to move forward the student can now click and sign this fabs electronically you will be brought back to the signature status screen while you will see the status has been changed to signed electronically the parent will now have to go in and sign this screen allows you to choose which parent will sign electronically only one parent needs to sign if you cannot remember which parent you listed as parent one or two refer to the social security number and the date of birth to help this view will not display if you have only one parent demographic information for one parent earlier in the application the parent terms and conditions will appear read and understand what you are signing as this is a federal application the parent must agree to the certifications in order to move forward this screen will allow parents to enter their fsa id username and password to electronically sign click sign the fafsa if the parent was able to use the data retrieval tool early in the application they will not be required to enter their fsa id username and password signing electronically is the easiest and fastest way to sign the fafsa however if your parent was unable to create a fafsa you want to click on other options to sign and submit they will be presented with three options if the parent clicks on other options to sign and submit they will be presented with those three options you will select print a signature page you will need to print the signature page have your parents sign it and then mail it back to the new jersey department of education do this as soon as possible as there are sometimes delays with the manual signature process your fafsa is not valid without signatures so i do not recommend that you choose to submit without signatures the final step is to click the submit submit my fabza button do not forget to submit the fafsa even if your parent did not sign electronically and mail is mailing in the signature page and finally the confirmation page congratulations your fafsa has been submitted this is the final confirmation page and you will be able to confirm that your application has been submitted [Music] this screen gives you some general ideas about what happens next it is important to know that your colleges will not receive this information for several business days and even when they do you may be required to submit additional documentation to the college before you receive your financial aid awards so it was always important to apply early be sure to watch for communications from your colleges and universities regarding any additional documentation they may need this screen also gives you the student's expected family contribution or efc this is the amount that the department of education has calculated and determined that your family is expected to contribute to the student's education for that year this is the number that colleges must use to determine what other aid a student might be eligible for so now for some helpful tips now that you've completed your fafsa in the next few business days your fafsa information will be available to the colleges that you've listed if you haven't already make sure to complete an admissions application to each of the colleges that you listed the fafsa canon often is completed prior to the student completing their college applications however the college admissions application should follow closely behind the fafsa watch her financial communications from each school such as deadlines dates payment due dates and requests for additional information these communications are typically sent to your school email address or the college application portal if you filed your fafsa form using an incorrect social security number you can correct correct your social security number by doing one of the following you can submit a new fafsa online form in many cases is the easiest and fastest option please note that submitting a new fafsa form will change the date of your fafsa form submission be sure to check your state or school deadlines because your fabulous submission date must meet those deadlines in order to qualify for state or school aid you can find the financial aid office at one of the schools listed on your student aid report to change your social security number or you can change your social security number on paper sign it and mail it to the address provided on the student aid report this can take two to three weeks to process please note the social security number can't be changed through the paper sar anymore uh more updates on how to correct any changes to your fafsa if your situation has changed most information cannot be updated because it must be accurate as of the day you originally signed your fafsa form for example if you spent some of your savings after filing the fafsa form you may not update your information and show a change in that amount you should speak to the financial aid office at the school you plan to attend if there will be a significant change in you or your parents income from the present year or if your family has other circumstances can that cannot be reported on the fafsa forum you may update your mailing address email address and other confirmation information that has changed there are certain items that must be updated you must update anything that changes your dependency status for instance if you are pregnant or are now in a legal guardianship accept a change in your matter status if your matter of status changes you must speak to the financial aid office to determine whether you may update the fafsa form if and only if you are selected for verification you must update your fafsa form if there is a change in the number of family members in your parents household or in your household if the number of family members changes as a result of a change in your students marital status you must speak to the financial aid office at the school you plan to attend to determine whether you may update the fafsa forum if and only if you are selective verification you must update your fafsa form if there is a change in the number of people in your parents household who are in college or the number of people in your household who are in college if the number of people in college changes as a result of a change in your or the student's marital status you must speak to the financial aid office at the school you plan to attend to determine whether or not you may update the fafsa forum if you want to add or delete schools you may do so on the fafsa form after you have filed no more than 10 schools may be listed on your fafsa form at one time the fafsa pdf has a space for only four schools while the online fafsa form and the mobile app allows 10 schools if you add an 11th school the new school quote overwrites a previous school code you may choose which school to replace with the new school the school removed from the list will not have automatic access to any new information you provide after you have removed that school you can make changes in one of the following ways you can log on to fabst.gov select log in and enter your fsa id on the my fabza page you will select make fabs of corrections you will create a save key and then change your information and submit the new information write in the corrections or updates on your paper sar sign it and mail it in or check with your financial aid office of the school if you plan to attend the school might be able to make the changes for you electronically that concludes this lengthy presentation on the financial aid 2021-2020-22 walk-through if you have any questions or need further assistance please be sure to contact the acit college and career center thank you

welcome to the cape may county technical school district the district has a rich history spanning over 100 years and provides an ever-growing array of services on an 84-acre campus the district is made up of the career technical high school a post-secondary career school an adult continuing education school and an adult high school the full-time daily high school is home of the hawks with more than 700 high school students cape may county technical high school offers a full comprehensive high school education along with career and technical education programs these programs are integrated with area businesses industry and higher education the cape may county technical high school provides crucial educational opportunities that extend far beyond the high school walls within the high school classrooms you'll find a salon a television studio an automotive garage and a greenhouse the nearby waters and salt marsh provide a natural learning environment second to none [Music] technical training provides food production construction property management welding hvac plumbing electrical and a full range of small engine and diesel technology the carpentry and property management program has recently been expanded at cape tech students in this program will learn the skills required to build and repair residential structures the focus is on new construction materials techniques and building codes here's what the students have to say hi my name is travis and i'm from carpentry this class is preparing me by giving me real life skills so i can use outside of the carpentry field i really like being able to work with my hands and doing something that i love my career plans are to start a carpentry business my name is billy and i'm part of the carpenter program this is preparing me outside of school for uh we're learning how to build different buildings and like the concepts of buildings the thing i like about most of this class is we're learning very different things in the carpentry field my career plans after high school is to go in the carpenter union as soon as possible and work as soon as possible students can choose pre-engineering computer technology entertainment production and graphic arts law and public safety is a popular choice and seniors have the opportunity to graduate with college credits and a class one officer's license allied medical offers a carefully sequenced composite of college-level coursework maximizing the availability of college credits for students on a tuition-free basis specialized area of study include health care and society anatomy and physiology medical terminology emergency and clinical care and nutrition [Music] i'm ken pagal and i take allied medical the class is taught at a college level and also at the end of the year if you pass like the rutgers exam you also get college credits i like how it gives me exposure to medicine and also it gives us hands-on experience to the things we do in healthcare first i'm going to become a nurse and then if things go well i plan on becoming a heart doctor my name is charlie sill and i am an allied medical we learn literally a new thing every single day it's always a different activity it's never boring like you go in and you're like oh dreading the class you want to be in the class after high school i want to be clinical laboratory scientist and go to med school and become a surgeon choosing a high school career path all begins freshman year with the unique exploratory career studies classes during the course of their first year every student moves through and learns about each one of the career classes offered at tech almost 90 minutes per day is devoted and by the end of freshman year students make their choice this and all cte programs are given in double length periods this occurs in addition to the required academic classes that meet new jersey curriculum standards at cape tech not only must students complete the same course requirements and testing as any other public high school but they must also meet the requirements of a career and technical education three-year program and all in the same length school day academic classes help students to develop important critical thinking skills while offering practical applications of learning the quest to soar above the average has also been lifted by the development of important support mechanisms for extra help as we strive for academic rigor we offer college preparatory programs and accredited online learning tech prep programs provide college credits to students who wish to attend participating colleges the programs are aligned to match the college offerings many cte programs culminate in licensed testing affiliations with industries like cosmetology automotive welding and child care hard work as a daily occurrence at cape tech the school's career technical education models have earned numerous local state and national recognition and so have the high schools community service projects at cape tech students learn the value of becoming good citizens too student government and the national honor society are an important part of that peer leadership skills usa and the ffa help round out the incredible variety of student leadership opportunities school spirit abounds an array of extracurricular clubs and sports matching almost any interest help provide even more opportunity for students to develop the tools and traits they need to succeed in life cape atlantic league sports like baseball softball boys and girls soccer basketball swimming and cross country are popular important intramurals include volleyball tennis archery bowling and even surfing clubs include academic competition teams robotics and mock trial each of these academic and extracurricular pursuits helps build a solid foundation and an impressive resume for a college or career path upon graduation whether students are together learning working competing or playing each one's mindset is infused with the core concept that education is vitally important to everyone's success preparing for the future enriching lives and serving the community it's the cape may county technical school district you

i didn't know oh down here yeah they told me i have to walk back and forth i don't know how far or when so that's going to be fun they're all the way up there so i have no way of getting contact with them if i'm doing something wrong this year yeah i'm honored i'm not supposed to be in that class but you know what i'm taking it anyway already [Music] oh [Music] so [Music] band of the east one of the best bands in all of the state you see them every week at the football games they practice hard every single day to try and perfect their craft and ladies and gentlemen they have exceeded expectations year after year they are excellent so [Music] uh [Music] all right let's do this [Music] good evening [Music] thank you all for coming up [Music] today let me turn with another microphone [Music] and there they are people the chauvet of the east your clifton mustang span and the majorettes enjoy the show [Music] yes [Music] my [Music] do [Music] [Applause] [Music] [Applause] [Music] i [Music] so [Music] [Applause] all right thank you very much once again let's give it up for our clifton marching band [Applause] all right before we get started just want to give a special thanks to our administration and all of our teachers that helped put this together today [Applause] here we go here we go i will be announcing [Music] and we'll proud next year division one football and we'll study pre-med to become a doctor second second second to attend college and study business [Music] is who is escorting her is a varsity football player sequoia attributes his fondest high school memories to the wins trips and memories and friendships high school next week as well [Applause] [Music] [Applause] [Music] ashley's fondest high school memories the character building weekend trip she and her fellow key club members attended after high school ashley dreams of attending a four-year university uh with hopes of pursuing a career in business ashley is escorted by barry mahmoud ashley is escorted by barry mahmoud after graduation and american politics [Applause] and there they are ladies and gentlemen ashley hernandez and barry mahmoud since freshman year she had a passion for the entertainment industry and after high school she would like to dedicate more time to acting while also studying business and marketing management she is escorted by mariano esposito who is a varsity soccer player and tennis player feels fortunate to have made so many memories and with his friends at sporting events next year mariano plans to attend college [Applause] and there they are ladies and gentlemen mariano esposito and nevali placencia next we have tatiana succession and be able to play soccer for coach gridskin next year tatiana plans to enter college and a pre-med track and begin working towards a career as a pediatrics physician tatiana is escorted by eric damora eric damar is a boy's varsity soccer player eric is committed to the university of monmouth next year where he will be playing d1 soccer division one soccer his fondest high school memory is winning the state championship last year in the future eric hopes to play professional soccer and on your screen right now there they are ladies and gentlemen eric damora and tatiana stashen [Applause] before we announce the winners this year [Applause] [Music] and the winner of homecoming quinn queen and king is [Music] are the winners of your homecoming king and queen ladies and gentlemen [Music] these days [Music] [Applause] [Music] [Applause] [Music] so [Music] uh [Music] [Applause] [Music] [Applause] [Music] so [Music] and give it up for your clifton mustangs [Music] well i hope you guys enjoyed the stream give it up for your homecoming king and queen nominees and your homecoming king and queen hope you guys enjoyed the show i am your voice of the mustangs vincent chancello and i hope you guys enjoyed it tune in on saturday at one o'clock for clifton versus montclair i hope you guys enjoy it have a great day and go mustangs yes [Music] yeah i told her not to do because soon you get shaky

our sessions normally with a reflection shared by one of our school board members tonight miss kathy reflections kathy thank you october 2020 reflections as we are now halfway into october and during this year's pandemic i would like to share some interesting facts and personal thoughts i have reflected on these past few months october has always been my favorite month marching band competitions football games oktoberfest ethnic expo and the most beautiful splash of color god blesses us with each year we often go horseback riding and attend the kelp's annual farm fest to gather pumpkins go on hay rides and have a bowl of bean soup that was cooked on an open fire in the big black cauldron making memories for sure the kelps farm fest tradition has been in in our family for us for the last 23 years as we trekked there this year we knew covid would cancel the festival however for my 19 year old daughter we still go and get pumpkins and take the annual sibling photo on the old fall decorated wagon with their pumpkins this is the annual tradition that she and her 20 year old brother will not let go for a long time so what is special about the month of october it is the second autumn month national fire prevention week falls during the week of october 9th each year there are many health observances that have october as their national month these include healthy lungs breast cancer lupus spinal bifida blindness sudden infant death syndrome and down syndrome awareness the annual columbus area down syndrome support group had a virtual annual buddy walk this year this raises money for support of families that have had a child with trisomy 21 aka down syndrome october for me also reminds us of our annual flu shots getting my annual mammograms screening and fall break this fall break we elected to stay home october 19th today marks my best friend julie allen hall's birthday the gift that will never change is our daughters being born on the same day the 26th of january but the most important gift i received on this day in 1999 was my son james james was born three weeks early he was due to arrive november 1st all saints day and my two nephews birthdays however he decided to come the day before a large county full-scale exercise that i was coordinating seven pounds five ounces and 19 inches long beautiful delivery was fast and furious lasting 20 minutes james was born october 19th his right lung was not completely developed and we were transferred to the nicu unit in riley hospital after a week-long stay riley at riley we were coming home on oxygen james was born with trisomy 21.

will be joining us shortly and as you can see with some of our presenters hello Michelle welcome we're just about to get started fith I will turn all right I call the meeting to order can we stand um for the pledge flag is in kind of left hand corner but anyway it's there we know um I pledge allegiance [Music] great um first order of business is a review of the minutes from September 14th 2020 um you've I assume everybody on the committee's had a chance to review um any additions or [Music] corrections I have none thanks nor do I there's Ann maybe no um okay uh seeing none do I have a motion to accept the minutes M chair I have a motion to approve the minutes of the September 14 2020 PR Comm peram committee meeting as presented and I second all in favor I I okay um moving to item three informational items we're going to start with a presentation by the state education Resource Center on the um equ uh equity and diversity that is taking shape so um away all right so thank you fate um we have invited Michelle weever and Michelle LeBron Griffin to uh our curriculum committee this evening to tell you a little bit more about the work that our district is undergoing in our um process of learning more about equity and how we attach Public Schools can um move this initiative into the future so I see that Michelle Weaver is on the call Michelle are is Michelle LeBron joining you or if she will she be along Michelle Brun is joining um I thought she would beat me here okay well I think we could if you're ready to begin we can begin now or if you would like us to wait I'm sure we could move on to our broadcast room demonstration let's do the broadcast and then come right back to us thanks okay sounds good so I'll now introduce is all right with you f that's fine let's do that in order to keep the meeting going so Scott Conway and Tom leok are here to talk to you a little bit more about the broadcast room good evening I'm Scott Conway and this is Tom leok we the technology integration specialist for Chester public schools and uh as you are aware we're standing here in a classroom at Highland Elementary School which is one of our broadcast rooms and we just want to kind of talk to you briefly about the equipment that is installed in this classroom and also give you a chance to kind of witness it firsthand and hear it uh as well as as seeing it so right now we're standing at the front of this classroom there's about one two three three rows of desks and if we move forward we can still be kind of in view of the camera which is ceiling mounted kind of two-thirds of the way back in the classroom to about the first row um and then we have kind of a good width of the classroom up front uh for this class at least it's it's got a good wide angle camera that's giving you this profile shot of this classroom today the teacher uh as you can see would have a lavalier mic that just loops around the ne and it allows the teacher to kind of speak in a normal volume even though they have the mask on uh there are ceiling mounted speakers there's four of them in this classroom that is projecting my voice through the amplification system and there are also is a say looks like a hockey puck but it's a small black dis shaped omnidirectional microphone which picks up sound from every corner of this classroom and I'm going to demonstrate that now by turning this microphone off Tom and I can continue to talk and you're going to continue to hear us and I should be able to mute the mic so that if we're going to have a private conversation with a student we might uh conference with them at their desk as a teacher I might lean in and quietly just mute the microphone talk with a student but as you can see I'm talking without the laali mic right now and you can still hear me and if you're a student in the classroom the difficulty in the audio is having different components in terms of the length and width of all the different classrooms if I was a student in the front of the room in the far left corner or right corner the audio can be heard from all four corners of the room especially for our students at home I'm moving back and forth to the four corners of the classroom so you can hear the difference in audio as if it was a student in the back of the room raising her hand and asking a question Scott from the teaching perspective has the main microphone on but also the audio is picked up without the microphone on the teacher's perspective too so by turning it back on you can now hear that I sound much more projected in my tone and my volume so that you're going to be able to hear me better than the conversations and things that are taking place in the classroom so I really do like to use the lab mic obviously because it saves my voice from having to project through this mask um and I can also turn this up and I can turn it down depending on the environment in the classroom I do have control over that right from the device here but it just allows me to kind of project out over all of that so that the students in the classroom can hear me better as well as the students that are at home and that's what you're kind of presenting uh as today the subjects of the student at home and especially from the standpoint from a teachers perspective obviously the difficulty of masks as well as the teacher facing away from the classroom speaker as well as a l might pick up the a so no matter where I'm standing the kids in the or the students in the classroom the students at home even if I happen to be up close against the wall here can still hear me pretty well so you're you're universally uh making it accessible in the classroom for all kids to hear and I think really that's probably the extent of it uh it's very minimal in requirements for equipment like I said there's four ceiling mounted speakers One camera and one microphone followed up by the lavalier mic around my neck there any question we just demonstrated fith I have a question Tony go ahead I'll say the audio sounded great even without the uh lavalier mics that's pretty impressive actually yeah the microphones in the ceiling um there are in this CL only one is active so it's not even in the center of this room it's offset I'd say by a third and it still is a really good pick up for an onid directional microphone that picks up from all corners of the classroom that really works well from our perspective hearing you this is exactly like the setup of our students currently at home we have classes where students are present as well as students at home just like you are on the different sets of computers and we can hear you loud and clear as if you're presenting or adding information to the conversations and the biggest benefit to having this set up in this classroom is the two-way communication not only between the teacher and the students at home but also the students at home with the students in the classroom it's that two-way communication that they really all benefit from got it uh what has some feedback been from the students uh attending remote good Thumbs Up Down Tom shared with us earlier today kind of off the on the side it's almost a little too good they're hearing everything the wrestling of papers the moving of chairs um so it's it's all been very positive and uh you know both from the students and and the teachers perspective and uh one last one you know I I should know this was my daughter Victoria's uh has some remote class at cheser high school but I have not interfered I have not been a helicopter paring over shoulder peeking in on the classroom discussions I know they're going well have the ability to to record this session remotely or or no I'm just curious just in case they have to go back and um maybe double check I understand or is that really up to your control so so the students do not have the ability to record a meeting directly from Google meet the teacher does have that ability so it's up to the teacher to choose to record that me uh and possibly post for uh later reflection but it is not built in for the student to do that that is a control feature privacy feature got it that makes sense thank you that sounds great thank you and thank you for being here tonight a long day so very much appreciate and do you have any questions U thanks for oops sorry thanks for asking face I I actually got a really good um demonstration when I went to visit the Elementary School uh Chapman school early I think it was the first week of both full week of classes um but it's really interesting to see it from this view from home what the students are seeing that are who are remote it's quite fascinating IDE right of how it sounds from their end and what they would experience on a day-to-day basis being kind of in that remote setting and also I'm teaching that way University one of my classes um where we we use the zoom as the classroom but uh and we have what's called Zoom carts in the classes um so like your Zoom cart is like another student in the class it's very much like this though um and we have to wear masks which is problematic but the um audio is really really easy for the students to understand from what they are telling me with feedback and it's because of the all the um microphones in the ceilings and and such so thanks for the yeah you're very welcome thank you an um just a couple of quick things um I lost you not sure where anybody is um what is the max number of students on a screen at a time just curious it does depend to some degree on the size of the screen that you have so the maximum resolution that your monitor uh is capable of achieving will allow you up to 40 9 participants so if you have a 17in monitor chances are you're going to be able to get up to 49 on that screen but if you have a small 11inch monitor you may only be able to get up to 21 22 maybe 30 at the max so it does allow you to slide over all the way to 49 but you might not necessarily get the full 49 depending on your limitations okay the tile view as you see here on the screen these set to have tiles of the different participants if the teacher's presenting we're working on additional ways to keep the tile up and viewable while the teacher using a different device to show the presentation in the presentation mode it would actually take up some of the space so that's where Scott and I work with a lot of teachers to have that tile mode viewable for students in the classroom yeah the presentation would take up approximately a third or a quarter to a third of the screen here to the left and then the usable remaining real estate would allow for tile view so it may further restrict the number of tiles you see okay and so um I guess you know people are quite impressed from what I've heard from parents people are very impressed with the technology if there is any problem at all it is in the video portion in terms of the clarity of the information PR presented on the screen that um it's sometimes difficult to see and if if and I guess I can see what they're a student sees um it is distant um so the concept is the the students aren't going to be reading off the board you'll see in the future presentations we have tonight the actual presentations are to be sh to your screens the idea of this perspective if a teacher is holding up and manipulative the teacher show something to the students from the classroom kids at home are getting experience so yeah so and Sean thanks for dropping that you can you can pin tabs or tiles and show them larger but yeah the idea is student really wouldn't be utilizing the camera to view any of the written work or the classroom work on the board at that point this the teacher would go into presentation mode and what the student sees on their end is almost the entire screen taking up almost the entire entirety of their screen so presentation mode zeros them in and focuses them on the actual presentation which happens to be probably one of these tabs at the top here that you would go through SL show or some other software application uh so the student at home would actually see the bulk of the work in the majority of their screen okay okay thanks that that makes sense all right yeah you're actually going to see that presented later so really the camera is more for interaction between the human to human whereas presentation mode will bring up the actual content more clearly to them and you'll see a demonstration of that as well okay thank you thank you [Music] okay so that ends information or Item B under informational items yes okay let me um confess my mistake I missed the public comment item one um I was so eager to get into the next one um for which I'm sorry um so had no um covid-19 emails when we started the meeting thank you hey Faith it's Tony we can check in after the presentation anything's there but don't worry about it I just didn't want to leave it yeah thanks for bringing it up okay well I'm happy to report that um Michelle LeBron Griffin was able to join us we had a little technical difficulty there so I apologize but Michelle LeBron Griffin and Michelle Weaver are here from cir to share about the partnership that we will be um endeavoring upon this school year so Michelle and Michelle thank you for being here tonight Michelle I believe you are muted thank you I'm wondering if I'm able to share my screen is that okay yes please of course I myself say Michelle thank you for being here tonight no problem thank you so I'm hoping you can see um it says Service audien's time frame yes yes wonderful um so yes Mich Michelle from cir um we like to either use our last name or um Michelle um Weaver um with an me sound so we're thrilled that chesher has invited cir to partner in the development of the racial Equity capacity of staff and we have this initial um work if you will um that is uh grounded here in this Matrix in regards to what we will be working on with both the strategic planning committee as well as with the administrative Council um um both Michelle Michelle Weaver and myself are um trained Consultants at cir in uh not only obviously our racial Equity work but also in what we call um the peg protocol or the courageous conversations protocol and so this is some of the tools that we are going to support your leadership with in establishing not only um some foundational principles and knowledge within the district but also supporting the development of what we call an Equity policy and ultimately an equity plan and so the first part we will be working with that um strategic planning committee or the district Equity leadership team and Marlene and deff have been kind enough recognizing that we or you are in a new five cycle of that continuous improvement process they've been kind enough to introduce some community members family voice in perspective some student voice in perspective so it's not just Educators any longer who are part of that process and so that's very exciting for us so that we have all of those voices um the other thing to take into consideration is this is going to be in a virtual space which will be very different um than it would be face Toof face um so sessions are about an hour and a half in length we will have four sessions together um where our learning and our experiences and then we will move into that policy and development simultaneously date wise you'll see time we meet with that strategic planning committee or delt we will also be feeding into the admin Council meetings which is all of your Elementary and secondary um building and District princi uh princip building principles and District administrators and so we will be working with them um obviously in a co- facilitation with some adult members to um transfer some of the knowledge and information so that they can then share information with staff we will use uh student Focus Group in early February to inform obviously both the policy and the plan um it's some a very important aspect of cir's work um that we hear right from the voices of our youth and so that will happen um with select high school students both on a volunteer basis but then also on an invitation basis to be sure that we have a slice and a um a good you know perspective of all students um in grades N9 through 12 those sessions will um be complimentary to um like a period structure where we will meet in small groups of 10 to 12 um very informal approximately three to four questions nothing threatening by any means it's very open-ended and what we find is that our youth are very honest so we don't need to um spark or stimulate any specific dialogue it it just happens very naturally so um that's always a pleasure uh in Mar in secur so that if there's any students that under are under eight student participation um Jeff and Marlene I don't know how much you have um oriented the committee in regards to purpose or function of the work or the rale for the invitation of C to be part of this work um or there's anything else that you wanted me to elaborate on in regards to the planone sure I could indicate that is part of our ongoing efforts to address equity and Michelle mentioned the fact that we are uh in a place where we're addressing our strategic goals again um now we really have two key focal areas one being social emotional learning and complex thinking as a part of our social emotional learning goal IT addresses Equity uh and cultural awareness in that goal and so this is really building on work that's been done but taking a step forward deeper uh in the processes Michelle said with those two distinct groups in particular to start anyway you want to add there marene no I think that that I think that what you said was important I know that we talked about making sure that as we Endeavor into this work that our building leaders understand where we're headed that as a as a group all of us go through this process of learning together and that we bring in folks from across the district um as as a part of this um you know understanding of how our our schools how each of us fits into providing what is best needed to make sure that our students in Chester public schools have everything that they need um and are and are ready to um address Life After High School whether it be in college or the work Etc we want to make sure that they have those social emotional learning skills and those Equity Tools in their belts to be able to be successful do any of our committee MERS have any questions yeah I have a couple goad Tony thank you um is the actual training material topics covered at exercises Etc is that available on the C website Future these modules just we have an understanding of what's being delivered um I don't know the the raw content if you will but there's probably some overview material and if you know if that's something that you're interested in we should certainly can put an outline together um but just to share some initial um conversations that we've had with Jeff and marleene um they going to be some key Concepts around racial Equity so we'll be discussing between equity and diversity we'll be discussing um the difference between equity and inclus inclusivity and sense of belonging we will be discussing um how um we are affirming students identity and recognizing um the various identities and ways that students and and ourselves certainly identify um in life um and the intersection of our race with those various identities um we'll talk about things um such as stere stype threats um particularly in communities um you know like yourself chure um you know what it means to be different and what it means you know to be not um maybe in in the majority right and so what what is that experience like and so recognizing um that your staff uh will be working with students as marleene suggested on these cultural competencies this first year will be really being sure that your staff um has discovered those things for themselves in their own identity um racially and obviously in their own intersectionality um so um those are just you know again broad brush ideas um but those are some of the foundational initial um Concepts Michelle I don't know if you want to add um in that regard the mute button keep hiding on me um I know I think Michelle [Music] with and again the content is going to be um tailored so that it works for Treasure and where treasure is right now got it thank you for that I I I know um and researching the certain material this is really uh geared towards curriculum and Leadership around uh diversity and activ inclusion Etc did does the training or does the discussions get into uh for example I would assume under the professional development aspects will there be training sessions that maybe coach teachers or Educators on how to deliver racially sensitive topics because you know I had a um and I'll tell you where this question is coming from they might be watching tonight we have a chure coalition uh of um actually alumni from Treasure public schools that come together to work with schools to actually help move this forward and one of the things uh that we raised speak you know we all realize that it's easier said than done you know we we put our teachers in tough positions today with all kinds of new material that's that's coming out for for for curriculum but some teachers may not have the proper backdrop or come from a perspective to deliver some topics so I was hoping there at least be some some training or coaching and the teachers to at least find the appropriate resources and get comfortable having those questions and I see how you get there as you work through the services starting with you know racial identity and and moving on down I'm just kind of curious you go with making teachers comfortable talking about these topics yeah that's such a great question um and obviously the impact of the teacher right in the change of practice in the classroom is where we're going to have the greatest impact so um uh we're going to we'll try to do a two-pronged certainly but you will see more of that aspect of it in the second year right or in the second phase um so right now equi your leadership equipping your strategic planning committee so that everything um within the district is moving you know in this direction to support your Staff Inc like you just suggested curriculum development um lesson planning and design uh learning environments that are conducive um to these experiences for our youth and Michelle and I are aware of the work of the F and the student group that came forward and I think that's amazing that alumni coming back and returning and saying um as awesome as teser was we weren't fully prepared in in a Global Perspective our our world view needed to be strengthened and so that is something that will come again in the second phase when we really look at the what you'll move from you'll see in the third row here the school Equity leadership teams so in the second year we work with those School Equity leadership teams if you think about Middle School it would be at grade level if you think about a high school it would be at Department level at elementary it could it could mix you know depending on the size of grade levels Etc we might do primary and upper combinations Etc but we really then work with um the leadership teams and of each School building um to then you know drill down into the classroom practices with the teacher so that's a great question Anthony thank you no I just I'm just bring it up and I last one I have I got a ton of them but I think what I'll do is uh just write a few of them down s Marlene and Jeff and they can you know coordinate nothing urgent I just CU is so sir it seems like a twoyear two um multiple school years two years to get the folks trained with the practices in place at some point I would imagine you start measuring me in or who measures the effectiveness of what you deler in terms of training and development you come back at the period of time and check in and take a poll how um you know either a curriculum or leadership team is developing or or is at that point it's up to the chest public schools and the Board of Ed to really me measure monitor I guess how guess the question is how do we how you help other school districts measure the effectiveness of this yeah that that's a great question as well so I appreciate your questions Anthony keep them coming um so so two prong in that response so the the phas in model is really a systemic approach it's not so much a um you know step cookie has designed as Michelle mentioned it's very tailored and contextualized to the district and so um you know it it could go fast to go slow it could go slow to go fast right but the approximate time frame where we're starting to see some Traction in District has been around that third year and so I say that um hand in glove because as the strategic planning committee is working on their next fiveyear cycle I would anticipate and I don't want to certainly speak for the district or Jeff or Marlene in this case but I would anticipate that within that strategic plan there would be milestones and measures that would be included to demonstrate progress in this and the development of this work um so the four pillars that we look for in regards to measures to be defined is Equitable leadership Equitable teaching and learning Equitable family community involvement and Equitable student voice and so those are the four areas of which you know we will ensure that they're incorporated into the plan um and that we're looking obviously for prepost outcome you know um component okay it makes sense I thank you for answering the questions I have more but they're more in the weeds of things that you know right now I said I'm sure the board members when he watches ask my questions we'll compile them for you and but very helpful I like how this TR out thank you great thank you an do you have any questions if Ann is talking she's on mute and you are on mute it's trick because it does go away on Google meets it you know it disappears after a bit so that okay um we'll get back to Ann um so I is I I'm I'm sorry I came in with this in in a different frame of mind I was thinking of the actual curriculum that was mandated by the legislation which um Michelle you and I spoke about like probably a century ago now I mean it was preco um so right now you are focusing on the training of the staff The Faculty to um incorporate uh and be for lack of a better word more B more sensitive to and aware of instruction and how and Equity instruction and equity and diversity is that am I reading this correctly yes Faith so you and I met I believe in the torington focus group around the black Latino studies yes so um that you know just for the benefit of this group actually will be available for the high school to be implementing in the next school year 2122 but we'll certainly um Al you know high schools will be required to offer in the 2223 school year so the timing of this is perfect right because we want to be certain um that staff as Anthony was suggesting are are prepared and have the Readiness to deliver a course like that to support a course like that so it doesn't sit in olation as an elective you know but is is part of the environment and the entire um school and so um yes building the the foundational knowledge building the leadership capacity establishing shared meaning common messaging um so that we could really um support that teacher level or that classroom level work is the first step Bas yes okay and all teachers will be expected to go through this training or is it just those with you know in the uh those who will be teaching the course um how who would be participating in this so that hasn't been determined yet um and that again can be customized districts have done different things right so some districts have um just done it through the work of the district Equity team and the school Equity leadership team and then the school Equity leadership team um facilitates like through staff meetings or department meetings or grade level meetings different convers stations other districts have actually had each of the grade level teams or departments rotate through some initial training with Circ in that second year um and so again that hasn't yet been determined in the how but that will be part of the plan with year okay how many school districts are involved with this or or are undergoing training right now um so right now we have a variety of things on so um a um William Gasper uh Foundation Grant which we are actually in a second cycle of so we have four districts in um their third year of the cycle or maybe fourth Michelle I'm I'm not sure on that and we have four districts that are coming on in their first year so in addition to that Grant work we also have multiple contracts or training agreements or Partnerships depending on um you know what term or who you're speaking with uh at what level um that we have with District like chesher uh like West Hartford like Avon um Etc um the districts that are in our cohort work um of which certainly maybe that's a future component for Chester um it wasn't something that would work uh within this current year uh although we did explore that um our the initial four are Waterbury Middletown New London and New Haven the new four are New Britain Region 13 which is Durham Middlefield um Southington and Thomas so as you can see Faith there is a nice range of our large districts of our Suburban districts and our very rural districts um in regards to both the grant component um work as well as individual um contracts or um training agreement okay um I'm like Tony as well I have a a million questions and so maybe the thing to do is as he said is um get together as a board because I know a number of board members are watching tonight you know the rest of the board is watching and um I'm sure they're you know fur furiously writing down their questions as well um yes we'd be happy we'd be happy to address any and all so if it's easier to you know put a you know those together into an email that's fine okay and you said something interesting the program will be tailored to where chesher is right now what what does that mean and who determines where chesher is right now know student cohort but um so honestly chesher decides where chesher is right now so what we can do is we can offer these are the things that are really important for a district to consider to make sure that the students experience is an equitable experience that all students are having experience is going to prepare them for you know life outside of treasure one day and there are a range of things that we think that are great for us to know as adults and for students to know but where we start and how fast we go it really depends on Treasure so for what some districts we could start talking about you know implicit bias and stereotype threat you know um earlier on than other in other districts you may spend some more time on your own identity because the the really big change and and I think Tony said something earlier about you know really feeling comfortable talking about equity and or thinking about Equity as you're getting ready for a class because it's not always talking about Equity but it is doing the things that we do in Equitable fashion um and a lot of that happens when I start thinking about myself as a racial person and understanding what that means for me to be walking around in whatever skin I'm walking around in in in this in the state and and then in your district and what that means and so some of the initial conversations really going to be about that and just having those conversations is a big step towards being being so really testure is going to let us know where they want to start and how quickly they want to move through the work that we're doing this initial phase is really kind of figuring out where we are to be honest with you fa and working with um Shir to take a look at ourselves and you know kind of explore stuff and make a decision that's right for us uh in terms of supporting like I said that that goal of culture um and that's really what our kids have said to our graduates you know that it it is a global Multicultural World our community does not necessarily reflect that and it's important that our kids have the skills to be able toate that world so um that's this year is really very exploratory and it's learning process for our administrative team and that um strategic team and then well you know there's a lot of work to be done before we can figure out exactly how it subsequent year um okay thanks I I I'm I'm gonna say this it's probably who knows what the reaction is going to be it's a um are we coming at this with the belief that there is just automatically implicit bias implicit bias in everything that's being done and the way we're teaching and the way we're responding no I don't think you can uh I think you're if you do that if you um assume bias that everybody has that and they're not I mean everybody has blind spots Faith you know based on the the way that they were brought up based on who they are white people black people Asian people we all have blind spots this is an opportunity for us to stop look in the who we are are is any of this influencing the experience that our kids I said to a young lady that interviewed me as part of the the Coalition for change think she was doing a U class at tffs and I said to her you know I it's good experience for me to step back now I'm the son of an immigrant you know but my experience is much different than a fourth grader who's the only Hispanic child who walks into a classroom with white faces uh this is an opportunity for us to just step back as we espoused you know toward our goal of helping develop cultural understanding for all of our kids and say what are we doing is there anything that we could do better that's what we're doing right now this isn't um professional development on implicit bias it may be at some point you know but where first it's and yeah there may be some implicit biases I have I I'm sure there are to be honest I but it it's take a step back and examine who we are individually collectively and how do we make sure we're supporting all kids in an equitable way regardless of their race their religion their you know their sexual orientation their socioeconomic background how do we make sure we're a welcoming an inclusive support for the 4,200 plus students who come to us every day who need that okay that's where we are if I can add something to that I uh I know I know what Fate's what's Fate's saying because there there are folks community that have this inv visceral reaction to any uh thought about chure being racist or biased and you know this is not about cheser being racist or biased it's about that General issue um in our world it and in talking with one to the Coalition and even if you listen to Dr derck who's doing a tremendous amount of work in uh racial equity and and living at division it's not even about skin color it's about our differences and I think Jeff hit something that you know Treasure's been known for you know it's not a bad I think and you of our population numbers um is very small when it comes to diversity population and you know I don't know how we change that you know as a town of something we work together to do but in our schools that same diversity percentage is represented there and you know how does anybody know if they a teacher educator administrator you know board member that we have inherent biases if we're not aware of them you know we probably some do some don't um but I don't see this as a or a H say anything it's just an evolution I I go back several years um you know we're always evolving curriculum right Common Core came around we whether we like it or not we implemented Common Core that evolved stering ey testing evolved social emotional learning in my opinion was a Lynch pin that moved a number of things forward that took into account more than just student achievement right it was a well-being emotional go back a few years we have um anti-bullying concerns discrimination concerns so this is just another step and I think in and I'm trying to grasp here for for an analogy but uh I guess in the 363 degree view of f schools where are we with this and is there improved if there are let's find out I don't know what they are you know I I want to believe we're we are walking in school by large I've heard very few instances of of but you know we know it's okay that discussion and I think the timing of this is really good too because our 10y year strategy plan is up for rual and a lot has changed in the last few years so um I think what Jeff you know stated on Thee I think it's a good good stop good place to assess and plan forward there might be something that come out of this maybe there aren't I'd be surprised if we don't do some minor changes but I think you know I'll tell you tell you I'm a lot older than I think some of the folks in the cheser Coalition my my divers experiences go back uh more than 40 years now and and I was fortunate in a way to grow up in a workingclass neighborhood where you know even though I went to a Catholic grammar school um you know we we got the the truth about history you know um unscathed but it was my experience growing up with different families and different cultures that kind of gave me preparation for post school um fast forward to today you know I I'm not sure you know based on what I'm seeing with my kids you know they get enough exposure to all uh the possible cultures and and the diversity that's out there so when they hit the job uh scene or even go to college it can be a pretty high opening experience but I think we're getting I I wouldn't I don't look at this as a reaction I think this is just an evolution of what we're doing what comes out of it we'll see okay so so I think um yeah I think all of the responses are are are spot on and um you know just two ideas to think about um so one comment in regards to you know the diversity of treasure and so recognizing that even if you are a predominantly white Community there's still diversity right um our families don't all look the same you know it's not a you know a mother and a father you know a son and a daughter and a cat and a dog right and so uh your diversity um you know by your religious beliefs by your family makeup by your um you know cultures and you know as you mentioned Anthony our cultures are are very complex now right because of you know all of the different um marriages and cross um cultural and biracial right and so there's a lot of things that we may not even know on that outside right by appearance in regards to how people identify so that's where some of the bias P faith quote unquote comes in um you know when you look at me you may assume you know different things by my appearance right by the way I talk or by the way I communicate or my speech patterns or um just some of the things that I have conveyed to you um but you don't know in regards to my story and so that's what we mean in regards to B so so Faith it's a tricky question um if you asked me that question 15 years ago um you know I would probably you know very I'd be probably be very sensitive to um thinking that I've had bias um now I've come you know to the realization that we all carry bias for for different reasons and for different things and it's actually a natural part of our being as humans to categorize and differentiate distinguish um and so you know that's just spot I I offer um and the other thing is I'm going to go really personal um if you don't mind I have three children um my young my oldest is 22 my youngest is 15 um and my oldest when when she was three uh I had an affinity of going to a certain um mall and area for our shopping and you know entertainment and our meals Etc um but another during Mall offered a skating experience um around the holiday days that I wanted my daughter to have because it had not yet Frozen outside and I was a theater as I was young so that was very important to me um and going there we had a wonderful experience and after we're in the food court and um you know my my daughter Whispers over to me and she said Mommy where where did all these people come from and I was I'm like what do you mean people it's busy there's a lot of traffic no mommy these people don't look like us you know we're different you know what what what does that mean and so I certainly knew right away and as did my husband that we no longer could have Affinity to the mall that we like because we needed to open her eyes that the world was more than right and and um that's just an offering of we right we it RS in a variety of ways without any intentionality and so this workshell has mention really support our staff obviously as people and our youth to be liberate and intention in um interrupting and dismantling some of the inequities that we have unintentionally and again maybe implicitly have been perpetuating for a long time it I appreciate that Michelle and thank you and I um you know I liveed seven years in Asia and certainly um he looks the whole nine yards as did our children um so I know where you're coming from thinking you know there what it is to be different from those around you and I'm just thinking um you know for the community and and ultimately this is for the school Community but you know the the treasure Community as a whole will be watching and I just wonder if you know we could um at least be able to provide them with with definitions and with measurements you know how how do you define equity how do you measure it um you know that's the first thing that comes to mind but there are multiple terms that are going to be used I think people you know pull throw up red flags with them um and if we can find a way to inform um we might dispel a lot of whatever um friction might arise um I don't know if you found that with other communities as well that you been working with longer than we have but you know that's just a thought yeah so I could I could take two right out of the gate right so wury which is a very diverse Community um their staff in particular was very triggered by the term white priv um and so we had to really unpack that and understand what that meant because as a Waterberry staff um even though there is more racial diversity they certainly have white educ ators who are there you know with purpose and passion and reason um and so we're very offended in regards to what um that term um again with not understanding the term um was you know assumed to imply um neighboring districts and I Nam these districts because they're on either side of Chester right so Waterbury and Southington on your on your other side um the community conversations that held through the uh social justice Coalition that Sou began last year um the white privilege term again um if you look on social media um which could be our friend but also our our greatest enemy right um there was a lot of talk in regards to that term as well um but when people soon learned and realized as you suggested Faith um what is meant by that and um the real reflection that was created in that conversation um both districts are in a very different place than when they first began Michelle do you find I I know uh Faith mentioned um friction but is a is a friction is a more uncomfortableness you know when these topics come up I think that's the that's the hurle right getting people to be comfortable talking about it um but I'll look into further in sci in water B I grew up in waterb and I know some War members there so I'll definitely see what their input is but I appreciate that experience with us though yeah so so something to look at Anthony is Waterbury is actually one of the first districts that we've worked with that actually has an equity policy on the books so if you go to their website their board ofed policy you can actually see their Equity policy and so as B suggesting there's terms there there's accountability measures in there um they have a transformation plan in place as I mentioned they're in two of their work um I take great pride you know in in the work that they've you know um accomplished thus far um and I'll stop there um Ann I'm sorry you um haven't had a chance do you have a question or a comment or anything that you would like to add she's here I know she is yeah I'm here um I'm good right now I'm just no listening absorbing we have a lot of these same conversations at the college level of course so the conversation is very familiar to me okay um and I've just asked Marlene if we have gotten any questions into the covid website and we haven't um so um I I think um Michelle and Michelle are we is there more have you finished with your presentation is there more you'd like to add um it's we're good we thank you for your time um we welcome the questions if you want to put those together um you'll see our first date in the beginning of October we weren't able to hold so we will actually be convening for the first time at the end of the month and we're very excited to be able to do that so thank you very much for your time tonight well thank you both for coming out thank you for hearing us it was great to be here well thank you for your time thank you we appreciate your time thank you Michelle and Michelle thank you good night good night night okay um thanks so much for that um next up is the fall data review all right good evening everybody we're going to switch gears a little bit give second I'm just going to pull up a presentation do you want it on your machine I know I have a um so often in the fall we're doing a data review of our performance of student from the previous year often that's related to State standardized testing and so forth we obviously did not take the state standardized test sbac assessment for the ngss this year um but one of the things that I know has been on my mind on teachers minds and administrator Minds on parents Minds is what has been the impact of potential learning loss from the time that we spent in remote learning in the spring of last year and what impact might that have for our plans this year and last C committee um meeting we shared with you a lot about our professional development and we included in that this notion of acceleration meaning that we're going to really stay focused on really important grade level work for students and working from that premise uh it's still important to kind of know where students are and how they're performing so esac and ndss are not our only data points we do have other data points and early on in the school year one of the uh assessments that we use for um grades we'll say at least the beginning of year two all the way throughout to8 rather sorry is uh the reading inventory um we call SRI Scholastic Reading inventory you'll see just reference to reading inventory from here out and that's really a measure of comprehension and vocabulary it's reported out on lexiles you'll see that as a number the higher the Lexile the more complex the text is this is an assessment that we've been given for a long time now it's a valid and reliable assessment of where students are so we thought we'd share with you a little bit of a comparison uh of how our students did on the fall assessment this year and use their fall assessment last year as kind of a point of comparison so I'm going to share with you a couple different data on the left hand side of the screen you will see uh our gra or the performance bands rather for the fall administration of the SRI last year we had 39% of students in the advanced band 32 in the gr bubble band 10 in the basic and 18% in invention excuse me so uh about 71% of students last fall performed at or above grade you fast forward to this year's Administration we have 38% in the advanced B 31 in the grade level band 10 in the basic and 20% in the intervention so 69% of students performed at or above great expectations so as we're contemplating this performance result these performance results we see a very strong similarity between how our students entered last year and how entered this year and that's a really good indication that Although our education was disrupted last spring for a period of time we really have students that are continuing to perform at high levels uh this particular graph shows um second graders last year is compared to second graders this year fourth graders last year is compared to Fourth Graders this year and so on and so forth we also do like to pay attention to growth so how did the actual students grow from one next so this particular graph indicates again a let's use a second grader for example their fall score from last year is compared to their fall score as a third grader this year and you can see that we actually had some increases in the percent of students who were in the advancing grade level band a reduction of the number percent of students of a big b excuse me good time to lose your voice and a slight increase in the percent of students in the intervention but again both looking at the proficiency levels and the growth levels it's a really strong indication that our students on the whole are performing at really high levels and our notion to keep moving forward with great level work and helping support students with just in time supports along the way has been a good approach Contin be a good approach and really our students are doing very well I will note that the one um there is a slight increase in both of these grafts at the students who percent of students who are at the intervention level I would say those results are not unexpected we are paying attention to students who might not have been engaged as engaged last spring or early on in the fall and I would say our teacher teams are very much our school counseling teams um our grade level teams our administrators are all very much aware of the students performing those those ways and are working very hard to Learners so on the whole if the question is where are we as a district in terms of our student performance what kind of learning loss might we have experienced from last spring uh I think the some of our initial answers are we're actually in a really good position and although we have certainly have students who are going to need support it's not so different than what we might experience on any given time so we thought these results were very encouraging and give us a strong foundation and our first indication how students are doing this year you know that we'll continue to update with other are performance across the year but this was a really good sign for us that um we have a strong curcum in place students were engaged in it and even with A disruption L um they're performing in really good ways and we've got a really good basis and Foundation from which to work this year with that um either any questions from the board or addons from our Le did um an or Tony trying to think of one I uh I I apologize I just had to run to the little boys room and came right back but if you explain the the basic performance standard why there's a difference there between fall of 2019 fall 2020 if you did I missed that I'm not sure if that's a good thing or a bad thing that it changed by 9% Changed by 9% where you looking toon I'm look at the basic where it says fall in 2019 19% uh probably a little bit of both it probably me you know Bas we had some students who both moved up in terms of performance few students who moved down so um you know I'm really contemplating a few areas where we're looking at that grade level above for overall performance and overall indicator and we're really paying attention to the students in that low SP who we know going to need some kind of support either direct support with things like reading itself and some cases it's less about the reading and more about the engagement piece of it and those are two areas of focus that I know our teachers who are working with students who are performing at that level are very keenly aware of working on a daily basis okay thank you thanks B that's all I have from um that is it it's impressive to see um that you know the um upper level performers um those numbers are growing I you know I I know we're talking percentage points but in terms of percentage of percentage this is a 15 point or 15% differential which is you know it's it's not insignificant but the as you said there are a lot of um things that could go into that um you know I applaud the teachers but I also applaud the parents too um who were with those guys day in and day out um March through June and um you know everyone deserves a a pat on the back for that for that performance I think oh absolutely I mean I know in our Reflections on last spring um we have always known the importance of parent Partnerships in education that was not more highlighted than that was more highlighted last spring than any other time in education history and continues to be this year we are not doing this in isolation this full partnership with families and full investment by our students um this is we know to grow in Reading you need to be you need to read you need to be engaged in work it doesn't just happen and it's a good indication that we we had good engagement in that work and that that does take great teaching and I know we have that it does take great work and investment by the students and takes great support and investment on the family so it's this is a good indicol all that and I consider um what some of our conversations in different spheres over the course of the spring and the summer what we might have thought this graph could have looked like um and I know there was concern and worry about really some potential learning loss that happened and and while there are certainly some small Pockets where that may be the case on the whole this indicates that we really were able U to maintain um growth and performance of our students which and this is not the only measure but this is a first really good early sign um that we're in a good position to continue in that and to continue to engage students in really challenging and meaningful work um and that they did continue to do that work even with the disruptions that have been caused from from March um Kevin if I could just follow up for an elaboration I I think some people you know I just I I just um you know said that it was remarkable work on the part of everybody else but but it really truly was a huge disruption and so are we seeing just how well the instruction was in those first three quarters um you know I think some people would look at this and say how did this happen because it was so wild um we should have seen a bigger discrepancy and then a followup question I don't know how much you've parse this data but are you able to break it down into um you know where in the community we saw ex you know kids Excel and we're in the community we saw kids fall behind so I think when you get down to um the student level data um that that right now kind of our our teachers and our Rams and our curricular leaders have building level um that is the work that they're doing right now it's actually not so different than the work that they do every year around this time when we start to take a look at student performance so um taking a look at students who growth we want to make sure is on the right trajectory making sure the right supports are in place the right time for them and that includes supports obviously in the classroom with um with our teachers but other additional supports as well so that level of review that level of decisions about how we're supporting students that's happening right now um I would say to you with the percentages where they are there's there aren't any outliers beyond the natural differences that we see at performance at certain grade levels and what I mean by that is uh students in the low lower grade levels often tend to perform uh at lower proficiency levels in the very first few times they take this up until about third grade um we see that every year that's that's an expected outcome um so besides those variables that we see on an annual basis there isn't anything that's wildly discrep from or even noticeably discrepant from anything that we would see on a um uh at any given year a small exception would be um there's a small correlation to students who we knew were not quite as engaged we didn't have a ton of those students last spring that us um but we did have a small pocket of them and for those instances that did show show itself here but those were instances that did not surprise any of the teachers who were have been involved and administrators and C leaders been involved in this work coun so there's nothing that was dramatically different or stand out One Direction or another from what we would typically expect okay thank you anything else from anybody think we're good thank you cevin great thank you well thank you I joke that I probably don't need a mic sorry am I too loud or am I all right good evening everyone good evening I hope well so thank you for H having me here to talk through um some of the questions that came up regarding the Collegiate hybrid model at the board meeting and through some of the questions that were follow through the co email last week um I just want to start first by echoing what Jeff said I'm going to talk about where we are now and where we're going and what do we do and how can we improve because everything that we do is about making decisions and adapting and being flexible as we know more and as we work through more um so let me talk a little bit about synchronous and asynchronous learning in the Collegiate model and forgive me I keep wanting to look at the screen because that's all your faces are so I will look at the camera because that's where you'll be able to hear me um it doesn't seem possible that it was two months ago um almost to the day that I shared with you the first thoughts about and and and how we were going to move forward with a c hybrid model um and that was August 20th and today is October 19 19th went went the blink and I uh since the first day of class on September 11 teachers have been working on health and safety new lunch and building protocols and new daily a new Deli schedule and a new learning model uh all very very heavy lifts uh in our in our um context of the high school and so where are we now um in the middle of the first quarter the high school administration started talking a lot about uh how are we doing how do we need to improve where can we go from here uh and we met a number of times and then had a devoted meeting to uh developing plans to move to fully synchronous instruction uh at the start of the second quarter we then met with our instructional leadership team to plan um full implementation and then we administered a faculty survey on the 16th and as of today we have about 90% of respond 90 90% of the faculty responded and at this point 48% of the faculty is teaching synchronously 44% is teaching synchronously some of the time and the remaining 8% represents teachers with some limited use or coures that provide on toone support in some contexts especially if you're working with a very small number of students or delivering support uh support instruction that you would only be working oneon-one with a student so that was how they answered the survey so we have in front of us our goals moving forward uh and so what will the transition look like what does asynchronous teaching look like in this model so what are students getting when they're not online learning with their class in real time when they're at home and extending their learning from a previous uh live instruction and by live I mean either in person or um uh remotely so students are working on research and projects which would be extended from what they had done in class to what they have to practice or complete on those opposite days uh Skills Practice completing an a piece of art uh reviewing vocabulary reading texts writing onetoone assistance with a teacher is often what our teachers do on the opposite cohort day uh a slide deck might be presented to to students much like we're doing here and but they would review that independently uh to review content and Concepts and also teacher created videos that are focused on content synchronous activity so what some of what teachers have been doing in their synchronous instruction obviously whole class instruction like I been doing now I'm presenting to all of you I'm presenting to those of you who are on remotely uh group work so you can have students who are remote work with students who are present in the class on a project collaborate on a document although I do hear that when they collaborate on a document and stay on a meet it can be kind of slow so that's something for us to Think Through of Technology us teachers might be offering a lecture a demonstration engaging in student dialogue discussions analysis of text uh student presentations student collaboration and of course writing workshops work like that this is only a very small fraction of what teachers shared in terms of what they've been doing in their asynchronous time and in the synchronous activities very small subsection so part of our discussion or part of the discussion at the board uh was regarding the schedule itself so so what what what was our schedule and and what is this hybrid schedule now and a question came about it was really related to study halls so I wanted to explain to you a little bit and help you have an understanding of what the days look like and and why some students might have a slight shift in how their study halls uh might be working given how they used to work so regular classes when we were in our regular schedule we had six periods each day and a through dday rotation and class periods would shift each day and we teach eight periods but six in a day two of those periods drop so that you can have about 56 minutes of instruction plus you would rotate based on letter day certain Support classes you would rotate physical education class one of our required courses which is healthy balance which we provide to all of our freshmen so I'll get to that in the next slide now we have four periods in a block format alternating days so Monday Tuesday same classes Thursday Friday same classes Wednesday teaches all eight and in order to be able to get physical education Labs double period classes which we do have in math you need have you need to find a way to embed that a through dday rotation so that is why in some instances students may have a couple of study balls on one day okay so many of our science classes some of our math classes have what we call a double period or a lab period attached to the class and opposite those extended periods like I mentioned physical education healthy balance Support classes like academic support Reading Writing math and learning maybe scheduled along with healthy balance as I said um and in the new schedule on some weeks those drop away which is why you might see a student with multiple study halls also we do use study halls in each semester as a placeholder so in the fall a study home might be a placeholder for a spring elective that a student couldn't take in the fall so it's a rather complex schedule so I wanted to give you a sense if you can see the slide what the impact of the the study hall piece is I'm so that was a question so I went through each of the three weeks when these periods rotate through our schedule and in short we had less than 1% impact for each of the paired days Monday Tuesday and Thursday Friday so week one 56 students so 410 of a percent have two study halls on a given day 77 students at the end of that week on week two 85 students and 90 students again less than a percent and on week three 1% of students on Monday Tuesday or Thursday Friday it would have two study halls in one day and of those students who would have three study halls so one each week the five students have backtack study halls on Monday Tuesday and nine have them on Thursday Friday it's a lot of information after an evening of a lot of information so going pause there see if you have any questions Faith you're clutching your your forehead like an understand this complex so can I answer a question um I say keep going I um okay let let's see the whole I'm gonna take it home so the next piece is regarding communication I also want to clarify that if you're concerned about your child please contact us if you're worried about well-being or classes or general concerns school counselors are ready and available to talk with you email them if you have issues regarding a class something specific to what and how your child is learning please please talk with your teacher and finally you can always email any of the school administrators at any time we are available we want to hear from you uh and going forward what we thought would be helpful in time of such incredible change was to have um like we did last at the tail end of last year to have some drop in meanings with parents so administrators will make themselves available at flexible times throughout the day and we will let you know uh once we've nailed down all of those times for this month and then going forward so that we can hear from you um just drop in and and share some thoughts with us so we thought that's how uh we would go forward we also I I do want to reiterate we he I I know that that folks really want to see more synchronous instruction we are on the road to making that happen we know that that's important we wanted to start slowly ease into these Monumental changes and now time and Mary you also had set up a task force correct oh I I most certainly did yes we have a task force of four teachers who are all earning their own 92 actually who have been examining not only teacher instructional strategies and what we are learning in this new model and how we can best share those practices with one another but they've also been looking at how we can accelerate um toward full implementation of synchronous instruction so they've been working together and with their colle and that with the teacher survey that you mentioned and they're also working on a student survey yes yes and when do you expect those um virtual s with you and your team to to started we want to at least have one or two this month and then we would schedule them going forward for next month we would like to to at least try to get one in um in October and and I will say thank you to all the parents who turned out for parent teacher conferences we had a record number of attendees and I think that is such an important tool in our quiver so that we can be sure we're providing the support that you need your children need and communicating with you and that was fabulous so so please stay in contact with us we we we gain a lot more we get from you and Mary could you also talk to some of the question that was posed at the Board of Education meeting about how you know like we talked um earlier about the progress that students are making and how some of that gets communicated to parents so each quarter parents get report cards that gets communicated to them certainly parent teacher conferences are a time to communicate that um and we pay very close attention to student progress mid quarter and also prior to that if any students are struggling we have multiple supports uh in our srbi um scientific based research and prvention we have groups that meet teachers and administrators to talk through ways we can support students who may be struggling we look at Mid quarter grades to see if any students are in a d or F uh in a course so that we can then provide intervention for them and then of course every quarter we analyze how our students have done over the um so that's how we do it good evening thank you for that Mary or Dr Gad thanks um my question is around not all of our classrooms and and I have a better idea of how this is happening at the elementary level but not all of our classrooms at the high school are equipped with the capability to do the synchronous learning if we have some students coming in remote and some not so I guess how is that um how is that handled how is it determined who teaches that way it um and where on the spe spectum which I'm sure is very wide um our our teachers in terms of their comfort level and their ability to teach with this new technology and in this new way so that I just I just asked a lot of questions I realized they're all good but if you can give me if you can just give us some sort of idea of that we're moving in a direction to incorporate more and more of the synchronous learning so about 48% of our faculty are engaging in synchronous learning right now and how they're doing that is some have the broadcast systems like the one we're working with tonight some have come up with incredibly ingenious ways to mobilize every tool at their disposal we've had a number of teachers trying out different cameras and microphone systems so that they can recommend those tools and then we talked with central office and we found we were able to then purchase some microphones and some webcams to further facilitate the synchronous instructional piece but teachers are working with um two or three devices sometimes to be able to project on the screen hear their students see their students and then be able to communicate uh learning so for those teachers who are using synchronous learning some of the time they're the group that we want to focus on to help move move toward full implementation and some of the tools that we've tried out um we're going to be and we have been bringing to teachers um consistently week by week by week so that people have what they need but um one thing that is for sure and and I need to um just to just celebrate some of some of well all of our incredible teachers their Ingenuity creativity and dedication to making sure that their kids are learning and that they are connected to them has really been remarkable so I'm I'm I'm extremely proud of them and how they collab with one another to share best practices when they discover use this not that do this not that and that's been both a formal and informal um collaboration throughout this process what a process thank you absolutely okay Tony that look any questions uh yes and no but I assume Mary you have a little more to to walk us through do I have what you have more to walk us through that's it so you mentioned the important so I do have one Faith so if I can ask one now I want to be rude um so so Dr Gad you mentioned earlier that um that you know parent or stud has any concerns right be it their schedule be it how synchronous is working or not working for synchronist to to hey I think start with a teacher right um at the last for meeting on Thursday you know some Bor got a few emails from a few parents you know it seems mostly some of the issues or concerns that we heard from high school parents have been either around the freshman class or the senior class not to say there's no pickups in between sophomore junior but the the two parents I I spoke with and I gave them Dr s's advice after I talked to him um they're saying that you know in a 4-day school week every day two of their four classes study halls and they feel that you know their son or daughter is not engag in enough enough work uh because of so many study halls uh and I think we bought that up Thursday night at the board meeting too and thought there someone added that um St St are here for a reason we went through all that even the board said here's a million dollars go hire a bunch of teachers and steal all the study halls of classes not doable not going to find a pallet I think parents understand that so the question is if there's a parent feels there's just too much sty Hall time uh next course of action was tght to the guidance Council and hopefully a change could be made or you know for the better it may not necessarily happen right away because we're in Middle semester um and I might you know maybe get addressed the next semester I guess that'll depend on the situation but worst case if a parent can't make any progress with guance counselor is the next step to contact you Mary yes way to work through it and part of what was so effective about the the the analysis that that Tomy and I went through to look at the data in power school regarding how many students actually have two two or more study halls was and this is not to be to to even remote no pun intended um see see that this isn't serious or a concern because every individual who comes comes to us we want to make sure we're addressing what your concerns and your needs are uh but it is a very small number U of students who who may be in that place and some of that is a is that my slide in the earlier part of the presentation showed and some of some of the reason for that is in the shift from One schedule where all of our courses were were assigned and organized and developed and and populated under the previous six period a day rotating ABCD schedule and then we transitioned to a block schedule so that made a significant um complexity that has impacted a very a very small number of students but an impact nevertheless and so we have also um and the numbers that I gave you represent a combination of C of cohort one and coh work too and that that's where we are but we can certainly look at a student schedule to see if there's something we can do uh semester one and semester two classes are also part of that mix so if a student has an extra study hall in the fall it could be because they have a course that they can they're going to take in the spring so that can be some of the reason why that's that's the way it is but the best way to know why is to have a conversation with us speak in Broad terms is so is so difficult no I understand I know it's not a every situation is a little little different I'm glad you explained about the possibility having EX in the fall because they might have a class to fill that in the spring I it didn't cross my mind so I'll let let parents know that I think you know that and thank you for the explanation of the of the schedule that that that helped a lot that presentation is there a way to make those slides available um um the general somehow absolutely and I'm going to be sending this out to parents too with our schedule for when we can chat awesome and I think that's that's yeah Dr G thank you for the [Music] communication by and large the feedback is it's been good more clarity on the schedule I think again I know it's hard to have one-on-one discussions with so many students at the high school and their families um but some the feedback I got again it's it's a handful but you know whe there's a few there's probably some more that not speaking up is that they're missing that Personal Touch that they normally had right when the kids were in school even with the board even we're doing more in person meetings and we have public input you know they're they're missing that I guess um Personal Touch that especially Jeff Marlene and team gave uh during late spring to get feedback from parents I think once you have some of those questions I think it's going to clarify a lot of this and and I think put parents at ease in some of their concerns again I can't tell you if it's hundreds or dozens but you know there's there's certainly a few and I'm hopeful the situations will get worked out and clarified soon uh by afford them all to I I gave the advice you all shared talk with a teacher talk with your counselor and all if all else fails you know try to spend some time with with you yeah and talk anyone administrators any one of us you know we are we are that's what we do that's what we're here for got it thank you by good Mary could you also talk about what is available to students um when a student does have have a study hall and the kinds of things especially I'm thinking about the learning lab absolutely so this year we have a learning lab where it's staffed by teachers nearly every period of the day students can get remote or in-person help and that's that's hosted in the library students can also get support in every discipline by their teachers and there are learning supports math English oh well writing really which serve it serves both English and social studies science support uh CTE lab support So if you're working on a project in career in technical education you can set up time with your CTE teacher and go down and work through a problem with them get on the computer whatever the tool is that you're working with so again across all of our disciplines we have dropin support but we have specific support in the learning lab in the library for really for Organization for planning uh and then um discipline specific Remediation in ma uh writing and reading thank you absolutely I have a I have a question about that if I may sure by means go so Dr Gad is that um those supports that they can can get during their study hall has how are how many students either percentage wise or number-wise are taking advantage of that is it increasing do they know more about what they can do during study halls and how they can access those supports and Dr re do you want to share a little bit she sitting right here in room actually would I really enjoy that can you hear me yes okay you know I just wanted to touch face with this because and to address what Tony was talking about I spent about an hour on the phone with a parent who had sent an email in um to the board of it uh today and called a couple others which I really enjoyed the conversation and I think the parent did too and as we got into it and I'm looking at the student schedule this student happens to have a couple of study halls um and there is some struggle you know it's a it's it's a a younger student and so I made a connection for her to this whole idea that we have for the learning lab and um I'm going to speak with I spoke with her counselor today and the student is speaking with the counselor tomorrow anyway and so these study halls all of a sudden are now going to be filled with the learning lab and um you know English and I think science lab so we're able to put her in a place where she's going to get the support she needs which I think is really important so you know I just wanted to make sure to tack that on to what Dr gab was speaking about but also as far as the percentages this learning lab is a New Concept this year so in addition to being a New Concept which takes you know the process of of students understanding what it is and parents um we also have the fact that we're partially remote so that makes it challenging to you know get kids to really understand what it is but we have um Tom Le walk has um set up the student portal so that students can fill out a Google form and do like a drop in support or the school counselors or teachers if they see that they're struggling will actually schedule theud stud into the labs for um structured support during their study halls so right now the numbers are not um you know huge of the students that are in there but as the year goes on we start to see kids that struggle they go through our srbi process and we start to assign them to these study HS and we also are trying to advertise the whole idea about this um Google form drop in support too so we're hoping to see the numbers increase is my point and especially now that we know with our schedule this year the study hall is being a little bit and how many students have we hope to start to fill them with these supports that they may need thank you thank you for that Moren because uh that really helps um if I thought this was a new a new thing and and always these new supports or these new activities that students can do it t it take some time for the parents and the students to realize they can work those supports to their advantage so I'm glad to hear it thank you and thank you the course specific supports have always been there learning lab is the new piece yeah um if I could thanks for um Moren thanks for that because that one my questions is how many kids are using these learning labs and um you know I I think without trying to be rude maybe we've got I'm just wondering if there's any way to be a little bit more proactive especially when I think of those freshmen and sophomore kids um who are probably struggling with organization um but also struggling with some pretty heavy material as well and if we could you know just somehow communicate especially kids who are in trouble um teachers make that effort to push the learning Labs with the parents you know just here you've got to get your child into this and these are the hours so whatever it takes to get these numbers up would probably allay a lot some of the concerns that are out there keep losing people um but the one thing I'm hearing um from other board members from people from parents who are talking to me is just a question of consistency um with instruction you know some some teachers are using the entire 80 minutes and uh with their remote cohort and others are checking them in and saying you're on your own um you know a senior that might work with um who's had three years of time management and understands what the process is but um boy I just think of a freshman who was in do this time last year um that's a lot that's a big ho for a kid who's 14 years old and um I don't it are you looking at ways to ensure consistency with and accountability with all teachers our our collaborative days are days when teachers are discussing exactly where they are and what they're implementing uh th those those those early release collaborative days but also so every Tuesday our teachers meet in department or meet as a school and we talk through um Innovations and teachers then in their departments have time to talk with one another in fact just last week in department meetings in in one Department uh four teachers showed their entire department here's how we're doing this work here are the tools we're using for uh pulling together both remote Learners and inperson Learners and that that came through a number of departments not just one we all go and and and sit in on our um on our department meetings to hear how teachers are doing and how we can support them uh additionally teachers every time they meet with students they're giving them Direction um for what to do and how to navigate the work that they need to do and and and we talk through ways to to do that the mo most effectively and that's what teachers share in their collaborative time with one another every week and that's wonderful and I'm glad that there is that level of sharing and not asking for a police date but um you know there it what if someone just doesn't do it I mean and how do you find that and how do we correct that well that's that's part of our that is part of the nature of our work first we work with our teachers and we provide them time and professionals to collaborate with one another if there is an issue then we handle it we talk it through and and we develop a process to ensure that whatever change needs to occur has occurred and our department leaders are are extremely helpful in ensuring that each of their department members is delivering instruction both in a in a collaborative way in other words you're you're you're working in consultation and in on task with your peers or on Pace with your peers but also another piece that's vitally important for us is that we are individualizing it to the extent that we can to support every learner so you know yes everyone needs needs to be doing the the large work kind of the the broad goals in a similar Pace but day-to-day teachers might need to respond to specific student needs um and and so that's where sometimes there is variation especially when you're trying to be responsive to a particular set of Learners okay um okay another some other questions I have gotten um regarding the synchronous learning you've you've set 1110 as your date for full-on synchronous learning is that correct well we we are setting that as our goal to be to to to have as as many of our teachers fully synchronous as we can and we really that's the start of second quarter so that's where we really want to see our 44% of folks who are doing it some of the time really move to most if not all of the time do I'm G I'm gonna push a little do you have a specific goal like I we want 89% of our yes I want my 44% to move to to more synchronous learning yes okay all right and um uh is the goal to create as much as possible in this very bizarre time that we're living in a normal school year because I think ultimately um that's hardest it is that's I think that's what we're looking for and if I could do that tomorrow I would because a single person sitting in this room who if we could do everything that we want to do in in in as normal a way as possible we would but we have certain constraints that are real uh regarding health and safety and so in order for the high school to be able to use mitigation strategies Beyond a mask we can't have our entire population at this time while while numbers are where they are and I we could how I wish we could I understand I'm not talking even Allin full day all the time I I am just saying using a combination of synchronous and inperson learning oh gosh yes to get us to something that looks like 2019 if that's possible we will our our teachers all want to give as much time and to have as much access to their kids so that they can be as absolutely successful as they possibly can be and so it's that that that is our ultimate goal I I don't know if this helps in sort of framing this or in thinking it through but when we think about pre March 2019 we had all inperson Learners um but they were given some instruction and then they were Rel Le on on their own to do some of that work without the teacher um you know directing that and so while while if you think of that as the asynchronous piece although that doesn't meet the definition there's always going to be some level of asynchronous work to to the day and there's always going to be in this hybrid model a component of a synchronous work where students will be reading or processing um collaborating is that writing is that what yeah that's exactly that's exactly right and one of our performance standards is in fact self-directed learning U and so we want to provide them the tools that they need to be able to be independent in those moments when they need to be independent but we certainly want to provide as much synchronous instructions we can to support that and so so the the ideal is that we want to increase that synchronous learning and we want to make sure that on those those when students are remote that they have the most access to that in classroom experience as possible and that on those Wednesdays maybe it would help too if you explained even what that Wednesday looks like Wednesday is every single class meets everyone is remote and teachers are delivering instruction they are checking skills and then at the end of the day for a large chunk of time almost two hours teachers are logging on with their students for oneon-one support and that's been very effective uh for our students and for our teachers that time okay and I understand that there are asynchronous components to every day where the students are working independently in the classroom but um but the the teachers always there um you know as you call them the say you know the guide on the side and that guide is always there they're not there now and I think that's what's kind of concerning parents is that especially when you're dealing with younger kids they you know it's it's I don't know that you can ask a 14-year-old to figure it out on his own or even a 15 yearold that and so that's I think that's where yeah and they're never entirely alone because they they do they do have contact with their teachers and their teachers are accessible and they can email and teachers will get right right to them so I think it's just um it's a everything is quite new and you know we we need to continue to work with our students to communicate with their teachers and with their parents okay and then just one last Point that's been raised is just um I I know that there's a concern I think at one time it was expressed to me that um you know parents won't be instructing their children but um their parents are concerned that they don't know where their kids are and I guess there was a comfort level there was an assumption that things were under control when when and and objectives were being met um when the kids were in class with the teacher now they're not and the parents are saying I don't know what the objectives are the learning are objectives learning objectives are for my kids I want some kind of guide now we've been asked to tell parents you know check power school um or go to your counselors but but Power School is an after the fact you see that a grade wasn't turned in you see that or assignment wasn't turned in or that that the grade is low and there is whether it's a syllabus or whether there is some kind of statement of objective for classes parents are asking let us help our children um and is there any way to do this daily students are given the objective for the day sometimes the objective for the week and how each class is going to move those students toward accomplishing that objective and teachers are assessing and monitoring their students precisely to meet the expectations of the objectives they set in their lesson in their unit for the year so that that is that is precisely what teachers are focused on doing every day with their students and they utilize classroom Google Classroom is a tool that houses that information and students access that daily if a te if a par has a a concern about what is expected this week and where where is my child going they can certainly reach out to their teacher and we could talk about how they could access that information the teacher give them that information about going on that week excellent go quick question so listen I understand all teachers work off lesson plans units have broken down the objectives etc etc is what's preventing us from providing a an objective sheet paper and Google class that says hey for this course for this semester these already 12 or 15 objectives that you're going to be working on is it because we just don't have that documented somewhere or we just hes to give that to parents I I get that every day they get their objectives and I think parents understand that but neur scheme of thing they look like a broader picture if this is objective five of a 10 you kind of have an idea where the kid is on that um I I don't see that with my my daughter Junior at high school I don't see that in Google Classroom I'm not seeing out the entire you know teachers um course outline guide but we don't have a condensed summary objective is that why we can't make that available there rule of th we have the program of study and then we have the curriculum which is written from the teachers perview with the standards so all of our curriculum is written based on the standards and those are are specifically really objectives that will be covered within the course within the semester and are broken down in in that way so is there a list somewhere with just like a on line for each objective for the semester for the course it is it is it is written in those are our internal curriculum guides so the answer is no for parents if they want they would talk to the teacher but existing today Tony no is that something we could work on going forward I I can't I I just think it would be a valuable tool we're not asking the parents to teach the children but it would give them some peace of mind it would allow them to step in and be able to say hey my kid is missing this particular Point um help me help you and vice versa I I hear where you're going How would wouldn't I I'm curious about I'm thinking this through I'm curious why we don't think that the teacher would know if and when a child was making progress towards these objectives given that they are the one responsible and behold to ensuring that students are are doing that that's not the question question the teacher is capable of doing that I'm sorry I'm getting a lot of resistance on this between the last this meeting either we don't either we just don't want to give parents that ask for at the very least a summary a one-page summary of what the objectives are for the course for the semester either we just don't want to give it out um if that's the case let's just say it either we don't have it that's fine too and I understand that trying to go back through the through the through the course plan and trying to consolidate that this it's going to be a lot of work I'm not questioning no one's question the teachers intent but I think because we have remote Learners because parents y are you know want to make sure the kids on top of things I don't think it's a bad thing for parents at least that asked for it to have some access to it so they can help the right help the kids stay on top of things that's all we're we're saying if it's a case where the teacher is adjusting the objectives week by week based on what the class is doing I can't understand why me there isn't any hard static plan I just feel like there's a lot of resent to this I can't understand why I I don't I I certainly not from you Mar in particular it just seems like it's I'm certainly not to that Tony that's not something that I could say here let me grab that and give that to the parent now that's not saying that the teacher doesn't have that readily available but as a district that's not something that we have seeing that that is a need and that is a want that is something that we could engage in could could engage our department leaders in could certainly put significant time and energy into creating and getting that for folks um that that is definitely not out of the realm of possibility I think that but it is work and I I think you just said it it doesn't exist today in a fashion that you know would be easily diges by parent it's GNA take some work to compile I get that and I I assume that's what you know the issue is yeah I just you know we can certainly direct parents to the teachers to ask for that yes um so it sounds like it's and again I don't know if it's all let's just hard number uh thousand parents that are asking this it's 10 or 20 it sounds like based on what you what you're both saying is let the parents talk the teacher about that if the teacher needs to produce it on a one-off basis see how it goes but to stop everything at this point and go through all the cour work and develop that it's not an easy Fe and I understand why I know so that's all that's and and I would just concur with that there's there's no way that this could be put together tomorrow or next week or um perhap I don't even know if you could do it by years end given all that we're juggling I would say um it's I I would suggest that going forward into the next year this is something that we should consider doing for parents and meanwhile what we will do is encourage parents if they do want to know the objectives is to go directly to the teachers and say okay what should my student be learning this week but I would like to you know I um of course the teacher knows if the child is meeting the objective the problem is the parent doesn't know and I think it's just creating a ton of anxiety in an already anxious time and I'm not looking to kind of you know create this little um you know safe environment but but they are concerned that under this new model their kids are simply falling behind and faith if I just add to that I think um it's I I guess with parents listen I'm one of them um look I have a daughter junor Tre High School I I see what she's working on I I get it I really in the past even during full in person learning I never really said okay hey we're we're issuing the overall scheme of things of this course for the semester um because we're just assume that the work's being done in the class is always the same work year over- year teacher adjust as necessary and parents have really more direct immediate feedback here in this learning model you know there's a perception and you know the perception becomes a reality I guess but the perception that because We're Half remote or you know two out of five days a week home or three or some argue that we are missing out an objectives that we normally would have the in person and there's no way to measure that if you're a parent um so I think that's where of frustration is I I don't think people are saying that they're definitely missing out they just they want to quantify it and you know justify it right so there's that part second though I think um I'll go back to the communication I think if parents are comfortable reaching out to their teachers and having those discussions say Hey where's my kid at uh that'll help and yes list I will tell you you know I would get heads up if um not to put my daughter on the spot but she if if an assignments late um or you know um have have to have a parent conference that's always you know that that does happen it's not like you know teachers call the parents and say hey I know this so and so is behind this objective can you tell them if they need help to call me you know they're not they're not going to proactive reach child to do that uh all the time so I think there no back to communication so I'm gonna I guess I'll go back to what you said earlier is try to have a discussion with a teacher first if there's a question uh I just worry that you know some teachers will get like inundated with parent questions and show me the objectives and doing that same conversation you know 30 times over for a class and I'm also kind of of their times that's all we're just trying to find ways to that brid g that's all I think when Kevin was presenting that data earlier um and and point was made that this is a partnership that we cannot do this work without parents and that parents need need to reach out to us for that information I don't think there's any teacher out there who wouldn't want to provide this information to a parent that asks I I i' really be hard pressed to think that and once you have shared that syllabus with a with a parent once it's easy to to share that with with with others I I think thank you Tony for encouraging parents to to continue to work directly with the teacher I I liken it to um if I if there's something wrong with my car I really need to bring it to the mechanic because the mechanic is the one who knows my car and and and can fix it um sometimes just seeing the manual really doesn't always help me but if I can talk to the mechanic and figure it out so we can make sure that our to reiterate this with our teachers as well and and one of the department leaders put in the chat that um teachers do give out at the high school a syllabus at the beginning of every year so that does condense what their goals are for the course yeah and and certainly you know we we all understand War members parents commun like that this you know somewhat Uncharted Territory so it's GNA evolve I I will say this based on some of the feedback I got from a few parents I think what's what's what's causing the question about am I are my kids falling behind um content because of remote learning is there have been you know a couple parents that have seen their kids go into a to a meeting and be dismissed three minutes later you know in that class where it's only be a full class session and so they're saying okay well by nature of being a three or five minute or 10-minute class or my students dismissed are they missing out I think that's causing some of the questions so that goes back to a fate sity about consistency across um you know the education so if there's a 40 minute remote session are the teachers required to be online 40 minutes the entire class or do they have flexibility and I and I Al often wonder if teachers are cutting a little short not saying it could be just a handful but hand are cutting it short either because they feel the class got the content objective that's a great thing and they probably to the next thing or are they cutting it short because teachers need that time to prepare for something else that they don't have you know to get ready for next lesson I don't know no if if a student is in for a remote class and they check in the teacher says okay here's your assignment for the day remote Learners you're going to collaborate you three kids on this work you three kids on that work I'm going to leave the meet open you guys go and do that work now I'm going to talk to the SN to the students in front of me and the the the remote Learners who part of that cohort they're teaching the other cohort while the remote Learners are doing asynchronous or independent work so they're not I keep looking down at my computer to see you and I keep forgetting you're up there so forgive me um that's that's how the work goes they're they're not leaving to go do something else because they're teaching a class full of kids and remote Learners who are part of the first cowork so let's say it's cohort one I have my cohort one kids my cohort 2 kids join the meet I give them work to do I check in I say okay you're going to go do that assignment I gave you we're going to catch up this next period and that's how it goes so they're not they're not um going off to do something else they're they're working with the other group of students and many are are ensuring that the kids who are working asynchronously can can get in contact with them so there's a mix of how teachers are handling both pieces yeah I I I worry this is they're they're I I pretty sure that's the case in across the board I just hope we don't have Educators that are um you know feel like they don't have enough prep time or you know things are a little you know nuts because of the synch or asynchronous but as you said earlier that should be coming out during the routine meetings with department heads and Etc so again that's I think that's what's causing The Angst from some parents and I saw in a note in the chat Faith from Leslie that um the beginning of school year you know teachers give out students a syllabus um it could be that it's out there in Google Drive and the student has to share with a parent or maybe it's missing simple thing is just check to see if it's there right and that might help Elevate some of the hey where am I this year my student in light of the syllabus and thank you for that's what's all about right we're trying to help each other so yeah thank you for listening if if I could just say with regard to just I again I don't want a police state and and my hope is to that the teacher in dismissing the kids are saying hey you know I expect you to be working in this cohort and this cohort and I'm here as if it is you know that classroom um asynchronous experience that Marlene explained um I don't want a big eye in the sky but I just would like to know that all teachers truly are doing that as opposed to you know just saying have a great afternoon we'll see you next class that's all um so um there was one other thing I was gonna ask but I think I'm I can't remember I'm sorry um question from the covid-19 email yes that's where I want to go are there questions there yes so Adam Grio has sent in a message for Dr Gad what is the why is it the goal to raise synchronous learning at CHS to some percentage under 100% by by November 10th is it not possible to do equipment restrictions or some other reason what would happen if the whole system needed to go hybrid would the Assumption be that 100% synchronous learning is not possible systemwide I don't think 100% synchronous learning is not possible system wide uh I think what we're talking about is some teachers for some classes in some circumstances might need to have some students working asynchronously on occasion while they're working synchronously with other students so when I'm thinking of 100% synchronous I'm thinking you aren't sending students off to maybe go do some asynchronous work so that's that's maybe where my um TR the word I'm looking for as I'm talking about I'm saying maybe not 100% it's because within the instruction sometimes you will have asynchronous parts of that synchronous experience does that make sense yes I so you're just saying that as if we were in a classroom the teacher gets next to the student that she's working he's working with oneon-one and she says okay class yeah you have a writing assignment let's go exactly while I'm talking so and so we this small group I need all of you to do this that's exactly what I'm talking about um and just make sure that hey I am on and if you have a question come back in and pull me away um okay um another question pleas go for it okay I would like to say I have a freshman and when we first saw her schedule we were thrown by the study hall because power school was a mess and it looked like two or three the way Power School showed it it is actually only one this semester and one next semester we reached out to guidance and it was clarified and I feel my daughter uses it wisely so freshmen can be organized and independent Learners the hardest thing for me as a parent has been to step back and realize she will rise to the challenge without my hovering so I don't think any one age should be viewed as able or not able to be self directed based on age some teachers have given grading policies or syllabuses to the parents some have not but all of her teachers have communicated with the students as to what is expected thank you to all who are working so hard to make a less than ideal situation work that's great that is it yeah I think that that was an awesome email I think that hits the nail on the head I think at the end of the day just ensuring that that experience is consistent and I know I know the team's trying to work towards that so or sent the email and thank you for sharing that experience it's very positive I agree any more questions I think we're done thank you thank you Mary [Music] um the program of study changes for yeah okay are you showing that hello how are you I'm looking that way so Marlene is just pulling up the um Google sheet that shares with you the changes to the program of studies and um I'm actually going to start at the bottom if you could scroll down Marlene to the bottom and you can also open this on your own with the link but I wanted to start with um the um the course level changes we have three business courses and I'm going to grab my computer sorry so I wanted to start at the bottom because those are actually um the three that are fairly easily explained um we have Leslie care and Sean M with us who are going to further explain their newer courses that they want to propose but three of the courses that Leslie has um worked very hard with tonas University to create a dual enrollment situation so they have articulated our curriculum with their curriculum and um Leslie and her department members have worked very hard for that and so three of the courses that already exist in the business department the advanced personal finance the accounting course and the computer essential word processing course those are all going to be they're being proposed to be de which is dual enrollment meaning the students will get the credit from the high school as they always have but they will also be able to get college credit so that's the first thing that I just wanted to review for course level changes if you move up to the next section it's the deleted courses and I'm going to explain these um in conjunction with what our new courses are we have two business courses business ownership and international business and we are going to remove them from the program of studies because of a new course we're creating which will cover that material and again will be a dual enrollment course of tungus so we'll get to that when we move up and the other course that we will be deleting from the program of studies is research and design and this is a course in the CTE Department which again be removed based on the fact that Sean is proposing two more courses which um will cover content area that's similar and also by proposing those new courses he really needs to instruct them and work through them with the students um and so he can explain that further so if we go up to the new courses and this is the fun part when we're always proposing new things for our students um the first one I'm just going to review briefly it's the AP seminar Capstone course this is going to be offered to our 11th graders and it is a course that will satisfy the Mastery based performance assessment graduation requirement so we're putting it out there for we'll probably be able to see at the most like 25 students who would like to participate in that next year and it would satisfy that graduation requirement it would allow them to receive AP credit and I pulled the course description because it is a new course for us and I'll just go through what that would mean um you can read through the description there but I'll add to pieces of it too so the course is a seminar course that is cross-curricular offers cross-curricular conversations about academics and real world topics it's based on five Big Ideas which include questioning and exploring understanding and analyzing evaluating multiple perspectives synthesizing ideas and team transformation and um working on team environment So based on those five Big Ideas the students will research topics and themes and work together to create projects that will be the course for the year and then they will also present for their mvpa um graduation requirement during the presentation time so that's one course we would like to propose as one of our seven options to satisfy that um graduation requirement and I'm just going to briefly introduce Leslie and Sean's just um they have Leslie has one course coming forward she can explain it further it's the introduction to business and it's again the dual enrollment with tungus and then Sean has two courses on here the manufacturing CAD Cam and the manufacturing fundamentals and I'd rather they speak to them because they've done so much work with the colleges to make this du enrollment possible that I think they would do it much more justce than I can um before I turn it to them are there any questions so far in terms of the AP cstone or the courses that we change levels on uh I do so um we this will be offered in addition to the Capstone that CH program that Chester's already developed correct you mean the AP cap I'm sorry yes yeah we have so we're develop um there's probably some confusion in terms of the term the actual words we're using we've developed the Mastery based performance assessment like program where the students have to choose of about seven different options and they choose one of those to um complete the graduation requirement for that Mastery based performance um this is you know we chose not to call that the Capstone project it's the Mastery based performance perance assessment because that's what the state really calls it through that one of these options is this tapstone seminar AP course so I don't know if I've explained that Faith to satisfy your question um I I think yeah um that's fine maybe what I could do is email you and we could just kind of go back and forth because I I am a little well how about if I email you okay that sounds great sounds great okay what can I I don't know if this helps but one is specifically for the AP level which would be the AP cstone and the other is for everyone yes this is just one option that you know approximately 25 kids could elect to take if they met the requirement the prerequisite to take an AP course okay so it's only and it's only 25 kids do you expect to fill it um I don't expect the first year we will fill it to be honest with you I think again it's something it's new and they have to um you know hear about it learn about it and then it might catch on further beyond [Music] that um right so I don't know Leslie do you want to jump in and talk about the business course sure um love to so we are working and uh we start oh can you hear me y yes can you guys hear me you now yeah we hear you oh okay okay great thank you so last January we met with um some of the people from tungas Community College and we talked about our course offerings and their course offerings we actually have one of our business teachers Terry morau who is an Adjunct professor at tungus and uh we were able to come up with four courses four of our business courses that we could articulate with um and for tungus Community or community college credit um this uh the introd ction to business class is um really going to give our kids kind of a nice overview of all different aspects of business and what we decided to do as a department is roll two of our current courses our business ownership so that was business ownership and international business those are the courses that we're going to roll into the introduction to business business class so we really feel this is going to be a a win-win for our students um to have this great course and to um to earn three college credits so that's the introduction to business class does anybody have any questions about that oh and she she left the meeting on the of the heads no I'm sure she'll pop back in but it looks like you're you're satisfied with her explanation um and then Tony go ahead no I was gonna say no I'm glad to see this being offered I assume uh the popularity of earning college credits uh is still strong s high schools I I think this will get a lot of enrollment because it's one of those courses that you know a you get the credit and B if you're in the going through the business major it's something that that helps you so I assume the early college credits are still very popular this year yes excellent um and then Sean do you want to discuss your couple of courses yeah sure um so this evening I'm introducing uh two courses uh to hopefully be put into the books to begin for next year and these would be sequential courses um in the ideal situation I have the same cohort of students who are starting in the first group in the first semester and finishing the second semester um but the first the first class in the sequence of courses um that we're Desiring for the manufacturing pathway um would be an advanced um computer a drafting and computer a manufacturing course where it's not the same CAD class that we're teaching right now but a cad class that's really geared towards what happens with that drawing after you leave that drawing um program um working essentially into our our machine lab that we're currently building and you can probably see behind me so that class would focus um you know on industry standard practices and also um uh essentially going into a simulated Machining environment by the time that they leave the course so they have an idea of like why they're drawing what they're drawing and eventually what the machines are going to be doing when they eventually get into the lab to use the machines so that's the first of the two the courses and the second of the two classes would be your manufacturing fundamentals course um and this is really like your foundational class that CAD class could be um you know it can transcend to different different types of students um but again I IDE like to have the same cohort or kids because they are this class uh you would need to take that CAD class in order to uh be enrolled in this course so this that that class is a prerequisite for this one and this is uh really kind of a um manufacturing mathematics um a precise measuring Metrology class and um and looking at the actual processes that when we turn raw materials into useful Commodities so this this class right here is the the one that's really getting the students into um the Manufacturing Academy and looking at the you know their future of earning more college credits through future courses which we'll talk about at later times and as we mentioned earlier I we we have to take one of we have to make room there's only so many people that can teach and will teach these courses and there's only so many periods in the day um I I will dearly miss the research and design class um it's something I've taught for over 10 years and matter of fact it's a funny story about that a former research and design um student who really bought into the the concept of the class contacted me last week to ask if he can borrow one of my tools and he came over today in one of his old cars and we we talked in the driveway for a half hour I gave him one of my vacuum pumps so he can do composite work because he works in the um he's an aircraft mechanic so he one of their aircrafts broke and he needed to borrow my tools and also the knowledge that he gained in my class and he was the people were very surprised that he was working with composits in high school but this removing that course will allow us to build a much stronger um pathway associated with n Talk Valley Community College is it I just I I think these courses look great um and clearly you put a lot of thought into um you know streamlining them uh I'm sorry you're losing your course but um it looks like they're great kids so thank you appreciate it um sorry my timing could not have been worse being dropped from the uh dropped from the meat but um if anybody has any questions for um for me regarding the courses um I will say that um at this point if all four courses are articulated our students and this is just in the business department will be able to earn 12 college credits and then if they're interested in Shan and the CTE classes you know and that's in addition to all of the other um areas where students can earn college credit as well that's awesome Sean's maining courses uh if I read the notes correctly taking those those design coures can also lead to a degree they can read lead towards industry certification yes yeah goal um would would be to have a deeper discussion at a later time with a larger uh Forum of you and to discuss my larger Vision that I introduced at a meeting last right before right before we got sent away we remember this and you know you can look behind me you can see some of the machines that are that are here from that gr um but those these courses here aren't necessarily using those machines yet uh they're preparing you to have the the foundational skills to to to be proficient in those machines Sean we're looking forward to lot of discussion there's been a lot of interest in what you're doing there and I also think to what the mization committee is working on which is also a part of you know where where the committee TR to look at you know how to improve the schools renovate expand Etc a number of options not sure what they are yet in back of my mind is always this program that you're building there and when we had a discussion with us if you can have bring some ideas to the table of like if you had more space yeah um what else could you possibly add to help you know grow your program if it's not space it's equipment you just but I'm glad you're expanding I know a lot of students are very excited about uh manufacturing what you're doing so thank you um I have to pause the I'm in the school and the alarm system is going off so I have to go code my stuff so give me one moment here hi Sean textbook recommendations if you're ready do we need to um have a motion for the program of study changes I think we do don't we no we do not okay all right then moving on let's hope I don't get kicked out um so uh we have three these are all in the business department the course the um course that's being articulated um our computer Essentials Microsoft Office Word course um will be using the Microsoft Word uh book and that is a book that we will have to purchase with um funds from from the district so that's one thing I want to point out uh we probably need two sets for two um for two classrooms so that that'll be 40 40 of those books so there's definitely a cost involved there um having said that the other two textbooks that are um that we're uh looking for approval on uh the first one is for the introduction to business class and these are going to be purchased by tungus through their Perkins Grant so this is not going to cost ch Public Schools any money for the first version of this textbook and this should last us for many years um Michael Kelly who's going to be teaching that class has reviewed the textbook um he likes what he sees um so I I think that's um that's a a a good thing there uh the third Tech textbook on the list is the um textbook that is also being purched Pur through tungus community colleges Perkins Grant again this is at no cost to chesher public schools and that's going to be used um along with the advanced personal finance course um with that course there are also just the nature of personal finance there's a lot of great online resources that will also be using but this this will be the textbook for that class does anybody have any questions on any of those I think we're good okay okay and I had to run away does anyone have any questions I know there are some comments but is there any clarifying questions you guys have on anything that I discussed I think we're covered okay great oh everyone has their mute on so looks good um thank you you guys good work um and that brings us darn to the end of our agenda Ann do your thing yeah I moved to a journ before you move to a we do need an approval on the texbooks to move that forward to the full okay all right so do I hear a [Music] movement I move to send the uh new textbook purchases on to the full board for approval do I hear I second second all in favor I unanimous thank you very much okay now and yes Faith let your people go thank you every move to thank you thanks for your patience the on favor hi sorry it's my Robert's Rules of uh you know all right years of following that I know OCD sorry

you know this as down syndrome he did not have many markers and prior to delivery i was tested and there were no indications that he was he would present with any abnormalities i am blessed to live in bartholomew county with my work at homeland security i had the opportunity to tour other schools and see what their inclusion program was it was shocking to me thank you dr van horn for fighting the fight to keep our kids mainstreamed because of the support of james's teachers and his village james had the best education pre-k through 12 i could ask for he was homecoming cr homecoming king ran unified track and won state their junior year com completed several 5k runs wrestled at central and received third place in his weight class at the tri-county tournament he was safety patrol and must the mustang mascot at south side he earned his aerial light in cub scouts and achieved his rank of eagle scalp at age 16.

he also earned double bronze ponds palms as well he graduated with a core 40 diploma with his sister as they took a bow on on the stage to their classmates who of whom without would have been a struggle to achieve all he had he works at freddy's since 2018. he attended an adult leadership course in scouting called wood badge and was asked to be on staff this year he worked at dollar general store and most recently attended and graduated erskine greene trainingist to in muncie in the heart of the hotel program laundry houseman and housekeeper on october 9th he became a new homeowner he moved out last week he can't he can ride the buses pay for meals and go shopping independently of course there are some challenges but don't we all have them today my son is 21.

labor and delivery was a whirlwind of events was just the beginning i remember being very determined to ensure he was given all the resources possible to achieve what he could achieve though james does not know he has trisomy 21 as we know he would use it as an excuse there was not a lot of information that would prepare me to give birth to a child with this different ability but i have faith that this was part of the plan i remember the best advice i was given at riley hospital when we were getting ready to leave and demonical a social worker asked me if there were any other questions that i had i said yes what do i do with him to help him and care for him she stated as every day i think of this you take him home you love him you care for him like any other baby you discipline him when he when needed and you teach him most of all you're his mother his biggest fan and advocate for him he is a little boy first not a disability that will grow up to be a wonderful and that will grow up to be wonderful enjoy this journey that god has blessed you and your family with my journey with james i would not change it at all most parents would agree there is a different joy that is brought to us that other parents do not get to experience i am blessed that james loves to share this joy with all of his friends teachers family and community there's a poem that was given to me very early uh when we had when we came after we came home from the hospital it's called welcome to holland this is um by emily pearl kinsley and it starts by saying i am often i am often asked to describe the experience of raising a child with a disability to try to help people who have not shared that unique experience and understand it to imagine how it would feel it is like this when you're going to have a baby it's like planning a fabulous vacation trip to italy you buy a bunch of guide books and make wonderful plans to see the colosseums and michael michelangelo david the gondolas to in venice you may learn some handy phrases in italian it it's all very exciting after months of eager anticipation the day finally arrives you pack your bags and off you go several hours later the plane lands the stewardess comes in and says welcome to holland holland you say what do you mean holland i signed up for italy i'm supposed to be in italy all my life i dreamed of going to italy but there's been a change in the flight plan they've landed in holland and there you must stay the important thing is they haven't taken you to a horrible disgusting filthy place full of pestilence famine and disease it's just a different place so you must go out and buy new guide books and you must learn a whole new language and you will meet a whole new group of people you never would have met it's just a different place it's slower paced than italy less flashy than italy but after you've been there for a while and you catch your breath you look around and you begin to notice holland has windmills and holland has tulips holland is has even has rembrandts but everyone you know is busy coming and going from italy and they're all bragging about what a wonderful time they had there and for the rest of your life you will say yes that's where i was supposed to go that's what i have planned and the pain of that will never ever ever go away because the loss of that dream is very very significant loss but if you spend your time mourning the fact that you didn't get to go to italy you may never be free to enjoy the very special and very lovely things about holland happy birthday to james who turns 21 today thank you for sharing this adventure we call life we are so proud of you and i would never change it nor do i regret going to italy i like being different and i feel more engaged on this journey with you and the fact that you're taking me on it may the lord continue his blessings on you and you continue to share and show the world your capabilities of your different abilities thank you kathy thank you for sharing that very personal and intimate reflections with us most of us have got the opportunity to know james as you're recounting his accomplishments it made me tired just knowing how much he's already crammed into the first 21 years and i know he's got a lot ahead of him thanks thanks again for sharing that that's wonderful thank you and happy birthday james if you're able would you join me and stand in the pledge of allegiance i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all dr bills is not able to be with us this evening with the rest of our boards here so we have a quorum therefore i call this meeting to order our bcsc mission vision and high expectation objectives are posted in the room for us as we work through our opportunities this evening i will i think immediately gavel out and we'll have a public meeting um on the bcsa cea tentative agreement dr robertson chad thank you mr caldwell i'm going to call mr phillips up and uh we'll run through information in regards to the tentative agreement uh with our collective or with the columbus educators association in preparation for our collective bargaining agreement all right thank you dr roberts i will go through this relatively quickly i've done this a few times in the last few days so um board members if you have any questions there's no actions for you to take this evening but this is a public meeting but we'll run through the information real quickly for both parties so um relatively involved process with collective bargaining as always started back in june with informal negotiations and then those negotiations become formal in on october sorry september 15th after we um after we get the official adm count or at least unofficial adm count and then it has to conclude before november 15th but we're lucky this year to be wrapping up relatively early the last action there will be proposed this friday in a special board meeting to vote on this tentative agreement i want to thank the members of the bargaining team at least a few of whom are here tonight i know um amy london and dakota huddleston are here for the teachers association scott rayburn as well scott this guy snuck in back there and then also uh john green dr roberts of course teresa heine and john green could not be here tonight and then dr shed and mr caldwell also tag-teamed being at all of the meetings when they could so something we decided to do differently this year is is kind of add some context to the current collective bargaining gram by look at some of the things we've been able to accomplish in the last the last two contracts prior to this the first of those being a two-year contract passed back in 2017 and in that contract we were able to reestablish a salary schedule that had been lost after 2011's legislative session when the legislature prevented us from having regular steps built into a schedule we started raised the starting salary over those two years for teachers from thirty six thousand seven twenty to thirty eight seven fifty five and a half percent increase in two years we also built into that salary schedule a permanent full-step increase for teachers that already had a master's degree at the beginning of that 2017 school year and so that has been built into each year permanent increases the teachers association passed that contract with 90 percent vote and average teacher increases were 3.2 and 2.3 percent during those two contract years then last year's contract was um probably the most challenging one that i've been a part of since 2005 2005 6 when we had the last health trust crisis in 2005 6. on top of that we lost 47 kids on adm compared to the pre or fall previous fall and and so it was a extra challenging year that year in spite of that we were able to provide two and a half percent increases average of two and a half percent um for teachers over that period of time raised the starting salary again and then we're able to stabilize um health trust reserves because of the changes that we worked with the teachers association to implement as painful as those might have been and then uh it was after this contract passed that you remember you uh approved a transfer of 1.4 million dollars from the rainy day fund to permanently move up the starting date of teachers contracts and then maybe most importantly at least in the last four years for teacher compensation this last june we passed a referendum campaign thanks to the community thanks to the voters of this community for their support of our teachers and our school corporation so some of the challenges that came into coming into bargaining this year that you're aware of the adm count was up i'll go over this in detail here in a little bit but still down from 2018 and even 2017 prior to that questions about how the state is going to handle virtual attendance in the future after january 1st the continued trend of losing adm from fall to spring and then in my opinion maybe the most important factor is what's coming out of the legislature this spring as they really tackle a difficult time with lower tax collections and then of course we mentioned i think at the last board meeting mr caldwell you mentioned the need to restore staffing levels to where we were prior to to this year so one of the other things we noted as we entered into negotiations this year is all of the things that are going to be occurring around teacher compensation during the course of this school year starting with a extra half day of pay that teachers came in early and and got the year um worked hard to get the year started well in spite of all the challenges from covet 19.

teacher appreciation grants should come in december again this year we expect the salary increases if you if all goes well and you approve this contract on friday the salary increases and retroactive pay for teachers should occur on november the november 20th paycheck and then referendum increases and associated stipends would go into effect on january 1st and then the approve you all approved setting aside 250 000 for stipends for teachers teaching on multiple platforms and we would anticipate paying those out in february a lot of things happening in the course of this this school year when it comes to teacher compensation so the overview of the agreement is that returning teachers take a step on the salary scale the steps remain between each step except for the last one which i'll show you here in a minute that average is a two percent increase for all teachers uh in addition to that a two percent increase on the appendix b and c which is the uh the extracurricular and co-curricular uh schedule that we have for teachers doing additional duties um you also approved two meetings ago i believe changing the definition of covering covering another teacher's class from period to hour and then we also have this every five to seven years a 27 calendar pay issue and we'll get into the details on that we came up with a what we think is a productive way of addressing that problem and then you know we're not for the support of our community and that operating referendum that passed this spring we certainly would not be celebrating a two percent increase this year would we so we're not for for the support of our community this would not be um as much of a celebration as we feel it is around supporting our teachers the teacher referendum increases will be five ten and fifteen thousand dollars which is what we have um we had proposed during the campaign the referendum campaign and those are based on years of experience the maximum salary is eighty five thousand dollars between the base and the referendum increase and then we also included stipends for all teachers who don't qualify for an experience increase from the referendum here's the new uh the old teacher salary schedule which will look very much like the new one on the right with the exception of the last step that we just added uh added a 1200 to the last step at the end but other than that the salary schedules are identical as as it seems like we always do we spend a tremendous amount of time during bargaining talking about uh the teachers that are above the scale we have um as the contracts have changed with legislative requirements going back to the beginning of this decade we've had teachers that have been all over the place on the scale and so we have a group of teachers we have to address usual usually addressed individually during the course of bargaining and so those there are there are two groups of those teachers between the current top of the scale and the new top of the scale and they are all over the place in between there they will move to the top of the scale and receive a stipend for the difference between their increase on the base and six hundred dollars so no one gets less than six hundred dollars at the top and there are a couple of examples in there and any teacher above the current top of the scale receives a six hundred dollar stipend it's important to note that every one of these teachers between their base increase and their referendum increase will be earning seven or sorry eighty five thousand dollars during the course of the next school year starting this january because that's the maximum salary and they're all within range to get to that maximum salary but the stipend is meant to make up for the fact that they miss out on some retro pay for this first six months six months of this contract year and so they will still earn they will still earn the same as teachers not at that level here's some detail on the referendum increases what we decided to do after many many meetings this spring was grant one point for each year of experience of bcsc experience for teachers and then a third of a point for each year of experience outside of bcsc the point being here that we want to reward teachers that come to us from outside of the district but our kids and our community didn't benefit from the years that they were teaching somewhere else but now our kids well now that they're uh they're in our schools teaching for our kids and so those points then determine what their increase will be any teacher with five between five and and uh 9.9 points at the beginning of the year will receive a five thousand dollar annual increase and then it's ten thousand and fifteen thousand for the next level of each of those points again the base and the referendum cannot exceed that eighty five thousand dollar maximum it is important to note that we cannot spend any referendum dollars until january 1st and so these stipends are for an entire school year because they're only be paid out for half of the school year each of these teachers this will be a twenty five hundred dollar increase for the first group five thousand for the second group and seventy five hundred dollars for the third group starting january first and um paying out through august 13th so there's 17 pays and then starting on that first pay in the next contract here it's the whole 5 000 10 000 or 15 000.

teachers not earning a referendum increase will be paid a stipend in january we estimate that amount based on the the amount of dollars set aside for those stipends it's a fixed amount of dollars 130 thousand dollars to be paid in stipends to those teachers that don't qualify but until we know exactly how many teachers qualify based on years of experience we can't quite determine what that amount will be but it will be between somewhere between four and five hundred dollars for every teacher who doesn't qualify for a experience bump because of the referendum every few years probably every six years on average there will be 27 paychecks in a calendar year and all public entities from a budget perspective counties cities schools we all run into this and from a cash flow issue it creates a couple of million dollar issue for us if we pay 27 pays out in one calendar year and so every uh every everyone does addresses this problem a little differently the most common way is the way that we have done it in the past which is to delay the first paycheck of the contract year in august by one week and so every certified teacher and administrator went three weeks between pay and that reset the button until six years later when you had to uh you had to do this again working with the cea they surveyed their members and said how would you like to address this problem this time and we decided to take the first nine paychecks of next contract year those are between i believe august uh 26th or so and december 31st there would be 10 checks in that period we're just taking the 9 pays and spreading them across the 10 checks keeping the schedule in place so it's still every 2 weeks just each of those checks is about 11 percent less for each check the collective amount of money being the exact same amount of money that they would earn if we skipped a week and went three weeks between pays there's no difference in their income for the calendar year this just saves them from having to to skip an entire week of getting paid and that was our collective solution the best part of this from the the guy who helps direct the payroll department in our in our school corporation is that if we implement this solution we don't have to deal with this problem again until 2032.

so that's the best part of that from my perspective the teachers are in the middle of their vote right now they voted today and they'll vote again continue that voting tomorrow and pending the results of that vote we'll have a special board meeting on friday night friday afternoon four o'clock in this room i believe and ask for your approval of this tentative agreement happy to take any questions at this time thank you chad well dr roberts anything you would add i appreciate chad's explanation of uh the process that we went through and the result that we have and appreciate certainly the efforts of our columbus educators association as we came to this agreement so i'm hoping that it is something you'll see fit to approve as we finish up the process board members any questions for mr phillips sir could i just ask a clarifying question i should know this but i forgot so okay so whether their points a teacher's points for referendum pay is for the 2021 school year is it counting that or it's counting 1920 dude am i making any sense so how many so do they have five years because they completed 1920 or are we counting 2021 as one of the year we will for each year we will count the the points that they have at the beginning of the school year okay so the points they had in august of this year is what will determine what their increase is on january 1st next august it will determine their increase for that entire school year 21 22 school year okay so it's determined at the beginning of the school year each year okay so there could be teachers who are getting a different a referendum increase in august of 21.

correct there are a large number as a matter of fact that are some that some that will not qualify in january for an increase but then due immediately in august when we start school right awesome all right thank you any other questions just thank you appreciate the presentation all the work that went into it curious about how we the 27 pay problem happens in an irs year it is the the contractor you'll vote on friday um sets our expectation for any time we have would have 27 pays in a calendar year and so it will apply next year because it's not just for now it says basically any calendar year in which 27 pay periods would fall this is the way the school corporation will handle it just assume that that language correct thank you 720.

chad i think you clarified that the referendum funding for at least teacher compensation certified staff compensation is a calendar year 21 through calendar year 28 set of funding is what is what's the the community voted on that's correct right so uh well as whatever those how are those contracts roll out in the future that'll be the end of it until there's another referendum approved or whatever the community decides right dr roberts i would encourage you not to lose a lot of sleep worrying about 2032 and yes all right all right if there's no other questions thank you mr phillips for your presentation i'll gavel back in this board meeting is back in session uh we um start this evening with a presentation about uh social emotional learning i think dr hack and mrs frazier are going to join us and update us on seo good evening my name is sarah frazier and i am the social and emotional learning curriculum coordinator for bcsc i want to thank mr caldwell and dr roberts and the board members for allowing me to speak this evening also i'd like to thank dr hack and mr jensen for making sel a priority in our school buildings today we're going to be talking about social emotional learning in our district and the sel supports for not only students but also for teachers and staff i want to start with a little quote that says educating the mind without educating the heart is no education at all this quote is from edutopia.org but it's true we educate students not only academically but we also need to be looking at the whole child and educating them emotionally physically and mentally and making sure that they are well and prepared to learn in the classroom so what is social and emotional learning according to castle which is the collaborative for academic social and emotional learning scl is the process through which all young people and adults acquire and apply the knowledge skills and attitudes to develop healthy identities engage or manage emotions and achieve personal and collective goals feel and show empathy for others establish and maintain supportive relationships and make responsible and caring decisions there are two graphics on the screen the first graphic um comes from castle and it shows their five core sel competencies castle is the gold standard um if you will of social and emotional learning and the state of indiana has done a great job at modeling after this graphic so they have created their own sel competencies using the same five that castle has but also adding in two additional competencies which are mindset and sensory motor integration and this happened with the collaboration of their social and emotional behavior wellness team at the state level what are the benefits of sel well research confirms that social and emotional competencies can be taught they can be modeled practiced and lead to positive student outcomes that are important for success in school and in life there are four benefits here on the screen but i'd like to highlight too especially due to the covet 19 pandemic sel can improve students social and emotional skills attitudes relationships academic performance and perceptions of classroom and school climate and also create a decline in students anxiety behavior and substance use i'd like to thank dr roberts dr hack and kelly thompson for allowing me to be a part of our district's reopening plan this here is a snippet of the social and emotional part of that reopening plan because this was put into place schools in bcsc are prioritizing safety connection and relationships in all of our buildings the developmental relationships search institute has done years of research and has found that these relationships are powerful in young people's lives these relationships build on search institutes work with the developmental assets as well these relationships are providing student support expanding their possibilities challenging students growth sharing power and expressing care for students through community partnerships working with heather carson the director of the council for youth development and receiving elbow dollars and heritage fund dollars we have been able to think differently about sel and all of our buildings thank you to these partners as well as counseling counts for promoting this work and supporting this work in the district supporting students sel needs um with that safety connection and relationships focus first thing i'd like to highlight is igniting sparks sparks are the interests and passions that young people have within them that light a fire in their lives and expresses the essence of who they are and what they offer to the world and i would like for you to think about what your spark is as an adult it's just as important for adults to have a spark as well as children search institute has repeatedly found that students with sparks and the support for developing them have better results both developmentally and academically and the council for youth development had their youth summit this year and the theme was igniting sparks they put together a panel discussion and short documentary that students were able to participate in virtually also heather carson and partners at foundation for youth and council for youth development created a spark a workbook as well as additional activities that we promoted in the schools and many of our teachers took advantage of that opportunity some teachers and counselors are doing spark minute meetings where they meet with young students in kindergarten through second grade and they create a slide presentation of what their sparks are third through sixth graders have been creating their own spark slides because they do know how to navigate google slides much easier than our younger students also we've been using a software program called wordle and it creates students sparks into a collage that braylon nolting our lead counselor who is at richards has been putting outside of students classroom doors so as students walk through the hallway they're able to see what sparks everyone has in each classroom and also we've been asking teachers to promote these sparks during their morning meetings and some counselors have been promoting them through their college go week as well another thing i'd like to talk about are welcoming and inclusion activities these include greeting students by name at the door welcoming them also having teacher and student call backs or call in response promoting morning meetings and also restorative circles in classrooms and creating that overall culture of empathy engaging practices is another component i'd like to highlight we try to re-teach and model pbis expectations in our classrooms also promoting collaborative learning experiences through kagan structures just trying to get students to interact with each other as much as possible and also incorporating regulation tools and regulation stations in classrooms each of you was given one regulation tool which is a stress ball that can be used just to calm the brain and have students ready to attend to tasks easier also you were given a gratitude journal this is a gratitude journal for kids all of our third graders in the district were given these journals they focus attention on the positives that are happening in their lives and research suggests that feelings of gratitude may even possess some mental and physical health benefits as well so that is yours to keep hopefully you have a young person in your life that would be able to use that journal or possibly you could model some of the things that are in it for yourself our elementary bridge students were given a bridge bag and inside those bridge bags was an sel tool a regulation tool or a book or social emotional resource that could be used at home also our teachers are promoting brain intervals and physical activity and trying to get the kids out to get some fresh air and lastly optimistic closures this is just a positive way to end the day and remind the students that they are a part of a school community and that they are cared and loved for when they leave the classroom each day and i have a few graphics here there's a video in the middle the wordle collage is on your left this is an example from a richards classroom in fourth grade and also the poster over here on the right is from mount healthy they drew out their sparks on note cards and put them on posters and posted them around the building the video that we're gonna watch is a fourth grader at richards and he is talking through his spark slides erwin sparkman in fourth grade mrs renner my spark is playing hockey i feel my spark by training myself and getting ready i found my spark in 2020 what makes me special the best about me is i help other hockey players i am very nice spark support my dad helps me with my sport my coach teaches me how to do stuff my mom helps me with my spa i can help someone on my hockey team how to do stuff who am i in the future i want to play in the nhl i will have two or three pets and maybe one kid i will live in columbus ohio so bringing a little bit of student voice into the board meeting i thought you would enjoy seeing that hmm mr williams is there a trick here we go all right sel instruction for students um first thing is sel curriculum thank you again to the ellwood and heritage fund dollars for making this possible um i teach a life skills training curriculum to all of our fourth graders in the district life skills training started in the secondary level and then filtered its way down to the elementary level foundation for youth and communities that care help get that curriculum to our secondary students i also teach too good for drugs by the mendez foundation and this is a curriculum that all first graders in our district receives secondary has advisory and during advisory on alternating days their focus is on building sel skills developing positive relationships and acquiring developmental assets educational neuroscience is something that our teachers are focusing on and that's just helping students create an awareness of how their brains work focusing on the brain states their survival brain state emotional brain state and surviv excuse me executive function and knowing what they can do to self-regulate and help calm themselves down is something that teachers are working hard at and also promoting brain intervals sel competencies teachers are working at embedding these competencies intentionally in their work in the classroom and those competencies include mindset sensory motor integration connection collaboration insight regulation and critical thinking skills and lastly three signature practices hassle promotes these practices and those are welcoming inclusion activities engaging practices and optimistic closures and just a few pictures i would like to share with you in the top three pictures you will see morning meetings happening in buildings mrs brenda freidy over here in the top right she has some bridge students but then also traditional students and so during their morning meeting she's carrying around her chromebook and letting kids who are having online school see kids who are in the traditional setting so again fostering that community the brain states on the bulletin board are posted at mount healthy elementary school they are working hard on conscious discipline and implementing those practices in their building as well as practicing a breathing technique this is called pretzel breathing and all you have to do you can practice it with me is stick your arms out and cross them thumbs down interlace your fingers pull it in put your thumb on your chin and you take four deep breaths in through your nose out through your mouth and through your nose out through your mouth and you do this two more times four to five times and it just helps kids um center that crossing their midline and getting them centered and relaxed to continue the work throughout their day and then this is a bulletin board at southside elementary school be the i in kind promoting kindness in students and then supporting our new teachers these are the ways that i am helping to support new teachers in our district and in bcsc we do a beautiful job with our new teachers we go above and beyond with these individuals by providing professional development supporting them through new teacher academy and then also meeting them one on one to help promote their sel needs and thank you to dr heck for starting this work five years ago and continuing it today supporting our staff sel needs we are promoting staff self-care allowing teachers to take breaks when needed and also promoting them to have accountability partners someone that they can talk to throughout the day and relate with also we have bcsc health and wellness newsletters braylon nolting our lead counselor who is at richards elementary school she and i collaborate on these newsletters we send them out once a month and i gave you a copy of one of our recent health and wellness newsletters for you to take a look at these newsletters focus on community mental health resources wellness tips self-care tips and also how teachers can integrate these sel competencies into their classrooms also mindful monday tips and tricks i put these tips in our principal's monday notes so that they can share with their teachers and staff they focus on self-care mental health and wellness tips as well and then we provide our staff with professional development administrators modeling these three signature practices that we've talked about in their staff meetings to show teachers how they could implement that into their classroom also we are having a care for yourself care for others administrator pd with dr sandy washburn and deanna nybarger our partnership with iu that is coming up next week and conscious discipline book study with dr sandy washburn and deanna nybarger our principals are involved with that as well as a small group of teachers to learn how the brain works and how we can bridge pbis and also sel and counseling counts developmental assets team our elementary team promoting aces and also developmental assets and relationship resources that we can share with our buildings and community partnership with cyd council for youth development also providing developmental asset developmental relationship and trauma-informed pd through zoom heather carson and i are putting together some webinars kind of 101 sessions if you will with developmental assets and developmental relationships so hopefully we can get those out on the vcsc website soon so others can take part in that professional development any questions with what i've presented to you this evening mr stenner i'm curious completely supportive of what we're doing here how would we what are some of the measures that we're putting in place how do we know that this is working for us how will we be different from some districts where maybe they're not putting as much emphasis on seo sure um at the curriculum level for elementary my first and second grade or first and fourth grade teachers excuse me um they are taking a pre-survey and post-survey before instruction is given but then also at the end of instruction to see if their views have changed if they have learned more information i'm using that as a measure also our students in grades 4 through 12 take the developmental asset profile survey every other year and we're able to gather data on our students to see if we are meeting their needs and if we're on track other questions i i don't know that this is a question i'm just curious how we support the families because i do they're only with us six or seven hours a day so i'm curious if that's something that we already do or we aspire to do or what's going home as well okay i think that's something that many schools are doing i know our bcsc health and wellness newsletters are also shared with parents and families i also include parent information in my first and fourth grade instruction that goes home as well as they're called home workout activities so they're additional activities that parents can do with their children at home to help promote these skills and also through community building and what principals are also putting out there on social media and in their school newsletters they're providing wellness tips for families and also just promoting that overall sense of community in each of their buildings so our families are very comfortable coming to teachers and to principals for questions and for help great thank you what grade level is getting this third grade really lot of a lot of stuff in there for a third grade yeah that's good and what's a kegen structure kagan structures are cooperative learning um strategies and techniques ways that you can group students um ways to help students know when it's their turn to speak they have shoulder partners or partners across tables from them it just allows it teaches students how to communicate effectively with each other but also promotes sense of community as well okay and that can be academically um or that can just be a get to know you activity something fun as well okay thanks let's call them one more question what would you like to be doing if we haven't started yet well um you know that's a great question i didn't think about that one um i think the work that we're doing right now is going to lead to some really great things coming up i'm really excited about the conscious discipline book study that we are creating um by creating these teacher teams they are going to be somewhat support groups if you will for me to help um make sure that i am helping each building get what they need and really getting teachers on board with promoting sel and making sure that that is a priority in their classroom i think that is something that i'm looking forward to and excited about to help push this even further so may i i'm sorry so just to follow up from mr stenner's question i'm curious so what do you imagine will be different in middle schools and high schools as we have done this at the elementary level i get more well i'm anxious for everyone but i get increasingly anxious about middle school and high school students i'm i'm hopeful that this is setting the groundwork um early and it will carry on with them as they go through middle school and through high school i think having that time for advisory and dedicating that time to help our adolescents in these areas is really helpful so hopefully we are setting that groundwork to help this keep going through the older grades and for the teachers as well and for the teachers as well absolutely thank you mr frazier thank you dr roberts we have a update from you on the reopening plan you do i think each time we start this i'll be brief so we'll see if that's true obviously this time we'll bring you up to speed with at least the numbers and so forth in regards to our reopening uh of school this school year as well as give you a proposal to consider later uh on our action items so just a very quick number 11 307 is the k-12 students that we have from that count date on september the 18th we'll jump into more specific information about that during cabinet reports under mr phillips from a mass compliance standpoint we continue to monitor that you can see the bullet point at the bottom is the way that we're continuing to gather that data from a combination of a variety of methods elementary is at 97.1 percent now secondary about 93 and overall if we take all of our buildings and combine them it's at 95.5 so just trying to continue to measure that and and get the best compliance uh we we can so that elementary number is up from the last time we saw it is up the secondary meter is lower a tad lower yes yep that is correct physical distancing we've mentioned this is our biggest challenge through each week that we've had a conversation about mitigation strategies and covet 19.

i'll reference a hybrid model here and go into more detail about that in a little bit what a hybrid model could do for us if needed due to community spread of covet 19 is reduced simply reduce the building student population by up to 50 percent in regards to physical distancing and its challenges we are having students return to in-person instruction so as we went toward fall break we did ask parents students who are participating in our remote options to make a commitment to that option or return to in-person learning for this second nine weeks of the semester up on our return and we've had some variations in and perhaps what was given to us in terms of feedback from parents and students but it looks like we have 681 students back or 42 of the students who were in our remote in one of our remote options returning and 218 students to secondary level or about 25 returning of our middle and high schools a higher percentage returned at the middle school than did at the high school and we take those students now add them back in person to our buildings we now have approximately 81 percent of our students back in our buildings that is versus 72 percent when we were having these diet these conversations dialogues at the beginning of the school year so we now are back up to over 80 percent of our students back in the buildings from a government 19 measurement standpoint i think is this the most recent one i didn't do the check at five o'clock to make sure what was on the community's covet 19 website but this is what should have been so up through yesterday sunday october the 18th you can see we've now been in red after we left fall break so saturday october the 10th is where 10.1 put us into red and we've been in a red since that point in time you can then see that the per capita rate is increasing the percent positive test rate now increasing so we've gotten to near 11 um and then the test turnaround time has actually dropped a tad and the hospitalizations have actually remained relatively stable throughout this this increase in per capita and positive test rates i put a note at the top that i found interesting and i'll i'll show you another slide in a second that says that labor day weekend began friday september 4th which is 42 days before friday october the 16th which is where we got to a 15.2 that number is important when i show the next slide and 36 days before saturday october the 10th when red was at 10.1 and 10.1 putting us into the red so looking at this indicator sheet from back in august uh we see that we got into red on august the 9th just as we were starting school the first student day was august the 10th we hit a 10.1 on august the 9th and we got to about a 15 on august the 12th july 4th weekend began on friday july 3rd 40 days before wednesday august 12 40 42 and 37 days before sunday august the 9th we got to 10.1 37 and 36 so a very similar movement or or increase i guess in covet 19 positive cases in the community after those those long weekends and where we may have not been as quite as vigilant in our behaviors as we would be otherwise so we have had fall break we'll see what happens after fall break and several days after that but that's just some information after we were seeing these numbers we wondered how that was comparing to july 4th because it began to feel very similar to that time frame and you can see that there are a lot of similarities to the graphs the hospitalizations has been the piece that has remained at a steady number basically i do know that our census numbers at the hospital are a little higher than typical but it's not due to covin cases the number of coveted cases or code related situations is remaining against stable um this is a just a graph we have each time it shows the red yellow green we've had and where we might go based upon the information we have and right now we consider ourselves and have even when we're in some of the green numbers here we still considered ourselves in moderate spread and had our combination of a traditional environment or remote learning and then if we get to a substantial spread our reopening plan says we could go to an all-e-learning environment i'm proposing after we get well i guess i'll jump to that in a second uh we have had our local indicators in place since july 20th the the board meeting that we had we talked about a reopening plan and proposed those local indicators the state began capturing data and providing this chart to us on wednesdays they've been doing that over the last month and so the state is looking at weekly scores and basing it upon positive cases per 100 000 residents so per capita rate but it's on a weekly basis so instead of a number per day like 15 they're looking at numbers like 100 how many did you have in a week and then also a seven day all test positivity rate right now the most current data we have for bartholomew county which goes back to last sunday is a 0.5 which would still keep us in the blue however counties around us jackson county to the south you can see is in the orange brown county to the west in the yellow and and then i believe that is what martin county uh johnson yeah johnson no which one josh is still in blue the one directly to the west of the johnson immediately north of uh snow is johnson to the yellow i'm sorry yeah it would be morgan that is there so anyway we do have some counties around us beginning to uh have numbers that are are not blue and and this graph a few weeks ago was the state pretty much was all blue so we've changed so we were looking at that uh the data is captured by the state department of health on sundays uh turn into this chart on the wednesdays and released publicly so we'll see what wednesday's data look like we we we believe that our 0.5 will tick up whether it gets to that yellow number or not we will see but we will believe that's quite possible as our stakeholders continue to look at both these kinds of numbers and this kind of information we have worked on a graphic like this a visual that puts it into the colors that the state is sharing because a lot of people are paying attention to that that goes blue yellow orange and red keeps our measurements in mind because we'll continue to have dialogue around these indicators on a regular basis we maintain that thursday morning meeting with our local medical professionals to understand where we are with numbers and to get advice and recommendations from them but in looking at this we have taken the again blue yellow orange red we're currently in blue and looked at possible instructional models there as well as what we would do with extracurricular and other instructional operational services but a lot of dialogue within the community about continuing to work on more refined or precise or specific movement based upon community spread this is a continued effort to understand where we are and then to be prepared to make decisions that are necessary based upon that community spread so just reading through there if we're in blue all schools will provide a full-time in-person option while taking proper precautions including physical distancing focusing on hand hygiene and wearing face coverings and we will limit activities where physical distancing is not feasible then for extracurriculars uh we talk about following state and local event gathering guidelines uh we limit spectators in accordance with local guidelines it's what we're doing we get advice from the bartholomew county health department and then all other district operations transportation food service etc operates as scheduled as we move through that yellow basically keeps us in that same situation but orange which is where jackson county is right now and if you've paid any attention i think all jackson county schools are doing some kind of hybrid model now in orange elementary schools may continue full-time in-person option so we're not just flipping the switch again we're looking at the information but we may do that while middle and high schools may consider a hybrid learning model and there is an asterisk there that if we go down to the bottom hybrid model will allow for enhancement of physical distance against school buildings because it does cut the number of students that are there and if we go to the red which is a high community spread elementary middle and high schools consider implementing a hybrid learning model or a district-wide e-learning model and then goes into the face coverings and so forth continuing to remain in place and we also then make adjustments for our extracurricular activities based upon again those situations what we are looking at with putting this in place is just an another way for our community to understand what is happening with community spread and to see what we might need to do from an operational standpoint for the schools and look looking at the hybrid model as a potential additional tool in our toolbox right now if we try to make an operational decision based upon community spread we'd be going from our current state to an all e-learning model nothing in between so this situation if we would follow along could add a hybrid model that looks something like this so at the high school and middle school last names ada k would go to school in person on mondays and tuesdays so basically 50 of our population the l to z last names would be an e-learning wednesday would be an instructional day would be e-learning for all and that would look different at the high school versus the middle school versus the elementary school uh option and then thursday and friday they would flip so last names adk would now be doing e-learning and last names ld in person looks the same for middle schools for elementary schools based upon what was shown from a visual standpoint with orange community spread so going back to that we'll be looking at maybe keeping all students in person for those five days while the middle school and the high school goes to a hybrid model uh and then if we get into a study called phase one and then if we get into a phase two we have a red community spread so we would be looking at perhaps all schools elementary middle high being in a hybrid model the rationale for looking at elementary middle high schools a little bit differently is our elementary schools has had a small number of student cases and when we have student cases if and when we do and we have had the number of close contacts is small when we have a positive case at the secondary level and particularly at the high school level it is possible to get a relatively large number of close contacts identified closed contacts i just want to take a moment to make sure we call out that particular piece the local health department and the indiana state department of health do contact tracing we do the identification of close contacts and so because we have the opportunity to try to identify people as quickly as possible around a positive test case and notify them and get them out of the building if that needs to be the case then we do go ahead with our part in identifying close contacts and asking them to quarantine but then there is an official thing that happens from a contact tracing standpoint with medical officials from the county and state level that number of of close contacts does differ just simply does between our elementary and and middle and high school levels so that is what we have there before i jump into the rest of this or just actually one more slide is what i'll be asking you to do during the approval process and if we would just look ahead on the agenda besides the typical things we approve plus the budget for tonight i have a revisions to our reopening plan that revision would be adding the hybrid model as an option for us to consider as an intermediary step between going from where we are today to an all-e-learning one an attempt to at least maintain some in-person uh contact with our kids to the degree that we possibly can sarah did a great job of outlining all the social and emotional stuff that we do it becomes really hard to do any of those things if the kids aren't in our buildings at all so it does give us at least that option i'll hit this last slide and take any questions you have just as an fyi our positive test cases did jump up a little bit and maybe i've heard you say this before mr caldwell i think it's better if our kids are in school we had 56 we now have 56 positive test cases 37 of those are students 19 are staff members and that number greatly increased from the friday before fall break when we last reported our numbers we were at 29 i believe at that time so we had a number of of positive cases that occurred during the fall break and then receive those results over a period of time into last week those have leveled out and are back to normal counts in terms of a given day but we did have a a quick addition of positive test cases very few of those positive test cases that came in over fall break or after led to uh large numbers of close contacts just because of when when they occurred uh whether it's a positive test case or b or or due to the onset of symptoms which we do go back 48 hours before those those events so dr roberts to to our best of our knowledge those 56 uh cases do we do they believe that they contracted coveted 19 through something while they were attending school do any of them i think that they contracted it while they were in attendance at school it is really hard for us to identify patient zero right and so but but of the situations we have we can cite one that we probably had a patient zero at school that would have resulted in another test yes at least with the information we one of the 56 right and so that that drives my second observation is i think when i when i look at your proposal here for uh what our response is to the increased uh number of incidents in the community i think all of it any response is targeted at optimizing the safety of the community yes and if i think just real simply that students and and and other staff members days are broken up into three chunks they're either sleeping for eight hours they're in school for eight hours or they're doing something else for eight hours i don't think you get covered when you're sleeping typically i think that's a pretty doggone good track record for the amount of interactions we've had but the the cleaning the mask discipline the attempts at social distancing that we've had in classrooms it seems to me people are are contracting this when they're outside of the classroom or when they're not sleeping and and i i wonder if we're making bartholomew county less safe the more we move away from in class instruction so i i'm i know that's counter to what we've been thinking for the last two months but but the day i'm just trying to look at the data and the data suggests the safest that our students are are when they are in school in fact when i also look at the number of those students who have contracted that were full-time virtual or bridge and the number out of that percentage and the number out of our 8 000 now 9 000 plus that are going to be uh in in in person again it's counterintuitive but it says to me we're being our most lacks when they're not in school or assume again when they're not sleeping so it's that time went away and it seems to me the hybrid model maximizes the opportunity for time away and then and then bringing us back together into the large groups and then time away and back together it seems like to me you're actually accelerating the likelihood i i i i would appreciate a mathematician modeling that for us right but yeah dale allen's not doing anything still we can our system so we can reach out to dell to see if he can help us out with that i i appreciate that perspective mr caldwell right yeah and will not argue it uh we are looking for i think it's it's well known that my in my desire my uh wish is to have our kids in person as much as we possibly can so if we're able to stay that course that is where i'd prefer to be the hybrid model that we propose is is just that option as we as we see cases continue to increase if that is indeed the case as we consult with medical professionals uh in lieu of going to an all-person e-learning can we have something in between that is at least a possibility for us that that doesn't currently exist and again my hope is we don't continue to progress in this way uh if we go back to the uh one slide back in august we continued you know we had that long run until we got to uh uh 20 21 20.1 21 20.5 20.3 over four days we were over 20 cases and then started a pretty pretty steep decline actually and uh i'm hoping that we don't have a repeat of that but if so do we at least need to have some something in our pocket to grab and and put to use board members other questions for dr roberts um it's not a question can i ask anybody question you can't ask so so i worry about the communication in that i appreciate that the plan says may which i would probably put in all caps in bold because i worry that i mean we we were pushed by some so hard that i just give me a number and when i see the number we're going to flip and do something so i i'm anxious that we communicate well that just because colors change we're not necessarily changing our plan what we're currently doing so i still get nervous because it can't be an exact number and it can't be an exact color there are just so many contextual things really to your point mr caldwell that i know that we consider both in the school corporation in the community it it it can't be orange and red or black and white it is very contextual so that's just one point i'd make sure the the second i'm is i think i've read it in what we've received is that for the middle schools and high schools while learners may not be having in-person instruction there will be space in those buildings for e-learning families learners and or families who don't have all that they need to do e-learning at home right yeah we'll be trying to maintain some certain core resources now one of the pieces with the all e-learning model we had a lot of moving parts happening in that it becomes a little more complicated now with having half of the students still in the building and maintaining all of those pieces but but we still would run all buses maintain classes like c4 make sure our special needs students and ell students are getting the services they need maintaining at least icare before and after school having the building service technology hubs other pieces that would be similar to the all e-learning situation based on that history what indication is there if any that with halloween thanksgiving christmas and winter break coming up that having in person isn't the safest option instead of providing a petri dish for this to rapidly spread i mean seriously i mean we can put all of our faith we can in the community but if the data is showing anything it's fruitless yeah yeah i mean labor day weekend is a three-day weekend right right what are you going to do with a week off or two weeks off yeah we will see fall break will help us understand that right we will by middle of november we'll have seen what the results of that were based upon per capita rates positivity test rates here in the in the county and that will be certainly a precursor or a forecaster for thanksgiving break which is not quite as long as fall break but but has an extra day or two in there and then christmas break which is the longest one that we would have which is about two to four weeks i'm curious too what what have we learned or what what might we learn about the relationship between what's going on and a lot of the measures and the broader community measures and some of those counties that are that are red right now i don't know for sure but one of the things they say on the evening news is that the county might be red because there's a meat a meat processing plant there where there was a lot of infection spread or county might be read because of one or two skilled nursing facility cases so in those cases again the county might go red it doesn't make sense for the schools to go straight to a red plan i'm not sure is there a direct have we learned what the relationship is for us between what's going on in the broader community and what's going on in our schools let me catch that in a couple of ways one in in terms of at least what the state department of health is doing they are trying to capture that mr stenner with with uh citing situations where there are um is a congestion of of of cases and saying okay the county is is maybe red or orange but there's a there's a qualifier in there and so let's try to i exited out of the presentation piece of that you can see like it's it's a little marker on some of these counties that's kind of a an exclamation point or at least a question mark that indicates that uh there's there's an additional challenge there locally and we've had those conversations you know one of the reasons that we we meet regularly with our local medical professionals that includes the bartholomew county health department and crh officials is to understand what truly is happening within the community we see the raw number we see another per capita rate we see positive test rates perhaps changing go up what is that what might be leading to that is there is there a defined situation or an understood situation if not then that that's concerning if it's just pretty widespread if it is a very specific situation or or circumstance or there was a super spreader activity or event then at least there's dialogue that can happen around it i think that's why the may provision continues to be important is having that dialogue to to understand it in terms of the relevance this we've had a little bit of a change over fall break and now in that from august the 10th until fall break as the ebb and flow of the community occurred in terms of per capita rate we didn't see any ebbs and flows in the schools we maintain a very consistent situation about three three and a half 3.6 positive test cases per week and then we hit fall break and for whatever reason whatever the situation a lot of people one got tested et cetera whatever we did have the numbers during fall break and the beginning of last week and uh since that time have again leveled out but the beginning of last fall break the beginning of last week was the first time that we had positive test cases that were increasing at a time when the community per capita rate was increasing so one one snapshot of that or one one occurrence of that situation versus what i'd prefer occurred in the prior nine weeks and what we've learned from that don't know quite yet as we try to understand that that situation i guess there's this little clarifier so what you will be asking us to consider at uh item 2g and the agenda 4g and the generator will be basically the summary of those last few pages of using that as a guideline for you and and your team to think about uh what your actions may be in responding to the different state levels you are proposing that we can move towards looking at the states move to looking at the states in regards to understanding the differences between the options that we have and so when we had the red yellow green we have three three colors there that basically put us in yellow red in terms of our conversation we will continue to maintain these indicators in conjunction with the local community covent 19 task force that information will continue to be posted every monday and thursday because of the richness of that data there's a heck of a lot of stuff there plus the mass compliance we track for you we'll continue that and we see this information every single day it gets posted publicly by five o'clock on mondays and thursdays and then we are looking at this because a lot of people are tuning into the governor's press conferences state department of health press conferences on wednesdays looking at this graph and we felt we needed something that aligned what we were trying to do with at least what the state is reporting and and that's uh this this graph here so we would ask to put this page visual in our reopening plan with with an explanation and then this hybrid model learning page pages if it actually ends up being two as the possible options for us if we get to the point where a hybrid model seems like the best thing to do next so these three slides three pages would become an additional part of our considerations in our reopening plan somebody asked for clarification so the state does their math weekly wednesdays so we're not we're not including like a trend like we're not doing this one week one color and the next week's a different color and proof we do so we'll jump back here no no but it would be a trend game going on all right yeah yeah so so good point doctor so 0.5 last week we'll see what happens this week and typically even in observing counties around us they are not jumping from you know 0.5 a blue to a three red number so there tends to be a at least a gradual movement in that and and we still are working on understanding their all test positivity rate because they're they're reporting a little bit of rate different uh just there's a a piece in there that um that we're we're trying to reconcile um but but as as we did here it's not a we hit red on august the 9th and and and wrote that for a little bit trying to understand and see what needed to happen from a school corporation standpoint so similarly it doesn't automatically take us to a place because we get to a color at least leads us into a conversation into consideration if that needs to be the case and then once committed we need to stay there for a little bit you know so to your point again if we would go let's say 2.5 like jackson county is right now so we're orange but next week rates decrease pretty quickly i don't know that's possible based on how that's calculated to go to a 0.5 let's say you did so all of a sudden you're jumping back down into yellow or blue now we wouldn't say okay we're back and jump back we need to give it time and space uh the the time the timing that we're considering and we're considering we continue these implementation conversations with our teachers association to understand all the little little details that have to be worked out but the timing would be one of them right is that how long we stay into a hybrid model well at least 14 days two weeks seems appropriate because that's a quarantine time frame so for no other reason attaching it to a known number that is that is out there around covet 19 of of trying to protect yourself for 14 days so at least a two-week time frame would be what we would look to if we had to to move to to a model and then based upon the numbers if we would have to move again uh do we get tighter and that means now elementary schools are on a hybrid model too uh you might have to do that for a little bit and then gosh the things aren't changing so we have to have to try something else but my hope is that the experience we had in the first nine weeks of the school year uh it is is what we will see as we continue forward uh in terms of how the the school numbers uh were relevant to mr stenner's question to the community numbers um but if they're not if we do have indeed a large increase of cases and we and we have spreading occurring within the school uh then we have to have to react to that i would add that note in in terms of the 50 besides the 50 piece and you know we would use that wednesday although we'd have some people in the buildings to see what needs to be done from a building uh standpoint cleaning wise and otherwise as we got ready then for the next round of kids on thursdays and fridays do you point mr call it is it is for g and if we get to that point you want to split that one out or whatever obviously that could be my intention okay yeah all right thank you dr so you have an answer for coming back from a hybrid or e-learning environment you know two weeks you have a number tied to that how long are you going to watch a trend going in an increasing direction before you have a serious conversation or make a decision about moving away from what we're doing yeah that's obviously over two weeks yeah so um in terms of how long i i would not give an exact day or number but i can state that past experience we were having that very direct conversation on august the um 18th 19th and 20th of of so you can see where that fell and and we in conversation understood some circumstances within the community also had a decreasing rate begin and so uh continued to to watch that but there was very specific dialogue on the 18th 19th and 20th about going to e-learning which was our next step right at that point in time we didn't have a hybrid model in place so that was after having seen a week of red numbers and them being increasing so that's at least an example to cite of what we are but that thursday conversation and it's more often if necessary i'm throwing that out as a week a once per week thing probably that the week of the 10th and the week of the 17th we we had probably five different conversations with our local medical professionals and including a dialogue with the community coven 19 task force as a group to understand what might need to happen so that's that's the dialogue we're having all right so the answer is the same as the discussions back then there is no that's correct i i don't have a specific number of days of of per capita rate increasing to say this is when we're going to flip it and go to that hybrid model but i would add that the additional piece of information that we have here that we didn't have then is a county number that the state's also providing as they're measuring our our statistics and and have recommendations too these recommendations i don't think i cited or stated that are drafted from state language as well that the state has has from the state department of health the governor's office has said you know if you get into these levels then you might consider uh doing these things so we are adding those to again our toolboxes options to to potentially utilize if if community spread takes us that way we had a copa 19 meeting last thursday which was on the heels of let's see i make sure i have my dates correct here the the 12th was last monday so the 14th of wednesday so we had our conversation on thursday morning we were at a 14.2 from a per capita rate had dialogue around that and with hospitalizations and and other things uh seeming to to still be favorable uh so we'll continue to look at that number we went from 14.2 to the 15.5 in those next three to four days of reading and that's that's that's where we are yeah and james i'm not trying to muddy the waters but i'll tell you that i want to hear from our bartholomew county health department and and and the other medical community officials that dr roberts has been talking with i want to hear why we're not actually putting the community at more risk by taking away in-person schooling options to me right now the data suggests that's the safest place for our children i know i know many families will swear that they're keeping their kids safer by keeping them home and doing virtual learning but the data suggests that in as a population i'm sure because i'm sure some are but as a population that's just not true when we break down that 56 and look at how many of those students i know i know this for a fact prior to fall break how many of those students were out of the population of virtual learners only and how many were out of those in person they were all coming back i know in all the cases at that time dr roberts has said one now that we know of that may have may have contracted it with through a contact belief we believe right maybe and again we don't know for sure but but i i i don't like that solution but i struggle with is that really and again because i think it's the structure i think it is wear your mask wash your hands we have good cleaning surfaces and i know we've not been able to achieve the six foot social distancing that we want but we've been struggling and working to maintain social distance and i think that doesn't happen when you leave the school same mitigation strategy is not being practiced in in other environments right mostly in other settings right so we will we will leave time for more discussion at item 4g when it comes time to vote on what dr dr roberts has proposed i'd like to move forward forward if that's okay thank you um we come to the public comments section and let me get to this doctor are you still here i think you're right behind the post on me okay it's your opportunity i really apologize that we've had you sit through an hour and a half if you if you'll come up okay there you are if you'll come up and and um introduce yourself and i'll ask you i'm not going to make you stick to three minutes because dog owns you put through 90 with us so hi good evening i'm tammy iorio i'm a pediatrician at northside pediatrics in columbus i'm also a parent of three bcsc students the secondary level right now and i have a daughter who's at college who went through all 12 years at bcsc um so i've actually found it really fascinating so i'm glad i was able to listen to a lot of it i decided to come this evening to put a plug in to encourage some more open communication regarding covid and i want to share something that happened in the last two weeks personally and my family that brought this issue really to the forefront there's some communication that would just be nice um i love that dr roberts just went through kind of week by week what the number of cases were i think that's something that i haven't seen in the newspaper i've seen snippets of this week there were this many cases there's been this many since school started that's that's good but i think seeing a week by week is something that would be great that would be nice i think that splitting up the the hybrid and remote learners who are sometimes in the building because many of them are not full-time remote all three of my boys are listed as bridge students they all three are scheduled to be in their buildings for up to two hours a day so that would be nice but what's not just nice what is necessary to stop the spread and to keep families safe is an enhanced communication around identifying those contacts and so i want to share a story as briefly as i can about something that's happened in the last two weeks so over fall break there were numerous fall sports having their sectionals beginning of the state tournament um soccer teams among them two of my boys play high school soccer and at one of our soccer games on tuesday of fall break there were about 25 boys on the bench a sectional game means the roster is larger than normal so there are more boys there there are many great things that bcsc has done to make sports still something that can happen the buses are de-densified as they like to say you know we had two buses to transport one team students are allowed to ride with parents if the parents would prefer their student athletes not to be on the bus at all i think that's great there are mask rules as they arrive and when they leave and when they're not playing or drinking getting a water break they're supposed to be wearing masks these are all great but the social distancing just like it's a problem in many of our classrooms it's a problem on the sidelines at many sporting events if any of you have either been to a football game been by a football game or watched one on streaming there's no social distancing on the sidelines and it can be the same issue i think at other sports for sure with soccer at our sectional game we had over 25 athletes and there were two benches that were right next to each other and there's no other place for them to sit so social distancing didn't happen luckily most of these players were wearing their masks so this makes it a pretty low risk situation on the thursday of fall break so less than 48 hours after our match i received a call from the parent of one of our players because besides being a parent and being a pediatrician i volunteer as much as i can with my students activities and i'm the parent manager for the soccer team meaning i coordinate all the emails between the team and the coaches and the families and this parent called me and said my player who was at the game tuesday night is coveted positive and it's a um it's a story that he shared with me that isn't relevant to the story isn't relevant to this but they found out that day that the student was positive and he said can you please send a message to the team to make them aware and i said well i think we probably ought to check in with the school first i don't wanna we don't wanna you know surprise anyone with the message of something like this and i know that there are people that are supposed to run you know take care run through the proper communication channels so i volunteered to help and i made four phone calls to people at the school in the corporation and i explained the situation and was told that there was a process there was a procedure that the corporation would assume responsibility and take care of that um i was asked not to say anything to anyone else so i called that dad back and said you should be prepared for a phone call you i'm not to say anything else and neither are you are you and and he said okay so i didn't say anything else i'm well versed in not talking about um medical conditions when it's with through my work this was not through my work i was contacted as a parent volunteer and as an acquaintance of this father but i still followed instructions decided to let the process work and didn't say anything i didn't even say anything to my own boys they heard a rumor within a day that there had been a player that was positive and and pushed and tried to figure it out and i did not tell them who it was i said if we are affected we will receive a phone call and we did not receive a phone call on the monday after fall break so six days after the soccer match and four days after i made my phone calls my son came to me and said mom i know who it was he said he told me he's my friend you know that and i said okay he said why don't i have to quarantine i was sitting right beside him and i said well you know tell me more what do you mean because as a parent you don't always watch the other side of the field he said i sat right beside him the entire half of the first half until i went in um as a 15 year old boy i didn't necessarily believe him immediately so i actually went and pulled up photos from the game that we had and looked and it was true both boys had masks on so again a relatively low risk exposure and yet still an exposure more than 15 minutes less than six feet away and i found out about it four days after i could found out to find out about it and and you know four days after he's attended a girls soccer game he's um he's delivered groceries to his grandparents luckily just delivered them outside he had attended school actually for the first time this whole year he went to school last monday and so all of these things were things that didn't have to happen and as dr roberts pointed out the school is is not expected to be contact tracers i understand that and yet the school had taken on some responsibility to identify contacts and this school was given the information that there were definitely contacts at this soccer match it was less than 48 hours these were these were all student athletes that were in sitting in proximity in close proximity during an entire match and somehow the process failed and so luckily in this case um his quarantine is over tomorrow i knew what to do we started quarantine him in a different part of the house immediately i contacted the school he hasn't been anywhere else we've had masks on at home as you know he's not been sick his test was negative i have no way of knowing if any other players who were possibly exposed have had a different outcome and it's not my business but i can say for a fact that this was one example of a failure in the process to identify contacts even when the information was provided and sometimes contact tracing can be difficult or even identifying close contacts if those involved are not forthcoming with information but that was also not not an issue here this family asked to send a message they wanted to share with the team this information to try to protect people so again it looks like in the end it may have turned out okay and that's wonderful but i hope that going forward that the corporation can come up with some possibly improved ways to notify people if there are exposures at bcsc events other than telling people not to say anything so i appreciate all the rules that we have in place that have allowed kids to go to school whether it's full-time or part-time that have allowed kids to be in band and be in choir and play sports but if we want to continue that really the only way to do that is to make sure we're identifying contacts and informing people so we can control the spread so thank you for listening thank you dr yorgo can i ask you just this is not to find and and punish the guilty but just to help us make sure we we cover any gaps in our communication would you be comfortable just communicating afterwards with dr roberts via email or somehow the four phone calls you made so we can understand is that okay yeah certainly i wouldn't talk to dr earlier anytime but i i have seen the information she's oh you are you're already aware okay so you don't need that communication i i've talked with kelly thompson who i think could also receive the information from dr arrio in regards to that particular process all right so we're good all right at least understanding the process that happened there yes yeah yeah thank you thank you that was the only uh person that signed to speak this evening let's move on to our next uh uh agenda item um the neola policy revisions wow that was a pretty massive chunk of the pack until because of how important that is we left it off the presentation but anyway uh yeah so you had quite the packet of policy revisions so a reminder that from an eola standpoint about every six months you're going to get an a a packet of information that is updates based upon legal recent legal developments whether that be legislative changes at either the state or federal level or case law that has changed the way that we need to look at things so that is what you had in front of you uh kind of unlike title ix where we which we separated that one out uh although again some very specific changes we are trying to address this is just a typical packet for you there were some cobot 19 related policies but if we jump into those let's see there we go golly yeah i5 my issue in terms of when i was revising this i think i put the slides in twice so here we go in terms of that one and i want to jump into that piece and we'll return to the board accommodations cabinet reports and so forth so with the policies that um you had uh policy zero one five one organizational meeting was a technical piece so just being made to correct some outdated citations uh 0152 technical again correcting outdated citations and providing uniformity making sure we were referring to the school board and school corporation the word board incorporation was used before so again some of these things sometimes are pretty simple zero one five four motions revisions to accurately reflect the required board actions at the organizational meeting so when we have the organizational meeting in january we're just making sure to reflect what actually happens there and updating citations that reflects current law committees another technical change to correct outdated citations and provide uniformity again referring to the school board executive session information revised so the bylaw revised due to amendments in indiana code it does address the allowable purposes for an executive session and also talks about language that allows you to call an executive session a treasurer 0.171.4 just reflects the options provided in regards to motions that is a consistency piece there were some grammatical changes and again it does allow the treasurer to appoint a deputy as pursuant to state law uh 31 20.11 is the public hearing before the commencement of public or excuse me collective bargaining we just saw that happen we're adding that to policies that senate enrolled act 390 does say that we need to go through this process so we're making sure policy reflects that excuse me can i would you read that one again so it says before starting negotiations that i don't understand we have to allow it's a public hearing to allow the community to speak up on do they have any any charge to us as a board or to the administration as we enter to that yeah there were two processes two public sessions added by sca 391 was a public hearing before we started bargaining we did that on the 15th something like that before that september 15th date and then the public meeting today tonight was the second one from this act uh oh okay we did comply with this we did this new policy this year we've been plenty of meetings i just yeah second year that we've actually followed this without it being a part of our actual policy 511 is just determination of legal settlement and eligibility for enrollment of students without legal settlement and the corporation goes through pieces in there that talks about how we rescind approval or establish terms or conditions for enrollment 5460 graduation requirements is just there were new requirements from the for this year based upon hca 1629 that added a section and talks about making sure that each senior receives notifications concerning fafsa and the process and benefits of completing fafsa 16 105 is the authorization to accept and distribute electronic records and to use electronic signatures so it allows us to to do that now and then even give specific authorization when dealing with medicaid assistance for iep services so just gives us more flexibility to use the electronics available to us when going through these things 6250 is required adm counts for the purpose of state funding it gets into state board of accounts student engagement policy and addresses when those adm counts might be and how that applies to our state funding could i ask a question about that one because i was curious where it talks in within that policy it talks about virtual education and internal controls to inch to ensure the definition of enrolled so i appreciate how much of an issue that is i was just curious about what those conversations are for our internal control of counting enrolled yep and enough catalyst you want to try to take a a go with that i'm going to pull up the policy to look back at that language in terms of the internal controls piece it doesn't tell you how it just says you and i was just curious what we have been thinking about because i know that's been tough yeah and you're afraid although it's in that policy it's really internal controls over everything in that department right i mean it's called out again specifically in this policy but even the audits that we will have on an annual basis usually refer to that particular piece as making it necessary that we have established an additional set of internal controls but dr dr shed you're asking the question of how do we make how do we ensure that someone we count as a virtual student is in fact a virtual student so you're getting using the policy that they're enrolled yeah yeah okay i just i just know it's been an issue because i don't it's unclear to me if the state is calling enrolled as attending oh i see yeah right yeah i do this i do i do i exaggerated answers it is and we also we also have a couple of other specific to that point internal controls is in my mind because we see that in audit all the time but you if if specific to the piece about attendance for virtual students that may not be something you want to refer to chat well i believe that there are really two two issues going here this policy and the problem that the legislature was trying to address is a result of schools that were deliberately corporations or for-profit charter programs that were deliberately cheating the system and taking dollars because of that we then had to put in extra precautions to make sure that we don't even accidentally let one student be counted who's not actively enrolled and engaged in our system now because of covid and the fact that we have thousands of students enrolled virtually now in a virtual program um an internal control as a formal process does not exist but for this year as we worked on making sure that no one slipped through the cracks the adm process included a check between our office who completes the formal collection of the of the student lists and submits those to the state a process between our office and the the building principles and administrators to make sure that every student that they submitted to us had been engaged in learning activities prior to the stn and we did remove some kids that they said oh these two just came back in the days just following adm count and they hadn't engaged in processes before that we took them out so we we got caught up in some schools and some for-profit corporations that were cheating the system sure okay thanks for that chad appreciate that the next one is 75.41 web access accessibility content apps and services very important that are whatever we're doing electronically it is accessible to all and this policy attempts to clarify that and talks about how we will ensure that that's the case 8330 student records addresses the release of educational records and health safety emergencies and talks about how we might need or can do that and not not violate ferpa if we truly have an emergency happening within the school corporation 84 20.01 and it does start to tie into cove with 19 related things by the way 84 20.01 pandemics and epidemics this is where we do get in the covenant 19 language and so it's something that you should consider and then control of casual contact communicable diseases is revised to update the list of common communicable diseases and include this 2019 although it's 2020 it did first surface last year and that's what we have so that list of items is in front of you for a first reading and we'll continue to take whatever suggestions you might have and or as we review it make tweaks as might be necessary to bring back to you i guess november 9th is our next meeting for a recommendation for approval since we're on the subject of policy revisions has there been any consideration given to the 31-12 uh conversation has been had mr culver do you want to respond to that i know you would i i shared with mr monroe and he got back with me saying hey we ought to talk and he and i haven't talked on that one yet my only concern was making sure that some of the revisions that you had recommended mr persinger didn't step over a line that we still had the protection against litigation or any any other uh concerns that were there for liability of the board with the changes uh and and that's my that gaps on me i i didn't get back with chris on that yet so what i could indicate james i did have some conversations with mr monroe after having seniors and just looking at things and making sure so we've been working on that the uh since we met last week from an officer's meeting next friday is our strategic planning session i'd say we make that an agenda item is is that with all seven board members in an open conversation you you have the i think seven can attend or at least if not in person virtually and have dialogue around that policy and any anything else that seems to be uh in front of in front of you at this point that's scheduled again next friday 9-12 i think october the 30th on the 30th right okay okay good good question good catch okay any other questions related to these policies a lot of a few new policies other revisions but most of them relatively minor in nature technical catches some changes and citations making sure everything's up to date thank you dr roberts you're welcome let's move on to next item board commendations board members anything to share tonight what about school board member reports again i know many of our committee's subcommittees aren't meeting as regularly just announcement we do have a districting and facilities committee meeting this thursday morning at eight o'clock the zoo meeting or zoom link will be sent out to all who are participating we're reviewing adm account day accounts like you'll see tonight as well as the renovations we've been completing and we do have a date set up for you all to tour the three facilities we've recently updated the columbus east auditorium tnm building and soccer complex and actually a quick note about that a note from dr bozeman this afternoon our columbus north girls soccer team won in thrilling fashion twice on saturday including a last second goal to the last time you saw a last second goal in a soccer game to tie the score and then go into overtime they play in a semi-state saturday they will practice on our new turf field tomorrow right dr bozeman because they'll be playing on turf field in the semi state and we've been cleared to actually allow the kids to opportunity to practice on that field so excited about that first first use of it and uh we're doing that november 9th prior to the school board meeting it seems like there was one other thing we're going to cover at that night or that meeting on thursday but anyway district facilities committee meeting on thursday morning okay and then cabinet reports mr phillips you want to start with the avm update yes thank you mr caldwell just two very brief updates the adm final adm is is completed up 31.7 students basically we were saved by a very small senior class going out so the kindergarten group coming in of course was small as we expected but that class of 2020 again those are the children born in the the 10 or so months 12 months following 9 11 2001. so that small class moving out really helped us keep that adm uh where it needed to be again like i mentioned before it's still still below where we were even in 2000 and fall of 2017 so some more to do to rebound there and we think we'll get there next year may i ask two questions i'm sorry um i'm curious about schmidt's growth i mean it's it's really kind of the only elementary that really grew is that an anomaly anomaly or is there something that we need to be sensitive to that there's a trend going on because that's getting really big we have a doctor we have a larger spreadsheet that goes back several years that we track and and look at those kinds of things and actually prior to that schmidt had been down 21 students the year or the year before and 30 stitches here before so we do track those trends over time and they seem to at least in the last six years or so correct themselves like mount healthy had grown um almost to a point of un sustainability over three or four years and then this year they were finally back down so nothing at this point that we see is concerning okay okay and and maybe you've answered the question about the high schools that we saw we saw the really low senior class okay yeah right yeah so they look like their growth is pretty substantial this year it was really just a normal size ninth grade class coming in to replace a very small 12th grade class thank you well i think top of mine we always think of north as about 2 100 students and east about 1600 students and those numbers had kind of if you round them off they were lower than that last year but they're back to those those kind of numbers a few 20 99 and 1562.

if you have that graph in front of you that said the the last five year one or something like that of the elementary schools there are only a couple that actually grew in numbers over there and i know at one point in time we talked about another elementary school and all that kind of stuff but in terms of our elementary numbers over a five-year period of time the increases were which buildings they were 50 58 students as their five-year trend lincoln 25 and then taylorsville 6.

so only three buildings that grew as they increased decrease over that period of time thank you chad and do you want to follow up with your q3 financial report sure thank you and i'll stay seated for this one because there's there's very little to report on this this is the education fund and there's only a few cells highlighted generally in april there you see that the state support decreased that was the when the adm kicks in from the february count and so that reflects the decrease in our enrollment from fall to from fall to february and then july is when the state's per-pupil support kicked in the new support level for fiscal year 21 and so as a huge help and actually led to us being slightly ahead of where we would expect to be from an overall revenue perspective and expenditures are probably uh tracking a few percent behind where we would expect again most of that still the lingering effects of covid and the expenditures we didn't experience in the spring and during the summer and i do expect the cash balance in the education fund to be up at the beginning of the year over the 2.1 that we started the year with and again due to revenues higher than expected and expenses lower than expected chad what does the what's the interest cost to us on that tax warrant this year a million dollars what is that i'm sorry what's the interest expense tied to that i mean do that's essentially a loan we we take out and knowing that we're going to get the money but at a later date how much do we pay for that because i'm looking at our balance and it says you you've got a lot more tummy comfort there but we didn't really need it this year i mean we would have always had a positive balance without that 10 million dollars correct um it was under two percent from an interest standpoint all of our tax anticipation warrants together the operations fund the education fund and the two debt funds so there were four total i want to say it was about 22.3 million dollars in total uh in loans and so 400 400 450 000 in that range closer to five closer to 500 000 is the final amount i believe but i do that report in february but i'll uh i'll get you those numbers send them to you [Music] this has been this has been probably the worst year that i've seen to to borrow money like we did in january and then try to earn interest on that money as it sits in the bank just last year was the opposite it was as good a year as we could have expected and then on to the operations fund again not not a lot of uh items out of what we would expect the one thing that is different is the august revenue in the property tax line there they did distribute taxes that were collected late there after uh the governor the governor's order allowed folks to pay their property taxes late so we still are a little behind where i would expect to be from a percentage standpoint on our revenues for the operations fund but nothing nothing that i'm concerned about and expenditures also behind where to expect them to be a lot of utility savings from the spring from covid fuel those kinds of things so generally i would expect us to be at the same level at the end of this year in the operations fund as we were at the beginning around that 5.6 million dollar mark thank you thank you okay thank you mr phillips i'll move on then mr caldwell to the request for approval the list not too long today or tonight we do have the minutes of the regular scheduled mor school board meeting from september 28th we have a list of supplemental contracts in your packet as well as field trips professional leaves and school fundraisers we also have two sets of claims as well as the payroll payrolls for september 25th and october 9th additionally we are asking you to after two meetings talking about the 2021 budget to adopt it that includes a form for resolution bus replacement plan capital projects plan a resolution to authorize reductions and the lit resolution and then the additional one that you can decide vote i guess to move that one may maybe off there but included in the consent agenda's revisions to that 2020 2021 reopening plan which includes the hybrid model as a potential option thank you dr roberts um board members i'm going to ask first for a motion to approve items for a through f as presented on our agenda can i have a motion thank you mr haltwire and mr brian can i take yours as a second are there any questions for dr roberts uh i'm sure chad would be willing to go back to any details on the budget again if you'd like i may personally want to see one of you outside if you're asking a question on it again though it's you can get us well prepared all right if there are no questions uh all in favor of items four a through f please indicate by raising your hand i'll pose same sign motion carries unanimously thank you item 4g is there to have a motion to accept item 4g the revisions to the 2021 reopening plan as presented by dr roberts this evening thank you dr shad is there a second very good thank you mr bryant any questions yeah i did have one uh yeah options right that's a good point mr center yeah we're not changing any current language in in the uh no this is adding adding options uh for consideration thank you thank you any other questions on the motion that's on the table all right hearing none all in favor of item 4g please indicate by raising your hand all opposed same side thank you motion carries five to one thank you let's move on to item five request for pre-approval of human resources recommendation miss heidi thank you i'm requesting approval of the human resource recommendations as presented this evening thank you miss honey do i have a motion to approve the request from ms heine so moved thank you ms dahl dwyer in a second thank you mr persinger any discussion all in favor can ask you by indicating raising your hand i'll pose same sign that motion carries unanimously thank you miss heidi mr coldwell if i may yes before getting the board input review um with the public meeting of the uh for the attentive agreement um we didn't ask for public comment which i think is is allowed during that time and so i made a note on it we got the public account for the other thing so it just may be an opportunity um to at least allow that to be the case in case right somebody likes my applause when it was after it was over and didn't hit it on public comments so i wanted to return to that my apologies thank you so so let me was that was that gaveled out a meeting it was okay so i'm going to briefly gavel out we're back into the that presentation is there any comment from anyone on the bcsca tenant of agreement i'd like to be made all right hearing none i'll gavel back in thank you i just i want to be able to check that off and make sure that thank you thank you oversight board input and review this day off wire anything from you thanks again for getting us started with your story good to hear mr stenner mr persinger dr shad um i just appreciate that we're constantly working on things that you know things aren't cut and dry i appreciate what we learned about social emotional learning it's so important and particularly important right now so i appreciate what we're doing it just seems that we're always growing and getting better and i do appreciate that about us thank you thanks mr brian i think miss frazier has left haven't she yes i had a question and then a request if uh the answer depend on the answer uh do we include our sros and our dare officers in the sel program okay uh educational wise i guess thank you good question thank you mr dr roberts nothing else to add mr cola thank you all right i think as we reflect on the the proposal that the cea members are considering right now and uh hopefully we'll be able to consider for approval as a board on friday uh i want to be reminded to thank the community for their support of the referendum it was uh this will be their tax dollars at work and i think they're the the community recognized it's a good place for their tax dollars to be working so i appreciate that we do have uh a board meeting scheduled for this friday at four o'clock uh we'll make a accommodations for that to be both either in person here at the terrace room or uh via zoom um we also have a strategic planning session scheduled for next friday at 9 00 a.m on the 30th that'll be in the board room upstairs we might need them yes we have that listed but we might change that to the terrace room just because of the number of people we have and making sure we can spread out appropriately for distancing that's fine and then our next regular school board meeting is monday night november 9th uh here in this room again at 6 30 that evening yes there's no other business to come for this board this meeting's adjourned

e e e check check well hello everyone and welcome to Southside Elementary School my name is Josh Bernett I'm the bcse communications coordinator and we are excited to be here live streaming the game of the week for the elementary basketball league tonight the Southside Mustangs will be taking on the Parkside Pirates both boys and girls teams will be here uh both games and uh it's pretty cool uh just be able to uh be able to offer this for our community it's just a crazy time right now with covid-19 and uh we want to do everything we can to both make sure that our students and families are safe and while still allowing you to enjoy uh bcse Sports um a little bit different this year as Southside will be hosting let's see Monday Tuesday Wednesday Thursday and Saturday uh for the boys and girls basketball games as well as our cheerleaders are here tonight um just a different time in bartholomy Consolidated School Corporation um ebl elementary basketball league uh for those of you who are familiar with it it's it's a big deal around here in this community and already uh Super Saturday has been uh cancelled and we're trying to do everything we can to provide a safe and fun experience for our elementary student athletes uh we're going to go ahead and check out and see how things go this evening uh Dennis Pierce you'll see uh possibly in the middle he's moving to my right right now he is the director of ebl and this is my first time U this season watching elementary basketball league so I'm pretty familiar with how football and how volleyball goes but uh I'm sure that we'll be having lineup announcements soon and we'll have some different things going on but due to covid-19 uh there are some differences when it comes to warming up halftime um even the entran entrances and exits for each team uh to to my right or to to your right on the screen Southside parents will be seated and to the left Parkside families will be seated that doesn't look like we're going to have any announcements so hopefully I'll be able to um as the night goes on give some Kudos and credit to our student athletes coach bodart and Coach Moes getting ready to lead their teams into their first week of basketball here in elementary basketball and time for jump ball and Parkside wins the tip [Applause] apologies there for [Applause] the and Parkside looks to take possession [Music] [Applause] and an a nice Coast to Coast from Parkside [Applause] but not to out be out done Southside comes back with a nice drive two shots at the line for Southside Mustangs [Music] Parks side with the rebound going Coast to Coast Parks [Music] [Applause] side both teams showing great Hustle here early on in the first [Applause] quarter a nice drive just comes up just a little bit [Applause] short Parkside continues to push the pace down the court three-pointer oh just barely off in Southside with the [Music] rebound open shot oh just a little strong and out of bounds back to [Music] [Applause] [Music] [Applause] Parkside Park Side nice pass and another Point by Parkside 60 early on for the Pirates Southside swings it around oh and Southside turns the ball over shout out to Nate bean from Southside who's just come up here to the announcers Booth he's got rosters in hand for both boys and girls so hopefully we can give some credit to these great student athletes here at Southside and Parks side Southside drives draws another foul and that'll be two shots at the line for the Mustangs and Southside is on the board [Applause] second shot coming up for the Spartans excuse me keep want to say Spartans thinking about North Side Southside Mustangs I should know that as my wife is a first grade teacher here so forgive me principal bachmeier and that'll be two points for the Mustangs Parkside continues to push push the pace down the court seem to be a good bounce pass there but couldn't hang on to it Southside with the ball once again 26 early on Southside dribbles the ball up the [Music] [Applause] court oh and an over and back violation for the Mustangs looks like a timeout taken by the Pirates I'm going to go ahead and read some of these names off the list for both teams for the Parkside Pirates Luke warrenfeltz wearing number one dalen Diaz number four Vincent Fedor number five Kaden goodlow number 11 Clark Moz number 12 Angel espeel Number 14 Ryder Meek number 15 Carson gallion number 21 Heath Harrison number two Allan woi number 23 Slater Elwood 24 and Jake rer number 25 Parkside passes down low just barely bounces out Southside with the [Music] [Applause] rebound principal bokm must have heard me talking about him he just came up in the booth hopefully we'll be able to hear from him in just a little while Parkside continues to push the pace number 21 Carson gallion with the [Applause] shot and it looks like an offensive foul on the Mustangs still 62 Parkside pirates with the ball and good defense from Southside able to get the jump ball 2 and 1/2 minutes left in the first period oh and it looks like another jump ball this time possession arrow [Applause] Mustangs Brennan Hester bringing up the ball the lone points from the Southside Mustang so [Applause] far another foul Two Shots going to the [Music] [Applause] line and just a little short on the first one more to come from the Mustangs and the second shot is good [Applause] [Music] [Applause] [Music] and a timeout taken from Southside Mustangs we'll go ahead and introduce the Mustangs to you Lucas p number two Miguel saamal number 10 Aryan Nixon number 12 James Nordike number 14 Caleb Billman number 20 Xander Weatherford number 24 Drew Hoffman number 30 Brennan Hester number 32 Aiden Bumble number 34 Zachary Jenner number 40 ishan suria number 44 in Bryson saterfield number 50 [Applause] good defense from the Pirates but looks like they just stepped out of bounds as they as soon as they sold the ball there and another steal by the [Applause] Pirates and that's the end of the first period at the end of one Parks side up 6-3 against Southside and here you see the Southside Mustang cheerleaders for Southside see if we can announce our cheerleaders here Madison May Rella Walsh Addie nap Laya Momi Amman weat mogus nooit mogus jeda Smith Addie kidle Lily donica samyra Gala Sonny Pula and lyanna lykans coached by Mimi Walsh and Stephanie Gambrell those are your Southside Mustang ch Che leaders and Parks side inbounds the ball as we begin the second period [Music] [Applause] [Music] and a breakaway [Applause] layup number two Miguel Salam with the layup update the score here [Applause] [Music] [Applause] here we go good look from [Applause] [Music] woi and rebound from the Pirates they continue to push the pace against the Mustangs and wideopen layup for number 14 on Hill [Applause] espel 32 Hester continues to lead the charge at point for [Music] Southside Southside trying to get into a rhythm Hester with a shot but the Mustangs come up with the rebound and wji continues to push the ball Mustangs back up and down the [Applause] floor and out of bounds from the Mustangs back to the Pirates number 34 Aiden Bumble in for the [Applause] Mustangs picked off by the Mustangs oh nice defense but called for a traveling violation [Applause] give and go good shot from the Pirates Southside pushes the ball up the court and the Mustangs will head to the line I believe this is Zachary Jenner I'll get that confirmation in just a second I thought I saw number 10 and the first shot from the line is good Mustangs pull within two [Music] [Applause] 6 to eight wji with a nice move ball doesn't bounce his way however number 25 Jake rer down hopefully he's okay Coach Moz goes out to check on him and rer gets a nice Applause from the crowd thankfully he is okay and able to walk back to the bench if you're joining us here tonight on the bcse YouTube channel and you haven't yet hit the Subscribe button please make sure to do that each time that we upload a video or go live that will help you to be notified so that you can stay up to date with all that's going on at you at bcsc woi with the wide open three oh unfortunately it looks like there's a violation called on the Pirates substitutions coming in for both teams trap in the corner from the Pirates Southside able to pass to the open man open shot just a a little bit long but there's the rebound and once again Southside draws the foul so far I Believe southside's been to the line four or five times definitely being aggressive down low with the ball let's see if they can convert here with the free throws and just a little a little bit long on the first [Applause] shot it's understandable to have a little bit of first game Jitters but great second shot from Southside 78 Parkside continues to push the pace down the court whether or not they're on a fast break or in their halfcourt set Southside drives one on four able to stay with it gets the rebound and they draw another [Applause] [Music] foul believe this is number 30 Drew Hoffman at the line [Applause] and a great defensive effort from the Mustangs but it looks like the foul was called on the floor and Parkside will regain [Music] possession nope actually excuse me [Music] Southside well looks like they've changed their mind and it is going to be I believe it's a one and one [Music] just a little bit long but Parks side with the ball open shot from number 24 good three Parkside able to get the rebound again back to 24 this time blocked from southide and good defense from the Mustangs [Applause] [Music] Timeout on the court he [Applause] Parkside able to hit him down low oh and a rebound from the Mustangs Hoffman drives oh and South once again parkside's been playing some great defense so far [Applause] and that's necessary with an aggressive team like Southside that continues to able to draw some fouls and get to the line oh and turned it over there is a running clock and we're at 45 seconds left in the second period [Applause] [Music] clock has stopped 35 seconds left here in the second period nice pass down low and Parkside converts Southside able to Dish it oh four 3 two and that's the end of the second period here we are halftime 10-7 Parkside with a three-point lead over the Mustangs there will be a three minute halftime both teams able to get a a short rest and possibly some strategy from their coaches coach bodart and Coach Moz want to say a special thanks to the Southside Mustangs for for hosting elementary basketball league this season I want to give a quick shout out to all of you who are tuning in to this live stream e game of the week we will be uh doing our best to live stream games throughout the season uh one a week Dennis Pierce was able to come up with a a calendar that will allow us to be able to stream both boys and girls as well as highlighting our cheerleaders uh each team I'm going to go ahead and check on that schedule right now and maybe for those of you watching uh whether you have a um a child a friend a relative uh someone you know playing tonight um there's definitely going to be opportunities I hope throughout the season to highlight our student athletes at the elementary level so here's the games of the week and I'll try to get a graphic created next time just so that we can throw that up on the screen but for those of you listening uh today is Parkside versus Southside on Halloween that's 10:31 Mount Healthy will be facing off against Rock Creek that game will start at 11:00 a.m.

ladies and gentlemen welcome to isla meadow high school as the east alameda spartans play host to amherst the hurricanes in a varsity field hockey matchup here from slot meadow colin casey bringing coverage live here on lcat and gage is a big matchup for both teams both teams come for their first victory of the season but more importantly for amber specifically they're looking to try to get back in the back in the scoring column it's been three games since they've found the back of the net this is a huge game for amherst as well as eastern meadow absolutely i mean looking back at the first game for amherst the final score was uh 13-1 and ever since then they've proceeded to let up a minimum of 12 goals in those next three games so looking at their average it's about 12.5 goals a game um easton meadow more offensive standpoint when they play uh it's going to be interesting to see uh whether or not defense is a big factor in this game or if it's going to be all offensive only now esau meadow is coming off of some momentum as they were able to get a one-to-one tie against south hadley that was back last wednesday so last time the spartans were in action they were able to sweep out a point so to speak against the tigers and it's going to be i'm gonna give it to you saw metal not really sure from here well while we have some time to talk uh some time on this uh play stoppage we're gonna talk i just want to bring up that earlier in the game around uh 6 30 the usual time for home teams to start uh warming up it was island meadow out here full force full practice and amherst nowhere to be seen for about 10 15 minutes and they opened up some very light uh practice to see we'll see if that ends up costing a huge factor in this game spartans already on the attack trying to fight it through was dowd but it's able to draw in infraction so we brought back out to the 25.

good afternoon and welcome to the national honor society induction ceremony my name is lucy helene president of the national honor society at this time i ask you to please rise for the pledge of allegiance i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all i would now like to introduce superintendent of schools dr jeffrey solon thank you very much lucy and good afternoon everyone i want to begin by certainly acknowledging our students but also taking a moment to recognize those in our community who support you in our success or your success i know that the friends families and educators all watching this afternoon have served as the backbone for our inductees i'd like to ask that our inductees please rise for a moment and give everyone watching who have supported you a warm round of applause for their their effort [Applause] thank you and i will say that this is a little bit unique for me uh for all of us but uh usually when we do this presentation in this ceremony our parents are seated and our friends and family are seated in the audience and as much as i bemoan the fact that the circumstances have kept them from being able to attend in person here today i will say that it is really special for me to be able to look at you our honorees today as i make my remarks the four pillars of the national honor society include scholarship service and character in my mind those attributes and actions serve as the foundation for the fourth pillar which is leadership leadership is not an attribute it's not an action leadership is a lifestyle and i'm going to turn the clock way back on you now so when i was a little kid and i we only had like i don't know 20 stations on the television back then and i would watch reruns of batman and during the batman episodes the mayor would pick up the bat phone and call batman and do a special bat signal that went out into the air for your generation it might be like teen titans go how they did that and in the episode batman would in robin would rush to the scene fix the problem everybody would be happy and kind of go on with their way of life the circumstances today are a little bit like that you are our batman for the cheshire public schools and the cheshire community you are the leaders in our community that we turn to when times get challenging but unlike the batman episode or teen titans go it's not so tidy and wrapped up in 30 minutes in our case it's not even 30 days or 30 weeks maybe as i said leadership is a lifestyle the way that you've carried yourself with character scholarship and commitment to community reflects that commitment to the leadership lifestyle throughout life people will continue to turn to you the honor society from cheshire public schools long after this ceremony is over as leaders in our community but i will also tell you firsthand the longer that these crises drag out the more important it becomes to take care of each other in yourselves so life can be stressful even during non-coveted times right we recognize that and there are new wrinkles and new challenges but you will always have each other is your foundation of community support for your leadership lifestyle and so i want to not only congratulate you but most sincerely thank you for what you do for our community the challenges that you've gone through are significant and clear nevertheless you endeavor to be who you are and lead everyone else in our community don't think for a second that that goes unacknowledged or unnoticed we appreciate you and so as i said i'm not just here to congratulate you but to thank you for doing what you do for each other and for everybody in the cheshire community congratulations and thank you very much thank you dr sullin uh the national honor society was founded in 1921 and is sponsored by the national association of secondary school principals its goal is to recognize and encourage excellence in scholarship leadership character and service each school which holds a national honor society charter sets its own standards within a general national framework the students we honor here tonight have academic averages of 4.0 or higher and have established outstanding records of service character and leadership according to their personal statements and assessments made by their teachers i want to congratulate these students and express our school's pride in their achievements the first candle represents truth and knowledge the two goals to which the young people we honor today aspire i will light this candle to symbolize the national honor society pillar students will speak about the meaning of these principles now i would like to introduce one of our co-vice presidents danielle hirsch who will talk about [Applause] character is the force within each individual which distinguishes that person from others it gives each one individuality and personality it is that without which no one can respect oneself nor hope to attain the respect of others it is this force of character which guides one through life and when once developed grows steadily character is achieved and not received it is the product of constant action daily striving to make the right choice the problem of character is the problem of self-control we must be in reality what we wish to be to others by demonstrating such qualities as reliability honesty and sincerity we may hope to prove by example that we have valued character i would like to introduce our clerk grace u who will talk about service service can be expressed in various ways in the routine of the day's work many opportunities arise to help others willingness to work without monetary compensation or without recognition for the benefit of those in need is the quality that we seek in our members we are committed to the idea of volunteering our time and abilities to the creation of a better tomorrow it is my pleasure to introduce kelly margulis minister of information who will talk about leadership leadership should exert a wholesome influence on the school in taking the initiative in class and school activities the real leader strives to train and aid others to attain the same objectives the price of leadership is sacrifice the willingness to yield one's personal interest for the interest of others a leader has self-confidence and will go forward when others hesitate no matter what power and resources may exist in a country they are ineffectual without guidance of a wise leader leadership is always needed and is thus a substantive charge to each of our members and to the candidates our media coordinator aish venzie will talk about the principles of nhs [Applause] scholarship means a commitment to learning a student is willing to spend hours in reading and study knowing the lasting benefits of a cultivated mind you should continue to learn even when formal education has ended for education ends only with life knowledge is one great element in life which leads to the highest success and it can be acquired in only one way through diligence and effort learning furnishes the lamp by which we read the past and the light which illuminates the future candidates have the charge to continually expand their world through the opportunities inherent in scholarship now i would like to introduce the advisors of nhs donna carbone and holly scruziars to present these certificates it is my pleasure to call on each inductee to stand and be recognized lucy helene danielle hirsch [Applause] grace you kelly margulies [Applause] ash warrior benzie ida adigazil [Applause] mary bardo alyssa emma blake sophie raylan sarah capute megan crowley [Applause] kristen daddy [Applause] connor d labelle [Applause] isabella del rosa [Applause] kalika desai nicholas de dimincio [Applause] danielle ellis [Applause] aaron fernandez [Applause] emma glover lillian george joshua goldstein gabrielle katz [Applause] jazlyn cower yasha laskan [Applause] megan mcdonough [Applause] kimberly morico [Applause] sophie murphy margaret norton [Applause] adam open tia pasquale [Applause] brianna pearson grace pettit [Applause] hannah cordon [Applause] olivia prezioso [Applause] ellie rockoff simone rosenberg [Applause] alexandra tyler [Applause] taylor warburton [Applause] and tina sang [Applause] inductees it is now time for the honor society pledge please repeat after me i pledge to maintain my high scholastic standing to hold as fundamental and worthy and untarnished character to endeavor intelligently and courageously to be a leader and to give of myself freely in service to others congratulations you are now officially members of national honor society we'd like to introduce the principal dr mary gab [Applause] thank you mrs carbone and mr snarls oh good afternoon again and congratulations to all of our inductees first thank you dr solin our superintendent of schools mr paragini our board of education chairperson and our national honor society officers lucy helene president danielle hirsch and brooke demaio co-vice presidents kelly margulis minister of information grace u clerk media coordinator arshwara benzie thank you all and thank you to our nhs advisors again mrs carbone and mr chris murray for making this such a meaningful and lovely event and last but definitely not least thank you to mr salamini for making it possible for us to broadcast this important and celebratory event to parents and families and mr warburton i see over there giving an assist as well today on the camera this afternoon we celebrate your achievement and we know no great achievement is accomplished without hard work thank you for your diligence but also thank you for your service in a time when being together the heart of service is nearly impossible you gave of yourselves for your school and community your commitment is noteworthy and when you give of yourself and act in the service of others you exemplify what is the very best in humankind you've been inducted into an extremely prestigious organization and it counts among its members presidents novelists nfl players astronauts senators on and on and as you join this illustrious group of nhs members my advice to you is to embrace all of the opportunities in front of you right now you're building grit and perseverance each and every day as you navigate the impact of coronavirus and in doing so you're going to discover exactly what you care about membership in national honor society is exactly the kind of vehicle that provides opportunities for you to continue to discover what you care about but also to help others along the way the future belongs to you along with fellow nhs members you're charged with the responsibility of bringing hope and inspiration to others by your actions and many of you have already done that and by your example at this time in history it's going to bring inspiration in a time when inspiration and hope is sorely sorely needed you've achieved a milestone today and we honor you today but as the saying goes to whom much is given much shall be expected your journey has just begun but from today forward know you are keepers of light and hope like those flames there and you'll continue to build and sustain a compassionate community so thank you and congratulations to each and every one of you and have a wonderful day of celebration so congratulations

for um it's 7 o'clock uh board member Cruz Gonzalez is still host a csba event so she will be a little late joining us and um I'm waiting to see Alanda oh there we go all right there she is okay alrighty so we'll go ahead and start the meeting um start with the flag salute I pledge allegiance to the flag of the United States of America and to the Republic Republic for which it stands one nation under God indivisible with liberty and justice for all okay and then next we will go to roll call so uh board member Greer here board member Rodriguez Pena you're on mute just wave your hand okay board member Rodriguez Pena is here board member Ariana present okay and as I said Chine will be late and I am here so we will move down to uh item C approval of the agenda we will be removing item BB 9121 from item 1044 uh there was a little bit of an error on it and we need to correct that before revote on it again so um that's been corrected and it will be brought to back probably at the next board meeting or turtle that that is correct board president alrighty fantastic okay so at this point um does anybody have a motion for me soov I second moved by board member GRE by board member Arian um any discussion yeah can we uh could we give quick Clarity either here or when we do consent calendar on um what the discrepancy was uh the board the board bylaw 9121 uh we had uh talked about some options the board made a recommendation uh but the copy that made it to the board agenda still has the options and so we have to um ensure that the that we bring the correct what the board uh uh recommended forward thank you yeah okay and any other questions okay so it's up to a vote board member Pena Rodriguez are you having technical difficulties got it okay fantastic all right so it passes 4 Z and now we'll move to 5.1 or 5.0 items from the floor public comment on agenda or non-agenda items 5.1 this is an opportunity for the public to address the board on agenda or non-agenda items no action can be taken on non-agenda items individual speakers may be allowed up to three minutes to address the board on any agenda or non or non-agenda item to address the board please raise your hand while in Zoom attendance so does anybody have any questions and if you do will you uh just please raise your hand and we will continue on we'll go there seeing none all righty so we'll move on to I see one actually oh okay there we go yes yes yes can you hear me yes we can welcome Miss hi board hi superintendent cabinet um I wanted to say that I was very appreciative to see on social media that the district gave away um furniture today for those families in need um getting desks and chairs um I I think that that's a great thing I I have a question as to this um as to the decision of which um Furniture was given to the community um the reason being that um it's my understanding that we were trying to to keep as many single student desks as possible in order to maximize the capacity in our classroom um for as many students as possible for when we go back to school and what was posted on social media were pictures of uh single student desks and so I wanted to just question um why and um the how part of it how those decisions were made um not that am in any way objecting I think it was a great thing I just want to know especially considering um that we need those single desks to maximize our space so um and I'm hoping somebody will answer that I don't know if you're allowed to or not but I think it's it needs to be considered so thank you for your time um and be well and stay safe thank you Miss Savala and uh next up is Elena her well welcome Elena thank you good evening board president and board members my name is Alena Haro my pronouns are she her and hers and today I actually present myself as not only a student but the co- District lead of our school district's chapter of diversifier narrative diversifier narrative is a campaign that was founded by two students from Stanford University who in their words believe in the power of the public school system to en act longlasting institutional change that will be instrumental in the fight for justice and equality this campaign has provided a pathway for students like myself and my colleagues here alongside me to organize a student Le movement that emphasizes the importance of anti-racist and overall anti-oppressive reading materials within the classroom by mandating that there be at least one book by a black indigenous person of color within every English literature high school class class including apib classes within school districts this evening we would like to present to you our petition for the inclusion of this mandate within our district that would ensure basic diversity in our school district's reading materials and would serve all high school students enrolled in an English literature class we're proud of the work we've done so far continue to do and appreciate the support of the 137 petition signers uh so far who have are current and former students alumni School faculty and parents/guardians who are in support of our proposal if you would like more information on what exactly the petition entails I I've actually sent all of you an email regarding the petition that includes our exact demands and how we can implement this within our district so please feel free to respond to that email Hereafter we will get back to you as soon as possible for the next steps and now I will be passing the mic to my friend and organizer Emily Ruiz and my fellow District lead Yara Chavez thank you very much thank you misso and I would just like to personally say that I'm proud of you okay um next up is Emily hi um good afternoon um thank you Elena for that wonderful introduction um but my name is Emily Ruiz and my pronouns are uh oh looks like we lost Emily can you hear me now yes okay did you hear all that or do you no no okay it's okay um my name is Emily Ruiz and my pronouns are she her and hers I'm currently a student at isua high school and I stand here today in support of the diversify our narrative petition which demands that at least one book in every Engish English class will be written by a person color I stand in support of this because I feel as a Hispanic young woman I feel a sense of Pride when I see books written by a person of my same ethnicity our schools are made up of a lot of ethnicities and I feel the same and I'm sure they feel the same way they want to see someone representing them in our libraries having books written by people with different backgrounds and experiences will been different perspectives this will make students have more compassion um empathy that's time better oh sorry understanding of how we are all the same thing to be accepted the way we are thank you I'm sorry correction uh she didn't get her three minutes it was she had her hand raised and we didn't start the clock and I believe that there is another a student here um Jacob that does he have his hand up we Jacob is a student board member so okay so uh Emily if you have more to say I I I believe she has at least two minutes left on her time I um this will make students have more compassion empathy and a better understanding overall how we all want the same thing to be accepted the way we are for these reasons I urge you to take action and support this petition in mandating these demands I appreciate your time thank you and thank you and I am proud of all of you Emily every one of you good job working for your team your people all right next um anybody else is the other person here Jacob no there is a a Yara I believe her first name is yeah I'm here okay hello welome Miss Chavez thank you my name is yat Chavez I am a current student in Gladstone High School I am also the other District lead for the asusa chapter of diversifier narrative today I came to stand in strong support of the petition proposed by Thea chapter of divers narrative to put a book written by a person of color in all of our most of our English classes including AP and IB programs I strongly support this petition because as a woman of color who grew up reading a lot most of the books I read completely misrepresented who I was and what I stood for not only that most of the time my characters were represented as nothing but Side characters when you when all you read is characters that are supposed to represent you as nothing but Side characters eventually you start to see your yourself as a side character to your white counterparts we can't let this keep happening to students like us especially in our district that is mostly made up of Hispanic students this is why we strongly ask you to consider our petition and to help us diversify our narrative thank you for your time we hope to work with you further and thank you Miss Chavez and I send my compliments to all of you and your team as well is there anybody else who would like to speak okay well at that point um we will go to 6.0 um comments and requests by the board 6.1 comments and requests by the board the first person I see is board member guer hello and uh good evening everybody just a few a few points one um I know that this has come up in the past uh already and and even recently uh but would like to um ask that we add an item there's actually two items I like to ask if we add but add an item to a a future agenda uh real soon about um what needs to happen around in-person Schoolboard meetings whether that needs to be some form of hybrid where some are in or somewh out but it's a conversation that I think that we need to have again as we're looking at uh students that are already back on our campuses and and and and staff and and having some of those conversations on on what those next steps might even look like I I I believe it's important that we um that we lead as as well there and so I would like to add that to a future board meeting um to have the conversation um similar to that um I did get the email from Alena and uh Emily and and yat and and and the other the hundreds you know of others um and am grateful for that and I would also like to ask that we have a conversation about that proposal I think it's um to see that many students who are who are advocating on half of themselves and others to to say that this is something that they value and that that that means something within their own District the the the I mean the absolute least that it deserves is a spot on on um on one of our agendas to have the conversation and there's probably much more than it deserves than that um but I would at least like to make sure that that is on a future uh board meeting um the only other thing that I have is I I do want to apologize again I I am committed to holding my these coffees monthly and I'm still holding mine this this this uh month I had originally said that I was going to be doing one this upcoming Thursday uh but with it being election season and I don't think that I realized that that was the same day a uh as the presidential debate and so um so as to not make people miss the presidential debate uh because they would choose to come to the coffee um kidding there uh I I'm I'm going to go ahead and reschedule that for a week from today on Tuesday um and so that will be six o'clock Tuesday and I'll send out that information on various channels but again um invite and welcome any and all um to to come and have a conversation about um any concerns questions suggestions ideas and so that will be happening a week from today at six o'clock that's all I have Jerry nobody heard we don't know who's next thank you I was on mute thank you board member arianis and welcome back good evening everyone thank you for coming to our Schoolboard meeting we are it's October 20th and I I would like to thank all the teachers and all the classified staff and uh than together for their continuous work and providing room for our students that are coming into our schools and providing a safe environment for all so I want to thank you guys personally um one of the things I wanted to go ahead and um just talk about um I want to thank the students that came forth and spoke about um uh the new committee that they're having and the proposition that they're bringing forth thank you for your email uh one of thing I wanted to share was just um the the Governor um actually vetoed the assembly Bill 331 which would uh incorporate ethnic studies as the primary contact for high school graduation um however and I quote him he says I value the role ethnic study plays in helping students think critically about our history and understand the experience of mar marginalized communities in our state this academic discipline will help prepare our young adults to become civically engaged and participate fully in our democracy for these reasons he's already signed ab1 1460 which ethnic studies will be a requirement for the California State University system however we as a school board and um individual District can have conversations about this and I think that we previously and other meetings have been speaking about this and it's a conversation um I would agree uh as uh my colleague uh board member Grier that we need to go ahead and have as as a board so thank you for that and I just want to go ahead and end with that thank you hey board member Cruz Gonzalez thank you um good evening I just wanted to speak to a couple things um one I really appreciate appreciated receiving the email today with that over 100 signatories on diversify our narrative um and so I just want to Echo um adrianne's request I would just request that we put it on the next agenda I mean I don't say we need to wait um and I actually want to request based on what I just heard both Adrian and Gela say um maybe we can have three separate agenda items and I I say that because I think it's important to give everything their separate um um separate um attention so one I would suggest one first I would like us to um the first one should be really an what was requested by Diversified our narrative let's have a conversation about how do we make sure that there is um a book written by um by a person of color in every in every English language arts course I would you know they said High School great let's let's think about Middle School too um so I think that's number one number two I I would really like to get an update I know Dana has been working very hard leading the work around addressing systemic racism so I like maybe I think it's a good time to get an update around where we are I know I I appreciate the updates I've gotten in the weekly packets on that piece so I think it'd be a good time to talk about that and then Gabriela I mean it's I think it's really this is your this is what your this is I mean I would have you take the lead on this but I think um let's have a conversation about an ethnic cities graduation requirement I think that then what I mean what you when you um when you reference the the um the governor's veto I mean part of the thing that he says is districts can do it themselves and are doing it themselves right so I think that's what you're you're you're referring to so let's let's put all three on the next agenda and talk about it point of order would we all uh do we have all an agreement uh Madam president yes to put this on the agenda okay how does everybody feel about this I see heads nodding yeah can can I I agree I would say 100% yes and also um I wonder what would it look like to allow for um even some of the students who wrote that if if they're if they are wanting to be invited to share some information um at the meeting so whether it's a presentation or something that they're wanting to be to put together um that's something that I would value um when looking at it as well I think that's a good idea and generally when we have presentations like during an agenda item it's not like a 3 minute comment and so they're able to present a present a presentation a full presentation without you know well reasonable time but but not like you have three minutes and that's it um just a a point of clarification uh can definitely do uh what is being requested I do want to throw out an alternative or another idea um on November 17th we have a study session if we were to uh to put that study session on the three topics that board member Cruz Gonzalez spoke about and then to build on that have the opportunity to work with these uh three fine students and others uh to to wrap them into that uh study session just throwing that out as an idea uh that uh that way we're we're clearing the board agenda and we're really focusing and and really studying these things it's just just an alternative to think about great idea I I would agree third one yep I agree too okay uh board member Pena yes um good evening everyone and uh thank you students so proud to hear for you from your young ladies knowing you from um elementary school so proud of you and um yes we must continue this conversation I just want to say congratulate the a USD for winning the 2020 go uh Golden Ball award for the pack plus and it's a parent advisory committee I want to thank Jennifer Bryant for her hard work on leading the pack plus committee and um isua UniFi excuse me um isua high and Glaston High they're looking beautiful the fields are looking really nice I love all the bright colors I just can't wait to to see the students running on that track and playing on that field and I want to thank the community for voting for measure K scoan that's your tax dollars tax dollars at work from 2014 and go Dodgers 6 to1 right now thank you okay I i' just like to piggyback on the I am so proud of those students who are working together and yes we need to get them involved I agree 100% with everybody as far as um having a a study session having the students come in and you know actually having a really good discussion on that so that is awesome and I'm just going to go ahead and we'll go on to comments and reports by superintendent cabinet student board members so student board members please step forward hello my name is jaob Vasquez I'm the student board representative for Lusa high school so first off last week we conducted our virtual uh Club rush and had over 13 clubs participate and promotion of recruit of others in their clubs this week we will meet with each class 9th through 12th to provide updates on class competitions fundraisers Sports yearbooks counseling service and questions this week we recognized our atic Scholars that had a 2.5 or higher GPA with our virtual academic Awards simly and had over 350 students be recognized our yearb class continues to promote positivity and is asking students and staff to provide pictures our leadership class is conducting a spooky week in the week of October 26th on October 27th from 6:30 a.m.