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Can I answer that? For example, it depends on the student's citizenship. If the student is a US citizen, then yes, they can fill out all the information at home. But also, many times parents who don't have citizenship here have fears or doubts about filling out these forms, and I understand that. If they can contact us, if they can work with us to fill out these PASS and Science Profile forms in English or Spanish. Yes, Rafa, is there anything else you want to say? If not, it's a very good question, and I think the first step is to contact us because, honestly, it can be a little scary to fill out something when you don't know what the outcome will be or the process itself, especially if you haven't completed it before. So, whether the parents don't have citizenship but the student is a US citizen, then they can fill out the FAFSA or a but also if neither of them has immigration status, I still think the best way is to communicate with us or the university they are applying to and explain the situation as Oli said before, and that way go through the process together to make it more pleasant and the student can have the help they need.
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Thank God it was a matter of wandering before Zenit in a matter of hours. Marc Webb, Webb, US Kids in One, web versions, templates, ladies first. Well, good question, thank you for asking. I think, for example, because it's in previous sentences, and then I always hear, well, it's very cold in Minnesota, right? But yes, but we have seasons that are comfortable, we also have autumn, we also have spring, we also have summer. So to live in Minnesota is like living in more adjustments. I'm from the sick, and for my mom, there was a fairly easy transition because we have snow, but we also have trees, and we have seasons that change every three or four months. And that's why, it's not exactly a question, but I want to say that there's more I invest in Minnesota. Well, in Holy, Holy was born with the snow, grew up with the snow, and went to the snow, so she's already a lover of the cold.
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For people like me who are warm-blooded, it 's different if you think only of the good things, but seriously, it's worth it. I used to live in Miami, then I came to Boston, to Emerson, and I've stayed here. So, yes, the first year was a bit of a tough transition, especially, but little by little, a good jacket and gloves, and you're ready for winter. So, it's no big deal. And as I was saying, spring, fall, and summer are very, very beautiful, very pleasant. So, that's the general idea. Personally, I think something very important—not so much that you ask about it, but that you take a big interest in the financial aspect—because it really makes a huge difference to end up with more than $100,000 in student debt versus having none, or having $10,000 or $15,000. So, I think that's a very, very important aspect for the doors it will open for you in your career, especially if you want to do a master's or a doctorate, because that means even more years of studying.
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So, look at the opportunities carefully. There are many universities in the country that are looking for students they'd like to have at their institutions. Universities, so the more you're willing to search and experiment, I think there are great opportunities. And if you can find a university like Hollinger Denton, which has a very good financial plan that fits your needs, perfect. A little bit of snow, but you'll be fine. Action, household goods, and air conditioning. Evacuation data in Amsterdam, where it was verified, ordered the sale of Can Be Call Center of the destination country. My nappy, third college plan by Fred Am continued. I imagine a first step is to talk to an advisor or someone you would consider a mentor. Yes, but there are also many different levels and types of what a university is. For example, community colleges are also coaches, and you'll explore, learn, and discover careers.
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Information you want to know more about. So I imagine you should start with this question about the definition of what a college is, what a university is, because for each person it depends a little. For me, both of my parents went to university, but for many students and many of my friends, even in Canary Islands when I was a child, they have n't attended a university. So those conversations that my family and I had were different from the conversations that parents and my Friends, no, so the first step is to talk to different people: counselors, mentors, friends, your friends' parents, maybe. But it's also a bit of research about what each letter means, and if, for example, I work with educators, it's a black Valentine's institution, and what that means. It's part of exploring different academic departments before deciding what you want to study. But there are many other universities where you have to know what you're going to study when you enter university, and then different types of colors and universities.
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You have to know which one is better, which one would be better for you as a student. Maybe in Caudete, maybe a community college, or maybe you also have to take a little break. No, never lose a break. Enter high school and entering a university. Thanks to rock. Yes, I think I've done it perfectly. I think there's a little bit of everything for everyone, and it will depend on others, like the example I said, that there are friendships that don't exactly have my two best friends. One hasn't gone to university yet, the other tried and wasn't convinced, and it's part of life. Personally, I think education is very important for everyone, but we all go at different paces, so I I think it's very important to see what you want to do, and that's why maintaining a technical background is perhaps the best thing, because I have a little bit of education, but it also allows you to start working.
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And we all have different situations; maybe we can't afford to study for four years because we have to help our families, so circumstances also change from person to person. But I think that if you're interested in going to a university, to a college, the resources are there. There are people who want to help you get there and achieve your goals, so keep working very hard, and you'll see that everything will be alright. Thanks to Chávez, Wandering and Fam, and other acts on the internet. The artist, extra-sports, and New York. I'm going to Jackson alone. I have an easy time getting around. Thanks for the question. I want to say a little about the traditions that exist on the campus, and I think they speak very well of the community. For example, every Friday we have this profession called Fire Softs or Flower Fridays. It happens every Friday during our trimesters, so you can pay about a dollar or three dollars to buy a flower.
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For example, I go I bought a flower for Rafael because I know he has a math exam on Monday, so this weekend he's going to study, study, and study, and nothing else. So I bought this flower and put it in his mailbox and in the postbox we have on our campus campus. And at the end of the day on Friday, there's almost a garden. Every postbox we have on our campus is there, and this is something to show the friendship we have on our campus. And as long as you're part of a community at a college, on our campus, for example, in Boston, for example, it's about being part of a community that takes good care of you during your four years. And that's what I want to say, a very beautiful tradition. Thank you back for the flower, Honey. I think I want to comment on Emerson.
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It's the community we have, like having in a little different canton, but a community that also takes care of you and is very passionate about what it does and tries to find solutions to some difficulties or problems, and we come together in these processes. So I think that's a very, very beautiful part. And well, I want to end by saying that it's a very difficult year, but that everyone By uniting and collaborating, I believe we will move forward, so I invite you all to help a neighbor, your family members, grandparents, or anyone who needs anything. Be there for them and don't stop fighting for your dreams and goals, because at the end of the day, that's all we have left. So let's keep moving forward. It has been a huge pleasure to be here with you today and share this presentation with Paul. Thank you so much, thank you all, thank you for your time, thank you for presenting with us, and Ryan, thank you for everything, especially the empathy screens.
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I use pronouns and see, and yes, I work with Carton College as a fun sinister. My email is on the screen. Thank you for starting, thank you, hobby. It has been a pleasure to be here with you. It would have been much nicer to be in person, but this is truly a wonderful opportunity to share and discuss a very important topic. As Holly also mentioned, our information is on the screen. Anything you need, as we said before, in English or Spanish, is available, and we are here to help you. So we wish you all the best. All the best, lots of luck with everything, take good care of yourselves, go vote if you can vote, and anything else we're here for, thank you very much, the train
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hello chris cooper superintendent of clearwater schools here i want to give you a quick update it's been a while almost three weeks since i've sent out a community update so let you know a little bit about what's been going on unfortunately still talking about covid so we'll give a quick covet update i hope to incorporate a lot of other things in these updates in the future but since the last time i provided an update there was a point where we did have three positive students which caused about another 30 students to be quarantined because of close contact i'm happy to report that all of those students that were close contacts at school and three positive students are back in school without further incident so that is great news that the contact racing and the quarantine seem to to contain that at least in our school district we do have some students that are on quarantine 10 students at this time which is less than one percent of our student population on quarantine for being close contacts outside of school or having some symptoms that are like covered like so they're on quarantine as of right now we do have zero positive students which is great news we have a of three staff members that are out at this time because of covert related quarantine or symptoms i would mention that since the last update we have added a covert 19 information section to our webpage if you go to our main web page scroll down right below the big uh picture section on the left hand side there's there are some links to data local data and the county data that we use so currently our attendance has been great this week over 95 attendance at all of our school buildings so that's great news i would uh share i would like you to take a look at some time some of the county data and zip code data unfortunately that's not been trending as well if you watch the news or anything like that our county data has been trending the wrong direction with percent positive cases going up number of cases going up uh hospitalizations there's some interesting data there that there even the county's still trying to walk through our zip code which is just the clearwater 67026 zip code the last several weeks has not been where we would like to see it we've had six or seven cases for four weeks and then last week was three additional cases so it is here we are dealing with it having to deal with it just ask that everybody would do their part do whatever you can to help us to keep having school we you should have if your parents have received a parent survey we'd ask that you take a few minutes to fill that out give us feedback we do utilize those surveys and trying to look at how we can continually improve as i mentioned earlier trying to talk about things not not coveted we still do want to push forward and improve our processes and instruction and curriculum for every student as as we progress through this year one of the things that we have done is uh we've screened all students which we do each year and reading and math k-8 and as expected we saw some slide from last spring not not getting to finish the school year but really not too bad we're going to get kids through this we can do the things that we need to do to to get them back on track as long as we can continue to have school and have that engagement from from students and parents the other exciting thing you know we've continued to have athletics talk to somebody yesterday who said if you'd have told them we were going to play every middle school football and volleyball game this year before we started they'd have they would have said no that's not possible but so we have had some some great accomplishments we're continuing to play those fall sports at the high school at the middle school level we have switched to winter sports practice last night attended a great vocal music concert at the high school strangest vocal music concert probably anybody's been to with kids wearing masks and um lots of different things um than we would typically see but we got to have it and we got to have uh spectators there i would say i really appreciate the folks that came in uh complying with our requirements that that are in place that we have to adhere to of mass and distancing so i just want to say thanks for that and really uh overall just want to encourage our community to help us keep going to school this is week eight next week we'll end the first quarter of school we're excited about that kids want to be in school teachers want to be in school and the longer we can stay on site the better there was one thing i didn't want to mention that i forgot about the uh you might have seen a new county health order the changes that that made that had to do with schools would have been our pre-k and kindergarten students and the county order um are not required to wear mass in school and then there was a clarification about face shield being face covering we do have an agreement with our teachers it's called a memorandum of understanding standing that the board and the teachers union entered into and agreed to that says that clearwater school district will not be less restrictive than the county and state orders in place of the time so we are currently still under the governor's order 2059 which does say all people uh entering our schools have to be masked i do anticipate that very soon we'll hear another order um at the state level that may change that i would anticipate that um so at this time we're we're not making any changes because we're still under that statewide order but again back to asking each individual to do what we can to help mitigate the spread of this and keep kids in school you know i'm new to this community been very welcomed but one of the first things i noticed was the pride and the show of pride in the community and in our schools it's it's very very evident so let's as individuals take that pride and put it into giving our best effort to do what we can do to keep kids in school and our kids have done an outstanding job i mean we we don't like it but they're wearing masks our teachers are wearing masks we're doing this seven hours a day so if our kids can do it let's be inconvenienced as adults and do everything we can to to stop the spread of cobin i have no guarantee that if we do all these things it will still be able to stay in school but we want to know we've given it our best effort so i just have a plea that we we can get a hold of these numbers as we go into this colder weather that we continue to do everything we can to help keep kids in school that's all i have for today uh stop by give me a call and i look forward to as i always say meeting many of you and someday shaking hands and getting to see your whole face and and learning your names and more about you and this wonderful clearwater community thanks
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of the environmental commission of the city of ann arbor to order it's 701 pm um caitlin would you do the roll call yes sir just one second i'm just switching screens okay okay uh commissioner graham and commissioner graham i'm here commissioner skinner commissioner needham and i'm going to check the someone see there uh council member smith president commissioner slavic here all right commissioner apple commissioner apple commissioner gibb randall here council member bannister here commissioner kylie ward yeah hello commissioner uh chairman uh brown um here okay uh commissioner oberpeck commissioner overpat commissioner here vice chair mitchell here commissioner bonita bonita i'm sorry yeah okay we got a queen okay thank you um thank you galen so um the next item on the agenda is approval of the agenda now um um let's see i'm going to um i'm going to the agenda didn't quite come through as expected on legistar so what i'm proposing is that um for example the old business category isn't there after public commentary so i'm suggesting that we um we discuss and vote on the bylaws that are that were attached but um we'll will postpone the more extensive updates from the working groups review of working group structure the review of the 2020 accomplishments the discussion of the 2021 goals and the discussion of the annual report to council i'd like to postpone that to the december 3rd meeting otherwise um everything would stand as it's uh as as it's posted on register [Music] any discussion um john yeah in the materials that i think galen said in advance there was also something about a draft of a resolution on blood pain flood fringe areas is that something that we're going to discuss yeah that's on the agenda that's something that uh commissioner mitchell submitted um last week um and uh part of the problem is that the way the agenda was printed is that there's no titles on anything oh i see it now sorry thank you you should have gotten the attachment okay the draft resolution um and the other thing is that none of the minutes we have three sets of minutes that have not been approved yet so they were not posted on legislar so i'm going to defer the approval of the minutes as well to or postpone that until december 3rd okay uh any objections i have a question john um is there a systemic issue with um legistar um i last checked about a week ago for energy commission and um since like march virtually nothing has been updated in terms of meeting minutes or ctn videos or anything else and it seems that we have the same problem with the environmental commission yeah that's correct um um do you want to speak to that i'm caitlin yes um we're going through like a uh i say like an institutional knowledge drain uh we lost uh uh we lost kelly beatty you know he was our go-to guy for legistar yes and then we we lost uh anissa who's recently come back now you know as a contract employee so that's one of our issues you know like like we don't use legislar every day and that's no excuse now but the thing about it is when we have questions you know we have to go to jacqueline or someone else and it might be a delay but i don't know if there's anything structurally wrong with legistar you know but it's just that we need to increase our knowledge and just get better at it so i'm not going to make any excuses for ourselves you know okay yeah part of the problem i've heard is that tom there's no uh there's no uh dummy setup that you can use to practice with it now we don't use legistar until there's a request you know it's not something that we pick up we might open up legislator twice a month and i just really started using it in july after uh you know emily left so it's on the job training but there's nothing that we can really go to and practice with okay all right so um if that's okay with everybody i'm going to modify the agenda to eliminate the approval of minutes and postpone that until december 3rd and we will only and for old business we're going to talk about the um just about the bylaws the only item on the agenda for old business of the bylaws that we need to approve and then there's a presentation by uh thea jagerlaner i hope i'm pronouncing that correctly um about an update on the uh osi's ghg inventory uh assessment for greenhouse gases so and then we'll move on to new business and then um and then the agenda stays as posted on legislative any objections any questions okay then um do i have a motion to approve the modified agenda i've tried that and am banister um all who say i raise your hands always say no raise your hands or speak out if you're on the on the phone okay seems to be passing unanimously okay um um okay so let's move on to the public commentary this is an opportunity for persons to speak for up to three minutes please call either 213-338-8477 and enter meeting id number 924-909-5613 or you can call 206-337-9700 and enter the same meeting id 924-9093-5613 this information is also displayed on the meeting agenda and video feed city staff will select callers that have raised their hand one by one using the last three digits of your phone number in order to electronically raise your hand to indicate your desire to speak please press star 9 on your phone you will hear an automatic announcement that the host is allowing you to speak when speaking please move to a quiet area and mute any television or background sounds so that we may hear you clearly please stick your name and address at the beginning of your comments and please be patient there is a delay of up to 30 seconds before a connection is established okay we'll start the clock okay there are no calls okay thank you galen so let's see i need to brought up galen do you have the bylaws uh readily available somehow i've lost one you want me to share my screen or or would you like to share yours i can just switch yeah why don't you share your screen with the bylaws okay somehow they've disappeared from my computer here okay just one second oh one second i'm just opening up that file oh here it is okay commissioner graham you should jump in with an update on the c's program okay so let's see thanks galen for posting that um has everybody had a chance to review them the bylaw changes um so let's open the discussion is there a raise your hand please if anybody wishes to make a comment about these suggested bylaw changes i can't see everybody on the screen on my screen now so if you can raise your hand using the uh you know using the side panel that would work okay i don't see any hello this is rita i don't know how to raise my hand um but i will raise my voice um if that's okay sure okay um so i had just two minor comments one on page two um of the document there's a a sentence that looks like it's incomplete where it says clean production um and we'll find it in a second um number seven to advise the city council and city administrators on all matters related to sustainable development clean production and environmental technologies it looks like it's incomplete to me um i assume that the intent was clean energy production does anyone know i i would only state that um really that's more in the purview of the energy commission um i don't know of anything that we're doing in the environmental commission that has anything to do with green energy production even landfill methane capture and energy production is something that's handled by the energy commission um we may want to strike that entirely um i'm neutral on it it just seems like a little red herring i i agree well well wait wait um i looked at some of the older minutes and i i mean some of the older bylaws and i think the intent there is clean production technologies period oh what's that remember because remember that if there's manufacturing in the city here that um you know that you know for example uh the gelman plume you know there was manufacturing at that site and there was some contamination that resulted from an unclean production process or an unclean disposal process so i think i think that's what was intended not just energy production specifically but um clean production so could we um add a word someplace some particular correct word well what is it did we also scroll down to the area galen would you mind scrolling down to the area that we're talking about so that we can just have it in front of us yeah it's page two number seven galen great thank you yeah i think it i think it's good to stand as a stands clean production what about sustainable production um is that a broader term including things like emissions and things like that or clean may not necessarily apply that um well i think i mean clean production to me means exactly where what it says that it's something that does not produce any environmental hazards i think that's the intent um you know that you have production that does not um provide some clean uh production methods or um system and environmental technologies i agree it's uh it's a rather general term but i could uh what what about just on all matters related to sustainable development production and environmental technologies yeah i mean as the environmental commission i mean we're uh we don't have purview over a lot of things that involve production or development um probably environmental technologies but um anybody else have a comment i i agree it's not the greatest phrasing but my feeling is sort of that this body exists because the city council created it and if they want us to speak about sustainable development clean production and environmental technologies that's what they want us to speak about i'm inclined to leave the language as it is i agree with john actually i think sustainable development production and environmental technologies i think is is probably more accurate in terms of what we um because it's a it's it's it's messy stuff yeah like we can't guarantee anything it's clean you know so it feels like sustainability is also uh like it's a it's a way of looking at trade-offs and things like that too and so i feel like sustainable encompasses more complexity than just clean um so i guess that's where i would lean i still think that we do advise on you know development to a certain extent too and production and environmental technology so i i guess i'm i'm in support of what how john had edited it yeah i think that that would seem to be appropriate yeah yeah many of those others are very generic terms or general terms i mean not generic so um i think it would be okay just to strike the word clean works for me sorry shannon said it better than i did thank you okay all right so there's there's been one suggestion for an amendment to them does um well i had a second one steve and that is on page three number four point five and so this is also for discussion of the group but um it seems like we might want to indicate something because to acknowledge our youth members that those under voting age are exempt from the requirement to be a registered elector could galen galen could you go down to the third page and the text that 4.5 okay so there's two things two ways this can be done if it's um waived by a resolution incurred by at least seven members of city council so as part of the youth commissioner appointment appointments uh uh they could insert a clause to um to waive that requirement for these commissioners yeah that's good what do you think about that ann and chip i think so yeah it wasn't covered somewhere else when chris frost updated these bylaws before so if it wasn't if there isn't something special about youth members i think reed is right that they don't have to be a registered voter okay what what um steve was suggesting is just that in their nomination they could be that they could have that um registered voter uh requirement waived so that's good um so thanks thanks for talking that through yeah so i could see is we could either ask council to do that when they appoint a youth commissioner or we can insert that as a specific waiver um in the youth commissioner sec clause when these bylaws did you find the youth commissioner clause um that is on page three it's number 4.13 so it's just up above and it doesn't mention their no voting status i kind of feel like it that we've got it um that it could be part of the nomination process yeah because all youth commissioners can be anywhere up to age 25 right so i think as needed yeah the specific instruction would be for youth commissioners under the age of 18.
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[Music] so [Music] so [Music] so [Music] do [Music] [Applause] so [Music] i'd like to call this meeting of the yeshim township board of education to order pursuant to the open public meetings act adequate public notice has been given to the secretary of the eastern township board of education in the following manner posting written notice on the official bulletin board at the board of education office emailing written notice to the berlin county times and the courier post and filing written notice on the municipal uh with the municipal clerk of eve shrimp township can i have a roll call please mrs barbara giovanni here this is everhart here mr fizzagaro here miss fleming here mr canton here mrs noll here mr lancelotta here mr megan here mrs ryan here we have a quorum thank you at this point i will need a motion to go into executive session whereas an njsa 104-12 allows for a public body to go into closed session during a public meeting and whereas the board of education of yves shrimp township has deemed it necessary to go into closed session to discuss certain matters which are exempted from the public and whereas the regular meeting of the board of education reconvened following the end of the closed session at approximately 7 p.m now therefore be it resolve the board of education will go in the closed session for the following reasons as outlined in njsa 104-12 that's items 2.2 through 2.4 do i have a motion to go into executive session motioned by miss ryan seconded by mr lanzalata um can i have a role any questions or comments seeing none let's go to a roll call please mrs barbara giovanni yes this is everhart yes mr fizzicaro yes miss fleming yes mr catherine yeah mrs null yes mr lancelata yes mr megan yes mrs ryan yes motion carriage this board will go into executive session it will come out of it at approximately and that word is crucial seven o'clock [Music] do [Music] so [Music] so [Music] foreign [Music] do [Music] do [Music] so [Music] so [Music] so [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] foreign [Music] do [Music] do [Music] you [Music] do [Music] my [Music] do [Music] do [Music] so [Music] so [Music] [Laughter] [Music] do [Music] [Applause] [Music] do [Music] [Applause] [Music] do [Music] [Applause] [Music] [Applause] [Music] do [Music] do [Music] do [Music] do [Music] so [Music] um so uh [Music] so [Music] i'd like to reconvene this meeting of the eastern township board of education uh if you could all please rise for the pledge of allegiance to the flag the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all yeah um danny do you know that the two pairs that we're going to come in place of uh debbie and russell they i'll text debbie and see if they're around so are we are we good to continue or uh yep okay all right all right at this point in time uh we will be going into presentations uh first we have a new jersey school board member code of ethics training by our solicitor mr will donio mr donio when you are ready we will uh we are ready to learn yes good evening thank you and good evening to everyone if i didn't have a chance to say good evening to you personally this is their annual training on board member ethics uh normally it's in person and normally it's very early in this in the calendar year we normally do it you know shortly right after reorganization obviously we were gearing up for the march meeting and then everyone knows what happened at that time and it's just kind of gotten kicked down the road and down the road so i'm going to try and be as brief as possible this is the board member ethics and social media i added a social media component because i will suggest to you i represent dozens of districts throughout the state of new jersey both as a sign council solicitor insurance counsel special counsel uh i believe and it is my opinion that uh the area which is most fraught with danger for board members when it comes to ethics and maybe having an ethics complaint filed against you is social media now commenting liking tweeting you know it goes out it does not go away it's safe for forever and i would suggest and i don't mean to do this as a commercial endorsement but i would suggest if you have not watched the documentary the social dilemma that is available about the pernicious and invasive uh absolute uh way in which social media and technology uh entities are invading our lives taking your data and what have you i really do suggest that i really do suggest that you you take a look at especially there are those of you with you know small children and maybe kids getting into their tweens and what have you it's really really i i always knew how invasive it was and how all consuming was i didn't even realize and when the people who created these platforms don't let their children use them that should tell you something so anyway again to the school ethics act the school ethics act is written in the negative it has certain pro prohibitions in it i'm not going to read it to you predominantly however it's about conflicts of interest not taking about getting involved in any activity uh either in your private life or on the board life which would conflict with the other so if you have a business entity if you have relationships uh in certain ways you don't take board action on those conversely as a board member don't get involved in things that might involve you with any type of conflict and uh that was the first part of the act that was passed it really like i said does speak to conflicts of interest you are not in a conflict however if you are you know not getting any type of special benefit if if there's a rule that's going to be uniformly applied uh as a general rule you're not you're not going to be running afoul of the conflict of interest rules then i want to talk about and again i'm not going to read it to you it's all there for you it's there for everybody it's on the board doc's agenda the code of ethics was added this was originally new new jersey school board's code of ethics for school board members and then it was actually adopted into the law so this is part of title 18a passed by the legislature signed by the governor i'm not going to read all of them to you i will suggest however to really take a look at c i will confine my board action to policy making planning appraisal and i'll help to frame policies and plans only after the board has consulted those who will be affected by them d i will carry out my responsibility not to minister the schools but together with my fellow board members to see that they are well run e i will recognize the authority rest with the board of education will make no personal promises nor take any private action that may compromise the board those are the three areas that most i believe are mostly cited in ethics complaints that somebody either did not confine their their action to board planning policy decision making that board members got into involved in things that they shouldn't have gotten involved that they took private action that compromised the board and then finally jay is the other one and that's a catch-all i will refer all complaints to the chief administrative officer and wifed on the complaints of public meetings only after failure of an administrative solution this is the classic formulation of you're in the supermarket and back in the days when somebody would walk up to you in a supermarket they come up to you and they talk to you and they say hey i hear this is going on at the school and that question was what do you do and you know the first answer is you refer them to the chief school ministry you refer them to the chain of command always say you should talk to the superintendent and then it's perfectly appropriate for you to follow up with the superintendent as well but it requires that you refer complaints to the chief school administrator and wait for an administrative response before you take any action that includes taking action as a whole of the board so just very briefly some cases and opinions um and these are like i said i'm going to talk about some social media components but just getting back to that j uh section um a very very smart man who lives in town who has served on boards of education and started on the state board of education had come up with the line uh to think about this and of course i'm thinking about the father of your board president who uh i steal his line all the time but i do give him attribution okay and he's probably watching now it's important to remember and he used to say it um and it really to sum up you hire one person the superintendent that person hires everybody else and it really helped you to really understand about staying in your lane staying in the roles and responsibilities and really referring all things to the chief school administrator and that like i said i do i do steal that but i do give him attribution so here's an advisory opinion about social media websites and um endorsements right so you can't use something that looks like it's gonna be an official endorsement of the board often however if you're going to speak you can't hide that you're a board member so it's important to then try and kind of knit those two together say you might be a board member but i'm speaking on my own behalf and this does not reflect the views of the board itself okay endorsement is a private citizen not as a member of the local board of education nor is the endorsement on behalf of the entire board this must be clear and visible nothing prevents you from getting a pre-printed sign putting on your home nothing prevents you from taking uh other actions that are your you know constitutionally guaranteed rights as citizens but nonetheless keep in mind that when you are speaking especially if you're speaking in a manner that might be of school concern to make sure you're known as a board member therefore there's assumption you have special knowledge however you have to recognize that you are not speaking on behalf of the board unless you've been authorized to do so uh the next case is one about when you come across certain information here was a complaint that was filed against the board and these board members then held a press conference and talked about it they did a redacted version of the complaint but the complaint was redacted in such a way that was readily avail readily uh no known in the community about who it was about so it's about safeguarding confidential information and not taking private action that could compromise the board of education this is about your own use of social media this is one of the most famous ones board of education member made a number of statements on his facebook page he said now if we can only do something about our local terrorists that destroy dreams and burn features i think was supposed to be futures so always use spell check though that probably wouldn't have come up because it is a word under which he posted a picture of the district superintendent right so calling the district superintendent a terrorist probably not a good idea okay definitely not in support of personnel that was a board member yes um may reasonably consider it as undermining opposing compromises or harm in the superintendent the proper performance of her duties again you are considered to have specialized knowledge by being a board member so uh in the words of i think it's uncle ben um uh uncle ben parker from spider-man with great power comes great responsibility and as with that power of having that information comes a responsibility not to disclose things that might unnecessarily harm individuals i have some rules to live by these are my abridged rules to live by my first rule live by of course is always if you don't write it down it didn't happen the contemporaries written record of almost any incident is generally considered to be the most truthful and accurate of it when you are dealing however as board members and maybe in social media my first recommendation to you would be to wind your watch that is take a moment right you take a moment just to win your watch slow down okay when in doubt don't i am unfamiliar with and i do not believe it exists and in my opinion it will not exist any ethics complaint that said a board member failed to post something on social media okay no one ever gets in trouble for not doing something okay keep in mind nothing is private everything is public you are recorded you're in fact recorded being you're recorded being posted and being played uh new jersey is a one state a one-party consent state that means a conversation in new jersey can be recorded as long as one party to that conversation agrees to it who is that party the party recording it right so they don't need to tell you they don't need your consent it's not notice um and even though you may think you're on some type of private page and maybe you're the administrator of a private page or something along those lines people can get it you could definitely get it in lawsuits and things along those lines definitely through discovery it lasts forever keep that in mind nothing ever gets deleted you may think you deleted you may think you have wiped clean something it's generally recoverable everything is awesome until it's not lego version everything is awesome until it's not right everything is awesome especially with people who you might be friends with in groups on social media platforms yes you all agree uh until one you know you utter that one wrong word no and then the next night you know then you are public enemy number one board members if you're in the middle especially of any type of conflict any type of social media uh brouhaha so to speak you're probably in trouble you shouldn't be in the middle okay you should people shouldn't be coming to you it's very upsetting when we hear board members say yeah and i was everyone was coming to me and they were kind of like no come to you you move you're like a goalie right you you you're blocking them and you push them to the side and you send them to the superintendent uh because ultimately you are responsible for your actions okay even if you ask for advice even if you ultimately it's always the board member who has to make the decision and i said ask ask questions feel free to ask the superintendent feel free to ask me and if it's specifically and significantly complex we can get an advisory opinion that is if a vote's coming up or something along those lines you can go to the school ethics commission tell them what your concern is and they will get back to you at the very next meeting that they hold and they are a pretty well functioning group they were very short-staffed they didn't have enough members to actually issue opinions there for a while but that's not the case anymore they're really and they're very very in my opinion and it is my opinion they are very very cognizant of the pressures that are brought to bear from all the stakeholders that see you so they they do get it there are board members sitting on that commission by designation and they get what it is to be a board member so that's it unless anyone has any questions uh you could this is part of your required discussion regarding the code of ethics i suggest to you and your minutes may reflect that you have adequately discharged that responsibility on the new jersey administrative code and new jersey state law and again if you have any questions feel free to ask mr dhoni i appreciate your i appreciate your your training seminar for us and you know i think it's really important um facebook facebook and all social media is incredibly dangerous and sometimes look you know when you're an elected official people just don't like you all right there's they just don't like you they might be for one reason or another i mean you you can't you can't sit there and you can't worry about that um because you allow that to cloud your judgment and if really if you really think about you know a statement on facebook you should treat like a tattoo don't do it impulsively really is is the case i appreciate that mr board president i can say as an attorney i'm used to people not liking me so um i i do believe that is very very good guidance you know nothing is private wind your watch um a lot of cases start out with and that and and i'll just add to talk about impulsively i would suggest that generally especially when it comes to social media don't make any decision after 11 o'clock at night um very few good decisions are made after 11 o'clock at night a lot of fun decisions are made after 11 o'clock at night but very few good decisions are made after 11 o'clock tonight and and and just for the record my dad taught me that that saying probably before he taught me how to ride a bike so uh but i'm glad he gave you gave him the shout out absolutely uh miss fleming do we have a code of ethics formula i think we did didn't yeah i think we i think we took yeah yeah we're good but yeah you should should be good it's usually done at reorg yeah okay um any more questions or comments from mr donia okay uh at this point we are now at the uh annual state of schools presentation uh and this is done by dr smith who is or is it mrs mcguhler oh mr mcgullick all right sorry about that mr smuggler i didn't have the i didn't have the presenter on here i apologize oh i do have it on here my gosh okay i'm so sorry okay um so thank you tough act to follow will um but this is the time when we do our annual state of the schools this is required by um by law to report on state assessment data of course so we are in a pandemic so there is no new state assessment data but we are still required to report on the most recent data that is available so i will try to be brief and run through some slides but i have a whole bunch of charts and data and information but you will see and as i talked about with our board curriculum committee it is data from two years ago because that is the time the last time that we had state data so i did throw in some obviously some new data so it's not all the same but i'll give you an overview this is posted on our district website and it's obviously also posted on board docs so in a typical year when we talk about assessment we're talking about a broad perspective so we're talking about looking at standardized assessments and not just one standardized assessment but actually achievement assessments as well as aptitude assessments so achievement being where are you in terms of proficiency levels aptitude where are you in terms of this natural ability the next piece is district-wide assessments so benchmark assessments we assess kids when they come in in the fall we assess kids when they leave in the spring and we're looking at growth from where they started to where they ended with different assessments along the way um mid and end of year math assessments we do classroom performance is obviously key what are kids doing on a daily basis so it might be rubrics checklists anecdotal information teacher observation and feedback report card grades are all those different performances and then parent observation and feedback so the most important thing that i can say about assessment information is that you never look at anything in isolation as board members know i tell you this every year you look at the total package and you're looking for trends and you're looking for places where there's inconsistencies in the data because that's what points to or targets different areas for particular kids for particular programs and things like that so for this year's purposes esea is one of the requirements i report on you guys hear me talk about that all the time um so that's our title or federal dollars that we get so i do have some information i'll share on the next slide about that next is district standardized assessments because we don't just report on state assessments and so we have cogats as it relates to that and some summer supports we provided the state standardized testing results is what is old so that's september 2019 i'll talk about the review of the slides and kind of summarize for you and then goal setting process because we're always looking and evaluating where we are and where we want to be so in terms of esea we have four titles title one looks at at-risk readers so basically last year in the 1920 school year we serviced 92 of our lowest achieving at-risk readers and that's in first grade in our first round we had 19 students successfully discontinued that means they left the program leaving on grade level reading alongside their grade level peers we had of the 25 of them made progress throughout the program but would be recommended for continued additional literacy support not in a reading recovery program but what we would call literacy support in a small group way and then we also had four kids who left the program and what that means is before the program ended one of two things happened they might have moved they might have been classified and receiving special ed services but four left the program before it was complete um second round obviously that is when we had our closure start in march but what i wanted to report on that is even with the closure we still deliver different services to kids and the average text level of our first graders exiting reading recovery was an h where the benchmark is a j so really just slightly below where they need to be to be considered on grade level title two and title four is professional development and technology so that's different things that we are offering as a district we get funds for those areas and so we had about 150 participants and that included professional and professional staff last year of those we had offerings in literacy math responsive classroom and technology and then workshop surveys filled out had fours and fives on them 100 of them and then title three is our english language learners so basically there um we had 30 or we have 38 kids in our program that's .008 of our population so it's a very small number and i just put for you there what the state percentages is about seven percent we were actually in the middle of access for els which is the assessment when coveted and the closure happened so only 24 of our students actually got to complete the state assessment as it relates to esl which actually equates to us for nine kids so nine kids uh actually finished of those nine five exited and then the others there's provisions in there to actually do fall testing so we kept any kids who might have successfully left the program or tested out we kept them in the program and right now um our teachers are actually administering the widow which is another assessment and they use that in terms of exit um just for some perspective so with everything that happened last year some summer supports that we have historically offered and some we added last summer to help with everything that was going on with kovid so we continued usually title on tutoring happens during the school year at our title one schools we carry that through through the summer virtually um so we had 13 students that we tutored and then received about 30 sessions title 3 that's esl we continued our esl services in the summer through tutoring 10 students about 30 sessions extended school years that's our special education students 42 students receive tutoring and they get up to 12 hours each student caps is a program that we historically as you know run usually it's for incoming kindergartners but we didn't have screening last march so we actually did it for exiting kindergartners to help them to be successful as they went into first grade so we were able to service 45 students exiting kindergarten and we did group tutoring sessions and they got eight sessions per group literacy support is another summer program that we offer that is for incoming second and third graders who are reading below level so we were able to provide that for 75 students and same thing eight sessions per group we added math support 24 students same numbers metamorphosis is for incoming sixth and seventh graders 16 students tier 3 which is our gifted and talented program we had 93 students participate in that program over the summer and they could have up to 32 sessions depending on how many courses they took and then extended school year which is for our most disabled students preschool we had 44 and they did a program for 20 days and in grades k to 8 we had 128 students and did that same program for 20 days so those are all the supports that we offered in the summer with some additions to actually help kids based on the closure and what we saw last spring we as i said we did actually get to the week before we closed we were working on kogats which is an aptitude assessment so this gives you verbal is really think about more like language arts literacy so in grades 3 57 5 58 760 and that is a range quantitative correlates to math so 70 69 and then nonverbals like that spatial reasoning 61 66 69 so really when we put those all together what we call a composite score is 64-64-66 we do that in grades three five and seven again for general because your aptitude doesn't typically change very um very much from year to year so that's why we do it in alternating years we did have a higher percentage of kids who did not take that assessment because again we gave it that week was during conferences that friday we got the call that we were closing and we did not return to school so usually we give the majority that week but then we spend the rest of the month giving makeups we didn't get the makeups but it still was a good number of kids and then this is the park uh the what formula was park which is now njsla data so we're required to give some comparative data but we're comparing it if you look from 2015 which was the first year park to 2019 when it's now njsla so this is just number of kids who took the assessment this is the slide i shared last year there aren't a lot of variables there but again that shows you never look at numbers in isolation because while the numbers might not look like that many more kids are taking the assessment they actually are then the first year where a lot of parents if you've been on the board you know they opted out for that they chose they refused the assessment um but we had lower class sizes over the years and then we had more kids taking it so again that's just a comparative piece with number of students same for math and same for science so again those aren't new slides we've already looked at those in the past this is another not new slide but it just breaks down now the njsla from back in 2019 in the spring third grade through eighth grade and we're always looking at the kids who are proficient so we see uh typically in that 60 to 70 range with the exception of grade three in language arts math if you remember me talking about this this was honestly our worst year in math and if you if you know we put a lot into our math program and actually changed programs since these assessments came about so you can see where we actually were in those 50s to um and 40 areas with the exception of obviously down algebra one because that is our highest achieving kids who take that so again this is all um data that we've looked at the same is true of science first year of a science assessment that was actually published but then i thought we would end with this because it's just kind of a nice summary chart so it gives you what we already looked at in terms of language arts and math proficiency levels from 16 17 17 18 18 19.
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[Music] [Applause] [Music] so [Music] [Applause] [Music] so [Music] [Applause] [Music] okay call to order this workshop for bullhead city elementary school board on thursday october 22nd 2020 at 5 30 p.m uh roll call corey burgess here jeanne borland here randy dubois here charlene is here all right so for dr stewart uh okay oh workshop jeff i'm thinking meeting sorry okay so uh survey results are um did we send them to cheryl so she can see them oh okay sorry maybe can do that uh do you wanna go run and do it yeah please oh james ascending awesome thank you james okay so you have in front of you the surveys um and um i will tell you up front that you don't have a survey for coyote canyon because there were only three responses they would be too identifiable number one and number two preschool doesn't have a choice they have to have meals in classrooms due to due to uh the regulations for preschools so the first one that i'm looking at is school site office personnel and there were 17 responses from throughout the district you can see the color coding of which school is doing what and so i'll give you a minute to look at it and if you have questions uh and in your packet by the way is um the actual the actual survey uh but i think jen did a nice job of putting enough information in each of those little bullets so you can tell which of the which of the comments is which mr president yes do you have access to your school email i do uh mr mcnutt just emailed it to you okay um if you don't have questions about uh site office or do you have pulling it up um i'll just go over maybe we just go over real quick while she's pulling up so she knows where we're at sure uh did you want me to yeah go ahead uh so for the first question regarding breakfast for school through the remainder of the first semester 84 82.4 percent uh said breakfast should continue to be served in the classroom uh for regarding breakfast for students second semester presuming that kova metrics remain low 58.8 percent said breakfast should continue in the classroom regarding lunches for students remainder of the first semester seventy point six percent said lunches should continue to be served in the classroom for p for pre-k eight the this is office personnel are you missing that one yeah i'm like here you may have mine it's fine i can hear it i'm more worried about the school ones oh okay yeah sorry about that that's weird uh regarding breakfast for students second semester presuming covered metrics remain low 58.8 oh i already did that one sorry um regarding lunch for students second semester presuming coven metrics remain low 29.4 lunches should continue to be served in the classroom while 23.5 uh they should be served in the cafeteria uh independent of the consideration of how meals are served for the remainder of the first semester first semester 82.4 the district should continue to implement phase two of the revised plan um independent of the consideration of how meals are served for the second semester presuming covered metrics remain low uh 52.9 so the district should continue to implement phase two i'm sorry which one are you on that is the last page of the office personnel and and this is a site office personnel the districts not involved in this at all so secretary zane admin uh i don't the admin didn't do this this would have been secretaries health attendance clerks anybody who works in a site office so miss diaz were able to pull up the those charts yes yes thank you very much any questions about the office personnel no okay dr stewart the second one that i have in front of me is the pair of professionals classroom aides 34 responses and once again it's color coded by site and then the metrics mcnutt are these graphs available to those people streaming okay wonderful thank you so we don't have to go through each one individually and people have questions no just a chance for you to look at each you know each one of the charts before we move on james is so good that's our new equipment that he helped us get the next one that i have in front of me is the mr president is the transportation employer employees input we did not give them the questions about meals we didn't think that they it's not that they don't care but that it's pertinent to them so they got the two questions about continuing in our phases the next set that i have in front of me is from the food service and even though that's a contra contracted service for us uh we believe that it was a good idea to have some input from them and i have to say i don't know that i had any surprises about their selection because what we're doing is a heck of a lot of work and and for the most part some little glitches but for the most part they're doing a masterful job and in this case we only asked them about the meals we did not ask them about the phases okay any questions up to this point no okay the next one i have in front of me is bullhead middle school jen do you happen to know offhand how many teachers at each site responded to these it's you had the the response numbers on the other charts but not on these is that half of the staff that's more than it's well more than half that's where we at about um uh better than two-thirds i think so better than two-thirds yeah let me let me do it just to make sure oops wrong thing eighty percent eighty one percent maybe eighty point six teachers yeah eighty point eighty point six percent okay okay so uh the middle school uh and so you know the um the highlight the yellow highlight is not to say that that was the biggest one necessarily it's because if jen had printed that in yellow you wouldn't be able to read it so each of these colors represents a color on the graph okay oh okay i'm glad you said that yeah yeah so uh so for example and and um depending on the depending on the size of the piece of pie it can be kind of hard to tell the three blues but the 58.3 percent is item number one the one that is eight point three percent is number five and the one that's four point two percent is number seven okay okay so this is the keeping breakfast in the classroom uh for the rest of first semester right do you want me just to go ahead with that corey or do you want to say them no no keep going the way we are okay so uh and then breakfast for students second semester uh 37 and a half percent uh say at the middle school say to keep them in the classroom uh the largest percentage is 45.8 which is uh that breakfast should be served according to pre-covered 19 school site routines and then the other three actually there is no orange on this one the other three are low regarding lunches at the middle schools in this case the yellow does mean it's the highest for the rest of the semester the middle school uh opted for number four i'm not going to read the whole thing but essentially uh it's it's close to a normal kind of thing except for making sure that students are seated and i will tell you that any place where i have in parenthesis one side of tables only that that's only one of the distancing options that can be chosen for each site because each site has different layouts for their cafeteria and different numbers of kids so that is an example of what might be done at a site it might be seen on one side of the table it might be controlling how many cohorts are in the cafeteria at the same time and in fact that's exactly what mrs patrick told me today would be the case at the middle school they don't have enough room to put put enough kids in the room on one side of the table only but they would control the cohorts and that was their intent when they answered this way regarding lunch for students second second semester the middle middle school was overwhelmingly for number five which is um that the pre-covered routines by grade level return or continue that we go back to those and the students go through the line picking up their own lunch the same way as before pre-covet so essentially in this case number five is pre-covered routines for second semester for a second semester yeah so the difference uh the differences there are for first semester uh a modified pre-covered and for second semester pre-covered for the middle school the two questions that had to do with the phases 45.8 percent of middle school teachers said that we should can we should move to phase three for the rest of the semester which is excuse me not pre-covered close near normal but with some enhanced kinds of things and you can refer to you could refer to and we sent them by the way before they did this survey we sent back out to everybody a copy of the current plan that was approved revised plan so that they didn't have to try to round it up and figure out what to do and ask them to please review before they selected for the middle school for second semester 58.3 percent think that we should go back to everything everything pre-coded any questions for on bullhead middle school no the next one that i have in front of me is diamondback regarding breakfast for the remainder of the semester 54.2 say keep it in the classrooms for second semester diamondback splits exactly 50 50.
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[Laughter] are you ready josh okay welcome everyone uh this is a special school board meeting of the bartholomew consolidated school corporation uh board of trustees um we have a very brief agenda tonight um uh and i am looking around the room and we have uh six one two three four five five of our seven members in attendance in person and and mr persinger is online so those six uh we have a quorum this meeting is called to order dr roberts and mr phillips so we're here to um listen to your presentation about the contract thank you mr caldwell this uh evening is a special board meeting for us for you to consider approval of our collective bargaining agreement 2020 2021 with our teachers association the columbus educators association additionally you are to consider the other addition of compensation and increases for support staff and administrators mr phillips good evening just over two years ago we started having internal conversations about having an operating referendum between then and june countless people worked towards that end to make that happen primarily to address teacher pay and on in june over 61 percent of our voters voted to make that happen and expressed support for our teachers our employees our schools and our kids and because of that because the work of all the volunteers that got us there we are here tonight asking you to approve a historic contract that that gives shows teachers not only that we reward them for their dedication to our school corporation to our kids into our community but also allows bcse to go out and recruit and uh and go after the best possible teachers and employees in the future so among the groups we have to thank for that is primarily the cea for their partnership throughout the process as well as to through bargaining and to get us where we are today so to that end amy london the president of ca would you like to come up and address the board about the contract crosstalk chad so i have to say thank you to as chad said to caa members who gave us their input on what they thought this contract should look like because that is what drove our bargaining team was information that we got from them so i have to say thank you to those members that filled out the surveys throughout that time and also to mandic heal scott rayburn and dakota huddleson who are the other folks in our i call this our fantastic four bargaining team so i have to thank them and also thank you to the bcsc administration bargaining team so we really appreciate that i can't think of a better way to end a busy school week than to hopefully get our contract approved to get the raises for those folks i feel like this bargaining agreement is going to help catch those folks up that were 10 12 years ago missed that bump and i feel like this contract is going to give them the opportunity to catch up so it also gives others something to look forward to and i think um dr roberts will appreciate this elvis said that you have to have someone to love something to do and something to look forward to so we all know teachers have something to do and hopefully they all have some someone to love but now they definitely have something to look forward to if this passes so thank you for your consideration of our contract and all you do for kids thank you mr cole well i will just mention as mr hills get ready we do have doctor shed online too so you do have a full yeah up there all right as amy said also thanks to the bcsc uh bargaining side of the team too lots of lots of hours and lots of work put into this uh on monday we went over this in detail so just very briefly cover it but the agreement that you'll consider tonight has uh regular salary increases for of 1200 between each step for returning teachers an average of two percent increase and also a two percent increase to appendix b and c for those supplemental uh teacher assignments and and then the referendum increases represent about a 12 increase for the teachers across our district like i said historic contract and also stipends for all the teachers who don't receive a increase based on experience for support staff and administrators starting applying in calendar year 2021 there'll be a two percent salary increase plus for support staff there's a two dollar increase two dollar per hour increase for all permanent bus drivers and all permanent support staff a one dollar an hour increase and that is from the referendum that is 5.3 million dollars for teachers and 1.5 million dollars for support staff in the coming year this is just a graphic that breaks down those three different groups for you teachers on the left support staff in the middle administrators on the right the last part of the agenda we're asking to approve today is the health premium increases and just some some context there very positive this year after all the changes very positive year this year after all the changes put in place at the beginning of this year but still a long way to go to get to fully funded at six million dollars which is about 30 percent of expected claims expected expenses so we still have some some work to go to get there plus we don't know about how many of the delayed expenses from covid will come around back in in 2021 trend cost trend on medical is expected to be anywhere between four and ten percent depending on how many of those claims come back around this year we used our new uh broker and consultant to do actuarial expenditure analysis for us using the last four years of claims and predict what our expenses would be for 2021 to give us a very specific number that says if you do this and claims come in as expected you will very the very worst case break even and then the health trust devoted to uh recommend to you a five percent increase in premiums just a week ago today that brings in an additional 1 million dollar in one million dollars in revenue into the health trust during 2021 82 percent of that are 859 000 from bcsc and 190 000 or 18 from the employee side this is a really busy slide lots of numbers on there really we put this on here to to show you these far too right columns this is the per pay uh what it looks like a five percent increase in out-of-pocket costs for a per on a per pay basis for the two employee groups we have 20 pay employees include bus drivers tas and most of the rest are on 26 pay so depending on the plan you're on it's an increase of anywhere dollars and between cents per pay and then at the high end 27 dollars per pay so at this point happy to ask any answer any questions you might have before you vote hey chad i have a couple questions um i'm going back to the five percent increase in health premiums okay just remind me because um have we had an increase in when was the last increase in health premiums for our for everybody for our staff we have increased them every year for the last i want to say five years it's been it's been five in a row last year being the largest by far okay and then so we're going to increase that this year what i know this is hard to predict are you seeing continual increases in health premiums every year or do you know um that's it's a really great question of course we we can't predict it right we cannot predict what our claims will be what i can tell you is that our goal is to stop the seesaw that we've had for the last eight years where we have zero percent and then twelve or fifteen and then a decrease of two percent in one year and and we prefer to see single digits under five every year that people can predict a small per pay increase is much easier to absorb on a year by year basis compared to a 150 increase in a year it's just not sustainable so just trying to stabilize it a bit every year if we have to do it then it'll be in hopefully be in smaller increments and not the seesaw okay thank you and my other question is about um just for people too who may be you know watching the board meeting or whatever on i don't would would the um you talked about the three groups because the support staff and that includes the bus drivers also and then the teachers and then the administrators right and they're all getting um of course this is his historic and great thing um with the raises for the teachers that they deserve that for a long time with the bus drivers and the support staff that's all secretaries kind of positions too and tas can you every other employee who's non-certified so not administrators and not teachers in the only excluded group would be non-permanent or subs so if you're a substitute teacher or a substitute bus driver substitute nurse they do not receive referendum increases okay and then the administrative group would be principals um people in administration building principals and assistant principals uh obviously the cabinet level leadership and athletic directors okay um department chair department department chairs right yes thank you yeah the eight department chairs yes okay all right thank you very much you're welcome any other questions board rumors all right chad thank you we've got uh we have a um i would recommend you walk through that way mr caldwell in terms of having those three things that and this mr should have three seconds yeah three separate votes so the health premiums are on there so i would i would recommend that i would just comment as you're getting ready to ask for a motion for that that this has been an interesting year from the ability to celebrate or not uh just a challenging one when killed at 19 hit in in march uh we were put back on our heels and it seems like it's been that way for a while that we we should uh celebrate the fact this community rallied even in difficult times to support that referendum and as we were able to negotiate and as amy mentioned getting feedback from her staff i think that feedback and their ability to take that and and put that in negotiations results in a very high percent affirmative vote in regards to this and then those referendum dollars and what it means to our staff and all of them uh when you're looking at the the competitive nature we've placed ourselves in from a teacher's standpoint both from a recruitment retainment standpoint that that's fantastic and end of celebration it gets been hard to really get that done this year so hopefully we can get that accomplished over the next day two three five whatever the case might be i think from a support staff as julie was asking about support staff i think and chad please correct me but that percent increase as we go from any individual to bus drivers whatever is between seven eight twelve percent based upon where you are on the scale uh that that dollar or two dollar per hour increase as well as a two percent also increase attached to that so we're looking at significant percent increases for that group of people too so a celebratory thing as far as i am concerned if the board is is able to approve that this evening okay thank you thank you dr roberts nick or dr roberts can you get us get our our other two board members pictures up so if they if they're available early so they're connected we can there you go now we can harass them in person and mr monroe as well james is james has chosen to be uh uh hi james all right so um board members uh let's let's item one a we're gonna call is is the collective bargain 2020 2021 collective bargaining agreement between bcsc and and cea that will be item 1a i would like a motion to approve that agreement as requested so move thank you mr bryant is there a second second thank you ms day hofdwyer are there any questions or other comments before we vote on that i forget uh mr caldwell pardon me i i forget the process has the uh columbus educators association had their vote yet and what are the results of that vote they have mr phillips you want to speak to that or that amy yeah amy fairly solid fairly solid i'm sorry yes okay so um it probably didn't come through for anyone that's um uh online listening um ms london shared that uh 75 of the cea members voted uh on this contract of that 75 96 of those voted to approve the contract and four percent uh were voted to uh reject the contract so the mo the vote passed on the cea standpoint good question rich so we have a motion and a second on the table to accept the agreement all in favor please indicate by raising your hand oppose same sign that motion carries unanimously item 1b is comp our compensation increases for support staff members and administrators for the 2021 calendar year as presented by mr phillips earlier to have a motion to approve that request thank you mr persinger and dr shedd was that a second yes thank you are there any questions or comments on item 1b compensation increases for support staff members and administrators for the 2021 calendar year hearing none all in favor of the motion that's on the table please indicate by raising your hand all posed same sign that motion also carries unanimously one more item 1c will be the health plan premiums for the 2021 plan year as presented again by mr phillips to have a motion to approve those plan premiums for the 2021 plan year still moved thank you miss bills dr bills is there a second second thank you mr hof dwyer any questions or comments on the health plan premiums hearing none all in favor of approving the health plan premiums as presented please indicate by raising your hand all pose same sign that motion carries unanimously board members do you have any other questions or comments for this uh this meeting this evening i just want to say thank you to amy london for your great leadership and the cea and for working with working with what's a tough situation this year and i appreciate your hard work and everybody on your in your organization and all the teachers thank you thanks dr bills i also want to agree with dr bill's our cea and our community without the referendum i feel that we would not be able to move forward with this our community is you know is in need of our teachers and our education system and our teachers have done a lot without and support staff we can't forget them and bus drivers and everyone in the building so i appreciate this and everybody that voted for the referendum to make this contract work thank you thanks mr healthwire online participants any other comments board members dr shad oh you know i always will say something well it's just it isn't just a great day to celebrate it is so important that our community believes in bcsc believes in everything that we're doing and we're willing to put to improve our referendum i think it's going to help our recruitment of even greater teachers more teachers so um it's just a great day to celebrate everyone's work and an appreciation to the community for recognizing how great we are so i want to share that thank you all right if there's no other input from the board this evening then i would remind you that uh a week from today we are scheduled for a strategic planning session that will be at 9 00 a.m we'll be upstairs in the administration board room i believe for that meeting plan to do that from nine until whenever we're finished and then on november 9th so a couple of weeks out we have our next regularly scheduled board meeting we'll meet here again at 6 on the evening of the night there's no other business for this board this evening this meeting is adjourned
⚗ AI-reconstructed · cite from original above
missing our pizza john i know we normally have some some pizza a little salad we i buy way so much i have some leftover carrots rosie you're all set okay uh good evening everyone today is thursday october 22nd and i call the brookfield board of education board retreat to order in accordance with executive order 7b suspending sections 1-2-0-6-1-225-1-226 of the connecticut general statutes the public will not be able to attend this meeting in person but will have the ability to view or listen to the meeting in real time by way of the brookfield board of education youtube channel furthermore such meeting will be recorded or transcribed and posted on the board's website within seven days of the meeting and made available as required by law so let's stand for the pledge 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 okay we have all seven of our board members present in addition we have dr john brill dr maureen ruby and we also can post can't read about ken and we also have nick caruso here joining us from cabe so the first item on our agenda tonight is the equity and inclusion subcommittee and um i'm going to try to share my screen here but we're going to have a discussion to create a vision statement for the district and let me get my screen up here can you guys all see that nope okay so our goals for tonight at least in this especially in this first portion of tonight is to create a vision statement for the district centered around diversity equity and inclusion we're also going to review the objectives for the equity and inclusion subcommittee and then in the last part of our meeting we're going to review and discuss the board self-evaluation results so we'll actually um enter into executive for that so in creating an equity vision for an equity vision statement we've uh we're working a little bit backwards because as you remember we initially had planned to have this retreat at some point in the spring prior to the formation of the equity and inclusion subcommittee but since that work had already continued there's actually a lot of work that has gone into creating objectives for the district creating goals for the committee but what we really need tonight is sort of a very simple and short vision statement so ideally a vision statement should be something that's around 20 to 75 words should be simple short easy to understand short sentences using as many positive words as possible and using specificity of course is whatever possible so i wanted to give you guys some examples of equity vision statements both in the private sector and from the education field as well so black decker's diversity statement says to be engaged you must you must feel included and valued we strive to build and nurture a culture where inclusiveness is a reflex not an initiative where there is a deep sense of pride passion and belonging that transcends any role business unit language or culture or country and is unified in our shared commitment to excellence innovation and social responsibility we know that through experience that different ideas perspectives and backgrounds create a stronger and more creative work environment that delivers better results to support an inclusive environment where employees feel empowered to share their experience and ideas we've encouraged the creation of a variety of employee resource groups including groups for women veterans lgbtq pride and allies african industry developing professionals and more so that's quite an extensive and maybe too long of a vision statement for something i think that might be appropriate for us but as you notice at the end there's a lot of specificity so i just want to i think it's important to kind of keep that in mind also salesforce has a diversity um statement that is uh themed around equality so equality is a core value at salesforce we believe that business can be powerful platforms for social change and that our higher purpose is to drive equality for all creating a culture of equality isn't just the right thing to do it's also the smart thing diverse companies are more innovative and better positioned to succeed in the fourth industrial revolution we strive to create workplaces that reflect the communities we serve and where everyone feels empowered to bring their full authentic selves to work there is more work to be done but with the help of our entire owana our employees customers partners and community we can achieve equality for all um i just wanted to use this one because i thought it was um they use a lot of positive words um and some of it actually relates a lot to how i think we want our educational experience in brookfield to be but the last two that i wanted to share with you are examples from the education sector so the connecticut association of public schools superintendents or caps states that caps is committed to the success of each and every connecticut child we believe it is our responsibility to support school district leaders remove systemic barriers and ensure that achievement and growth are not predicted by gender gender identity sexual orientation race class or disability and this as dr perl can attest to because he helped craft this statement you know it took a long time to to really get very specific and get um in agreement with all of the terms and and um and what's centered around this idea so um you know i hope tonight that we can we can maybe streamline some of these processes and taking some of these examples um you know as as really good examples of where we can start and then lastly i wanted to share caves which states we affirm in our actions that each student can will and shall learn we recognize that based on factors including but not limited to disability race ethnicity and socioeconomic status students are deprived of equitable educational opportunities educational equity is the intentional allocation of resources instruction and opportunities according to need requiring that discriminatory practices prejudices and beliefs be identified and eradicated and i wanted to highlight some of those words because that's where the specificity kind of comes in so without further ado i want to um start an open dialogue in an open conversation about how we want to craft brookfield's education or equity vision statement so i wanna i want us to think about and i gave you guys a lot of resources prior to tonight but i want you guys to help us help each other figure out what our priorities are for an equity vision statement uh what words do we want to make sure we include how will we be specific and honestly if we want to adopt or just build upon the caps or cave statements you know that's something that we certainly can you know explore doing tonight so i kind of want to just open it up and get your get everyone's thoughts on where we want to start what your maybe reflection is on on some of those statements and we can hopefully see where we where we go and nick also please um if at any point you know you want to add anything and or help guide us in this process that would be very helpful as well oh i won't be afraid to jump in great rosa do we have like a a whiteboard feature or somebody yeah i'm going to try to i'm gonna try to just can you guys still you guys can still see that right yeah all right so i'm gonna just use bigger font and we can go ahead and do that so how out of curiosity do we know how old those the the caps and the cave policies are are they just recently done or they've been there for a couple of years bob i can speak to caps uh it's definitely within around the last year and a year to a year and a half at the oldest uh probably about a year and a half if my memory serves me correctly i think cabe may be as old as 2011 or 2013 maybe yeah that one's a little older yeah it's definitely older i think i remember 2012 or something so so i guess my question then would be how is it that those uh equity vision statements have translated into measurable actions by those of those organizations i mean they were very specific but it's not apparent to me that then once they did the statement that there were particular actions that jumped out of it and to me that would be one of the most important things that we do is that it leads to what we're doing on curriculum what we're doing on policy what we're doing on hiring practices what we're doing on everything so whatever we do on a vision statement ought to be something that leads us to as an organization to actually be able to take action here um it's actually vision statements without action are meaningless right so how i understood it and i've i've gotten some guidance from um dr martha burkina harris on this as well um you know the vision statement should be something that is very high level very simple that funnels down into more concrete um but still sort of medium i guess level objectives and then very specifically down into goals and when i said we were kind of working backward in this process when we created that resolution back in what i want to say rosa yeah if if we could all mute because there's yelling in the background somewhere there's some noise or something so um you know back in i want to say it was yeah i think it was june we had um we crafted a resolution where it was it was actually very long where we talk about some of these objectives that we want to hit and then the specific charge for the subcommittee was actually quite specific and you know ideally we would have done a vision statement first and then sort of worked our way down um but because we didn't have this retreat in the spring we're kind of working a little bit backwards but i do have you know um those specific objectives on the future on the upcoming slides and i'm happy to show them to you now if you want just to kind of review them let me get those up yeah so rosa and i reviewed the those slides rose i'm sorry yeah yeah actually um it was i had looked at them about two weeks ago but it was good to go back through them again because it was quite an extensive uh i think was our july meeting where we put the charge together for the uh to establish the committee and it is quite extensive it's good to revisit and you know the board agreed on those to go forward so i think it's important and and that might really get people's juices flowing uh rosa for the visioning yeah um so let me get you guys out of the way okay so this is our these are the objectives that we had drafted in our resolution um and so i kind of wanted to just take those because i think you know we all voted and agreed upon them and i think they they really speak to all of the specific um you know ideals that we have for the district um and we can go through these you know one at a time what i what i essentially did was i took our resolution put them out into bullet points and what you see in yellow is words i've added just to make them um objective sort of uh statements so we will you know we aim um we will strive things like that um so i don't know if you want to we can go through these we can review them now and then sort of circle back to creating you know a more higher level vision statement if you want would that be helpful i think it would be helpful it would be helpful also helpful if we can get it put yourself back into screen show mode because it's small oh it's small okay how's that so yeah i know there's a there's a lot of words here but okay so uh we will strive to see that all students should be inspired to attain and apply the knowledge and skills and attributes that lead to personal success while becoming a contributing member of a dynamic global society we will support the strategic coherence plan intended to encourage the achievement of all of our students we aim to deliver an equitable educational experience to every student in our care regardless of race religion ability ethnicity identity socioeconomic status or gender we will seek out the identification and eradication that was not specifically in there of institutional racism and biases that promote barriers to student learning create academic gaps and directly conflict with the core values and beliefs of the brookfield public schools we vow to confront all incidents of inherent bias and racism in our schools and hold that all individuals accountable for their actions we will create opportunities to celebrate differences in others beliefs intellectual ideas and backgrounds we will promote an appreciation of diverse cultures groups and people and perspectives we will celebrate the individual academic social and civic contributions of individuals within our school community we will hold paramount the idea that student parents staff and community voices are integral in building a climate of trust respect and dignity while creating opportunities that minimize disparities in educational outcomes we will strive for continuous improvement and recognize that if that it requires the courage to change long-standing biases and institutional norms and we will develop and implement a plan to ensure that our schools recognize and eliminate racial bias so that was essentially our resolution and what that filtered down into was more specific goals for or objectives for the actual um equity and inclusion subcommittee so this is a this is the actual charge that we gave to that committee um back in july uh can i ask you really quick yeah who who developed those objectives on the previous uh slide that was yeah that was inc that was that's what we voted on in back in july okay i just have a thought um what if we look at the two sample mission statements that we kind of like and do we see if either one satisfies these objectives or needs a little tweaking that yeah i think that would be a good use of tonight's time yeah like i was wondering if you could this is could you put it on top could you come is this a document you can alter or not really rosa not that you could i mean the slides i probably well yeah not really thinking if you could cut it well if you guys yeah i mean if you guys have you guys have all the slides right yeah we could just pull it up yeah and then i can i can still keep you know our blank document going if you want to do that can i give a thought on the on the first slide there before you go on this one yeah the one that's currently up sure so i believe that the the number one troubling thing to me when we had the kids uh come in uh the former students come in is that they didn't feel safe and i think that should be a word that should be included somewhere in here i it i mean the fourth point down kind of puts it like i i mean i need safe environment right so where you feel like you can go to a teacher with any with any problem and i kind of feel like the fourth point kind of hits on that but i i i do think that safety and safe environment need to be kind of part of that i don't if i'm jumping ahead let me know no that's that's certainly something you know it's i think it's an important word and something that we can we can definitely incorporate i do want to just to kind of show you guys the the actual charge that we gave the committee who is more who is going to essentially lead how we will actually implement these particular objectives you know and and guide that um you know that work i think one of them actually does mention that specifically the second the last bullet uh mike that starts to get at that so this would be good for roosevelt maybe if you can go through rosa yeah so this is the charge that we gave the committee back um let me get you guys smaller back in july to support development of instructional activities extracurricular opportunities and field experiences that promote a richer awareness of culture and racial diversity review and monitor policies on diversity inclusion and equity review curriculum in grades k through 12 through the lens of multicultural and diverse perspectives establish a clear protocol that records and reports incidents of racism occurring within the schools and holds all staff and students accountable for their actions review and employ mechanisms for example anonymous tips trusted adults i think this is what i was talking about mike to allow students and staff to share sensitive or confidential information that will help the investigation of acts of bullying harassment and racism continue to research and implement best practices and social emotional programs and resources to ensure that every student feels safe in a supportive environment determine where our schools may be falling short in promoting understanding respect caring problem solving conflict resolution anti-bullying etc provide training for all staff aimed at maintaining a safe inclusive and equitable learning environment for all students including students of color and support the superintendent's initiatives in creating community conversations with in diversity and equity that will lead to systemic improvements so as we get more specific you know i think those are in there but certainly you know if we want to add a word like that to our vision statement that's certainly appropriate i think i personally really like the cap statement i think it's i think we can maybe build on that it's short it's succinct but like i feel like that's might be a good starting point and then we can maybe add some more things to that i don't know about everyone else i like the cap statement i think i i agree i actually thought the cave one was a little negative the caps one just to me seems you know more positive more optimistic actually what i'm going to do i'm just i'm not liking the i'm sure that achievement and growth are not predicted i don't i don't like that phrase for some reason i probably was intended to be predicated not predicted oh predicated i don't know why i looked at it and i it looked like predicted yeah i thought it might actually be just predicted though because those things are predictors of achievement and growth maybe i didn't like it either that's the one thing i didn't like about it but i liked a lot of that what i liked about this is the first one is very simple it's very similar to our make your tomorrow theme that we have yeah um in brookfield so um and uh i think it's it it resonates a little bit relative to our other statements yeah i mean i guess the key thing is well and this is kind of obvious so their job was to support school district leaders so we have to think about like who are we supporting are we supporting i think teachers students families perhaps you know that might be if we change some of those words that might um yeah and i'd like to just just briefly share the one thing that uh that a couple of a number of times when we we've talked maureen and i talked about this you know the cabinet and some of our other meetings is um and we've shared a little bit here is maureen uses a phrase you know honoring the uniqueness of all of our learners all of our individuals so it's the adults as well as the children um i really love that i think in addition to that we talked about in the uh over the summer at the end of the day we want people to feel comfortable uh might use the word safe but really welcomed and valued so i think those are key words that could be folded into some light you know some phrases that we might want to think about and so you know it's that individual worth and valuing people welcoming them um i like that phrase from one of the one of the companies you put forward rosa where uh it talked about um oh gosh it's just opening my mind we can go back to it later but i'll come up with it there's a lot to say but there's some really great ways to look at things um oh yeah it's not just uh it was something that it's uh it's automatic it's not something it's not an initiative it's just something you naturally do as part of right hope for the organization that you welcome people in and uh honor the uniqueness of that kind of celebrate well it becomes part of our our school culture exactly i did like that part too yeah we strive to build and nurture a culture where inclusiveness is a reflex not an initiative my empowerment is an important word too and at the same time we while we're thinking about this we're not we can't try to solve everything so that's why it's got to be high level even though we want it to be specific and that's usually the hardest part of these exercises that brevity how do you do that and so i want to get those key pieces in so where do you guys want to change if we're going to use caps as sort of our base where do you want to first make the change i think there's um an issue with um you know we want to ensure that achievement and growth are not predicted by these things um back up rosa i think we're on the wrong [Music] can you guys see the we're on stanley black and decker really oh maybe there's just a delay oh okay you guys see it now right no i still see looks like a decker really oh wait okay hold on let me see if i can okay oh good job yeah this is would be better with like a big piece of white paper and post-it notes markers yeah markers so if we want to use i put some of the words that i you know down here in the bottom um if we want to use this as a base it seemed like this was something that was maybe an issue for a couple of us um you know i think it's i think this is the part that is specific but also high level i think we want to be able to specifically mention you know gender gender identity sexual orientation race class disability i think all of those things are um you know those marginalized groups that we want to uh recognize specifically but at this sort of high level so how we do that is sort of you know up to us um but i think it's something that we should mention or we should keep in there even if it's not you know this exact sentence yeah and then do you want to just um like change school district leaders to do we want to say is it too broad to say the brookfield community or should we break it down to um teachers families i don't know staff i think we can say the school community community yeah i think so too support our school community don't you think people think the community like outside the school when you say school community like parents i mean yeah they just think parents yeah they probably yeah you're probably right yeah i don't think people think of teach teachers as part of that you know teachers and students and i think you know we also need to be very careful you know we it's one subcommittee and we're putting a lot of responsibility which we know is going to be endless it's going to take a long time there's going to be pieces and that there's a lot of process and planning and structure that needs to go into this uh from the committee folks um but again we need to keep it narrow and and this is joy i'm asking you because you brought it up so i think it's a good point are we when we say school community or whatever phrase we use we're talking about the school the community you know in in the adults within that community as well as the students within that community are we thinking very broad into the community because there's only so much the schools can do and we're just right very careful number one uh managing our own expectations um of what we can do because if it's too big um we could meet with some very serious obstacles and be discouraged and so we want to be you know focused and specific as well so that still thinks the difference yeah i don't think it should be extended into the community okay yes in my opinion yeah sure no i understand it's it to me it seems way too broad you know we don't control we can try to control we can control so do we want to say you know i changed it to students teachers and staff or are we just you know trying to focus more on the student um i'm wondering if we don't even need that part because in the very first sentence we say we're committed to the success of each brookfield student so then if we say yeah we we believe it is our responsibility to remove systemic barriers yeah yeah that's a good point create a safe space and honor the uniqueness yeah something like that individual or something i like what um dr ruby sent to our email that um honors the uniqueness of each individual and embraces diverse backgrounds values and points of view to build a strong inclusive community and to prepare students for lives in a multicultural society yeah i like that too yeah sure let me uh because i like the word honors i don't think you hear that often like you're always here committed to or committed to yeah and your values are different yeah valued even putting in great empowered in there i do like that word in power too so how can we work that in and to mike's point you know maybe building a safe environment unless you feel like that you know that's sort of taking care of in our more specific objectives i i i feel like i like both i think both terms safe and welcome should be included to john's point there i think that's safe and welcoming um because i think those are very specific terms and i think that's you want to be as specific as possible it's like uh i mean i didn't know i was on you before but community just seemed seemed to uh i don't really cross it it just seemed too too general strong safe and welcoming school community you can say that prepares students honors the uniqueness of in each individual that is all-encompassing it's not just students but it's students teachers custodians uh community members it's everybody i mean like we can't narrow who we value to students or to any i mean if we're really going into this the way i think we're going into this then we need to adopt an uh an attitude and a perspective of honoring everybody it's all inclusive otherwise it's kind of contrived in my in my feeling but it's everybody we want our students we want our teachers we want our families we want our community to be a place that honors each individual however they present and our responsibility is to take them as they come and in our our our operations to maximize the potential of everybody and that's teachers parents students anybody that we interact with brookfield cares brookfield education foundation the the um many businesses in town that support us we honor each and every one of them because that's what we want our students to do and that's the only way that we can break down these barriers that we have so i i like what i think john said it before and rosie i think you hinted at it that it's this is high level and then subsumed under this high level i'll call it vision statement is going to be many other things that were that will be to to bob's point that will be the things that we'll be measuring to see what our success is i just want to add in here that in order for us as your leadership team to be able to really live up to and honoring the statement whatever it is in its finality we're going to have to think more broadly about policies because in order for us to be able to do this we have to go through our policies and make sure that board policies actually support us living out this vision with some teeth behind it to be able to actually do what it is we're saying we want to do rosa if i could jump in just for a second that i know vin mistero's been working on a lot of policies of course between covet and equity i think he's he's probably aged 10 years in the last months and ben was pushing it already but um you know please be in touch with our policy department i'm sure they have some things already done and some things in the work but i'm sure they could be of help there um i can't see the whole thing on on one screen but i'm wondering if the second part that you wrote makes a good preamble for this the first the the bottom part might be a good preamble for the top part so that flip them around smaller starting by talking about the uniqueness and you know a more positive statement about what why we want children to be protected safe etc and then going how you're committed to how you're doing it i i just wonder if they make sense together i do i like i like components of of both of them for different reasons but you know i do really like the um the beginning part of this of this bottom one that maureen had wrote yeah and i i like where we talk about um student growth and so forth and where where the caps student growth is talked about in the um uh the cap statement that we've started to modify and also you know uh gender and class and so forth but again it's it's great that it's specific and and but i wonder if going back to the concept of broadness that that we clearly hit on in a number of those objectives and goals so again vision statement could be broader um and then the very specific pieces are obviously in what we've already gone through in july and said that you know we want to have as part of the subcommittee's work um and just a quick note before i forget to say it i know maureen brought a policy and then nick mentioned what what vin mastaro does up the cape one of the things i've talked about for a number of years off and on with the policy committee and we're actually we just were too busy last night we had so many other things going on um but policy committee one of the things uh deb deb and i talked about putting on the agenda was policy process um and one of the things that we all know how painful uh painfully long it takes to get through policy so one of the things the policy committee is going to have to talk about i mentioned this when we talked about the master timeline two weeks ago is how we approach the development or the adoption of policies because the pace we go at and it's only because we meet once a month and there's only so many uh so much human capital to go around in the office but also so much time from the volunteers from this board who are on the committee to do that work um so we're going to be at the policy committee we really do need to talk about these things especially process yeah i didn't really give him a long conversation about it but i wanted to put it out there for people as a reminder that the process is really important rosa could could you just so we could look at it could you take the second sentence of the first one and just paste it onto the second one [Music] and at the end yeah and then change in the first sentence just change the bps to brookfield public schools right just spell it out pick out though too and get the thought out of there at the beginning right i just i just was it was driving me crazy so this kind of what i what i like about it and it's uh it was a good suggestion is the second sentence here is a little bit more specific about responsibilities and barriers and growth and mention specifics on gender gender identity sexual orientation racial class and disability i think it brings a level of specificity that is positive to this um and uh and the two sentences do support one another so bob the one thing because i'm always like you just said before always thinking about how do we measure our success even though this is high level when i read that second statement we believe it is our responsibility to remove systemic barriers what are what are those what are the systems and what are we removing and how do we hold ourselves responsible and can we actually if we define if we can define what the systemic barriers are can you hold yourself as a board accountable for removing those i mean i i'm just trying to think of how we're gonna measure that down the road well i mean it's to that point though i think you know one of the objectives that we need the subcommittee was to identify what those barriers are you know in in our curriculum in you know however that may present itself in the schools but you know maybe it's putting the car before the horse a little bit and sort of saying yep they're there uh the subcommittee has to go and find them and fix them um but i think to i think some sort of recognition that you could so so rosie i'm sorry to interrupt you could actually simplify the second sentence by just getting rid of the repeats and the barriers there our responsibility to uh ensure right and and kind of go right to the point because what what excites me about the second sentence is that it's about the achievement and growth are not i don't like predicted but uh by gender gender equity sexual orientation race and class and disability because that is measurable maybe instead of remove identify yeah i mean i i think it'd be hard for us i i i'm just speaking i think it would be hard for us to actually make a commitment to removing systemic barriers that's or even just recognize that's herculean you know first of all we have to identify them like within our system is it our school system so maybe you can even go broader instead of identify which sounds a little light and remove which sounds a little hard you could just say address yeah that is more it's a good action word yeah i'm just and and then systemic barriers are going to be so we can make sure we understand that and define that what do we all think about what is it what is that what does that mean i agree with joy like i mean i think i know what it means but i don't know if that's what everybody else thinks yeah and i i actually think more about systemic biases than barriers but it's just about biases never about systemic biases because is the system the school system is the system the community like what is what system are you talking about because above i want to be responsible to you as a board but i can't um i can't change how people think in their homes or in their businesses and if people i think i'm going to disagree with you i think we can address it we can bring people in and we can have this you know we can apparent university like we're doing today and talk about biases that's addressing it um i don't think we should stand back from a broader impact that the schools have on the communities um and so i i'm going to disagree with you on this one because i think we should take on a broad and maybe not so defined um role because i think the schools have a big impact in community so the more we try to water that down the less impactful the statement is do do we are we skipping over i mean i feel like we're skipping over something i i like joey's question are we defining systemic barriers not i don't think in the vision statement that that's an appropriate spot for it um well i think joy's asking maybe we should just all share what we think so we have a commentary okay is that what you're saying joy yes exactly to me a systemic barrier is essentially an action or a creation based on an action of a person or a system or an organization that is essentially based on an implicit bias i feel like systemic barriers are ingrained beliefs and attitudes yeah i would think like beliefs and assumptions that um certain groups are performed a certain way or do a certain thing um yeah i mean i mean i actually use the word barriers in my mission statement in my office um well i remove any you know my office is about removing financial barriers uh so me i define you know the systemic part i guess for me is any you know law or policy that prevents you know the natural the someone's willing progression through life or willing progression to the next level or uh uh prevents achievement uh you know my office probably you know me i see as achievement of better health but uh yeah so i guess that's that's from where i'm gonna go with that but i feel like we all have very very different uh definitions it seems like it's kind of all over the place yeah and systemic means that it's all encompassing right it doesn't just touch things that we know of overtly it's you know it's everything that goes into the system including the personnel that we hire are we aware that we have any kind of bias or are we just you know going to ignore it and say you know we don't have any advice in terms of who we hire and or do we or we're gonna say you know what i think we do i think we need to be more proactive in seeking out you know personnel of more diverse backgrounds so that our students are learning from those people because that's that and that becomes a systemic solution so yeah that that's a big thing that i was trying to you know i wanted to circle back to when we were talking about the objectives before i don't really think staffing is addressed anywhere yet so i think you know to me like systemic is is it's really it's very all-encompassing and it's it touches every part of an organization whether we think about it consciously on a daily basis or not um oh so i'm listening to the words a little bit and from everybody by the way and mike when you were talking you uh you were actually talking about real barriers right there was a if i have a financial problem i can't do it right um that's a barrier what i heard everybody else say we're biases we have to address things that are leaning left or leaning right or you know things we might be undoing on subconsciously and uh and i actually think the issue though the word barrier has a connotation that is maybe a little more specific than we're thinking maybe we want to be broader here it's not just barriers it's barriers other biases in our hiring policies or like you said rosa or biases in our in other activities that we have going on so i'm i'm i'm thinking the broader term may help us and also deal with dr ruby's measurability question so because we address bias and ensure achievement and growth are not predicated predicted by these various characteristics i think is that that's the very measurable thing and then we could deal with uh and address systemic biases by periodically going through topically and saying so do we have bias in this and how are we dealing with it and i got i'm going to disagree a little bit i i appreciate what you're saying but barrier you know you kind of point out that barrier is something it's something a little bit more objective like a policy a rule a behavior uh something that actually happens you know a fact not to say it's something tangible uh but it is it could be more effect a bias is kind of like i mean can't someone go through life and have a bias and you never know what that bias is so i think that's i think bias is true but it's sort of that it's that introspection that we that we need to do as a board because that trickles down to the rest of the organization and if we want our students to have that kind of introspection you're not you can recognize bias within yourself but you first have to you first have to reflect on your own actions your own thoughts because it's that awareness that leads to actual change so if we go through life not wanting to seek out that awareness not wanting to challenge our own thought process then of course we hold on to those biases with the word institutional bias be better than systemic i'm not sure i'm just thinking aloud a little bit because we're talking about the institution of the school district the word just sounds so medical medical to me that's why that's why i like it so much those are things like we can deal with like the ant i never liked that word if we think about the curriculum the hiring is that's all part of our instant marination yeah i agree again i like i actually uh i don't know like that i think maybe it's fair it's because it's very objective and that's why i like it so what would that break you would change the phrasing and i missed that i'm just trying to change systemic to institutional institutional yeah i just have a negative reaction to that word too yeah i don't i don't really yeah me too sorry jen sorry jen okay i was just thinking alive thank you mike if i may just change for a second and this might actually help us in our process too with that with what we've been talking about just change change gears and get down to the line right underneath that i know some people had a problem with uh predicting achievement and achievement and growth are not predicted by um do we want to say achievement and growth regardless of gender gender identity you know is that something that is more um more comfortable with i just wanna and again as we say that maybe there's that helps us go back as well jen a lot better actually what's up deb um do you like inherent bias any better what does that mean yeah the phrase inherent bias refers to the effect of underlying factors or assumptions that skew viewpoints of a subject under discussion so is it inherent by inherent bias of whom is it of the community of the faculty of the students of everybody i'm concerned about so when i when i'm looking at when i look at this statement from from my responsibility is like what do i do as the assistant superintendent of schools to provide the in-depth comprehensive professional development to to ensure that our our teachers and our other employees are able to live up to the promise that the um board is making in the statement that's that's all i'm not trying to be a pain in the neck i'm just trying to really um like from a linguistic perspective understand exactly what it is that we're going to have to do to make this statement not just be a statement so we can check a box which i know none of us are trying to do but for it to be a statement that actually we can come back to and say yeah you know what we did this we did this and and this is what we have to show for it so i i'm just that that's the lens that i'm looking through deb so i'm not picking on your inherent i just want to make sure that we all know that it means something that's tangible and that's comprehended by all of us so that when we move forward when we come back to this we don't go what the heck does this mean so so i'm gonna throw my hat in the word institutional a little bit here because um the first sentence is about people right it's about embracing uniqueness it's about embracing diverse backgrounds and values to create a strong community and that's about embracing that's about um uh the environment we build the second sentence is about how do we run the district um and you don't need to be so broad in it that it is um it's in embracing in the just in the second sentence biases of parents biases of the students and biases of that i think the measurable thing is we could look at how we run the district and it is our responsibility to address that so and it's our responsibility to ensure achievement regardless of all of different characteristics so i think that is a much more the second sentence is a measurable thing that you're doing as you're running your district the first sentence is about enviro embracing the diversity and the community and i think the two go together so i'm kind of going back to uh institutional here makes more sense to me yeah and institutional really just refers to like our organization yeah right organization or it could be our curriculum yeah it's it's uh everything we do everything we're in charge of that we're in charge of that's correct how we set budgets right um i mean it could be anything we touch is organizational a better word yeah i was gonna i was gonna suggest that would organization sound better to maybe joy because institutional could have a i i can see how people have a negative pullback from that so maybe organizational um is there organizational barriers though going back to that word i know mike talked about that it seems a little more concrete i don't know i'm just putting it out there for thinking um measure how do like how do you measure biases well we're just addressing them yep we measure it you know by making sure that there's that you know gender gender identity all those things are not you know predicted by um or achievement is not predicted by those things right and i would say there's probably things we're going to start actions we would take right to look at like a lot of school district and organizations are doing right now they're looking at you know our hiring practices curriculum that we um choose policy policy um professional development um doing it intentionally is the idea of the vision yeah well it goes to our conversation about budget assumptions and priorities right so we were talking about addressing a lot of the uh you know some of these areas that were you know these these characteristic areas we were talking about right um you know disabilities or whatever it might be or learning gaps and things like that rosa um i want to just throw something out because as i look at this the first part of the statement as it was said really talks about uniqueness embracing diversity it's a very positive statement the second one the second sentence really says um we have to protect kids or protect people uh it's more of a i'm going to say using the wrong term but a defense term um you know we're going to protect we're going to uh ensure that these things aren't going to hurt a child but are we missing something about we're also here to teach children how to embrace equality equity you know so it's not just how to recognize the differences in ourselves and celebrate them which i think we need to do better with kids but also how to confront um you know those things when they see them i think we have a responsibility to children to teach them both aspects of that how to celebrate diversity themselves and then also how to confront it when they see it uh whether that's go to a teacher get help i mean it doesn't mean necessarily going up and challenging someone but that they they know it's wrong and they are willing to stand up to it however they have the potential to do it i mean i actually i want to disagree a little bit on that because i i look at the second sentence as more of an empowering statement as opposed to a defensive one you know i think you know again i don't i it's really important for me um in terms of this district's vision that we're not just looking at overt bullying or racism or things like that that's stuff that is it's very obvious and i think anybody would agree you know has no place in the schools but i think we're at a point where we need to recognize some other issues as well so the way i see the second sentence is we're going to intentionally look for those we're going to intentionally think about them reflect and then you know that recognition will hopefully bring about some change for students not so that they're on sort of a defense but so that no matter who they are or how they identify or whatever that they have an equal chance of success in brookfield so and i don't know how everybody else feels about the second sentence in that regard but stop rosa i'm just i'm thinking as i'm reading that second sentence that maybe maybe the two um main points of that sentence are flipped like is our responsibility to address organizational biases or is our responsibility so you know to ensure achievement so if we flip it we believe it is our responsibility to ensure achievement regardless of gender gender identity so um and then can we is there a way to end it by saying buy recognizing or buy a dressing or i don't know i think i just i'm not sure what i'm trying to say but i feel like ensuring achievement is the more important i need to get to the point i'm horrible at getting to the point um we still could hear someone in the background there's a pretty lively conversation yeah i mean i don't i don't know how everybody else feels i mean i don't know yeah i mean we can flip it i don't know if that changes too much maybe yeah i mean i kind of like this as it is i would like to kind of work in you know empowering in there change prepares to empower what's that can we change prepares to win powers empowers students for lives if it doesn't really make sense with yeah yeah for lives in a multicultural society i like the word of power yeah yeah i think going back to what the students were saying is that they weren't prepared for a multicultural society i feel like a sentence like that reassures that we heard them yeah what about in power's achievement and regardless of gender or gender identity we're not really well well no because you don't want just empower for achievement you want to empower for yeah we're ensuring that we're providing the opportunities um and the and the scaffolding through our instruction and through our curriculum and and everything else that we do in school where that's our that's our ensuring um i think that's our responsibility um and i see empowering and ensuring as as having two different meanings i i actually i you know nick has a good point but i think it's all it can be picked up underneath the welcoming school community and then it's a as a matter of how we flush that out right which is how do we let kids you know if there's an issue go deal with it and give them the strength to do it that's all part of a welcoming school community to me so yeah that's what i was thinking bob too i thought um nick's concern sort of gets addressed in that sentence yeah um part of the sentence how do you guys like i just put empowering instead of um i forget what was just there before um uh welcoming to me samia's adding a buzzword yeah well i agree did we want is so it's just going to be points of view to build a safe and welcoming school community i think it's fine there yeah but that's what we had before right no we had something else where we had safe um strong strong safe and welcoming school committee strong doesn't what what how about unified i was gonna say um i like unified i like unified a lot debbie were you going to say something yeah i was going to say where it says and welcoming school community that empowers students and prepares them for lives in a multicultural society well i like that well that's what we said before that doesn't make sense that empowers students students empowers students and prepares them for lives in a multicultural school like that okay yeah i'm sorry that's right that's good yeah because empowers the way it looks before it doesn't make sense here it does i like this well can i you know make one more one suggestion uh you know we believe it's our responsibility to address organizational biases i want to go back to that phrase and i had a thought while we were talking we could we believe it's our responsibility to seek out and address organizational biases organizational and curricular biases so we can bring in that we can go look at curriculum that could be something we could very periodically look at and say are we diverse enough in our curriculum and then we bring in some of the other things the students told us which is you know we have very narrow in terms of some of our they felt when some of our curricular choices so you don't think that's too specific so can i just say something bob this is not like directed at you but you brought up a thought in my mind when there are financial implications to anything that we write that we say we're going to do and so when we write in um curricular biases and i'm sure the board will support this but i just want to put it out there because i never assume anything that if we go into our curriculum and we identify areas where there may be implicit biases and that we need to expend funds to eradicate those or to shore up the curriculum so that it's um addressing diversity etc then if we have this is our vision statement then subsumed under that is that the board is financially supporting us in in doing that and i don't say that to be argumentative i just i'm just thinking about what we have to do yeah i think you're just opening up pandora's box i mean if we recognize that we should be addressing it i agree but i but it's but i i don't control that so i just want to make sure that we are you know i think what we're all working here as collab collaboratively and i want to just be transparent that from my my views viewpoint as a correct having curriculum expertise i see that as we're saying that when we go through our curriculum which we're perfectly able to do and we actually have been doing that when we see areas where there might be implicit bias we are absolutely going to address that and if it in if it imply if it means that we need to expend funds to correct those that the board is supporting that that's that's what i hear you saying i just want to put it out there and not make an assumption you know what it's first of all it's not a contract that says if you find something you will have to do it it's to seek out an address right and uh and i agree with you but if we found we had a curricular bias i'd be the first to be walking forward with a budget proposal that says we've got to fix it thank you but i kind of think when we put in the word organizational i i feel like that covers it that we're talking about everything the organization is responsible for whether it's staffing curriculum yeah i'm with you deb i feel like our objectives are gonna seek out what parts of the organization we're going to dig into and right not to bring up an old source subject but i feel like institutions hits it well but i'm willing to withdraw you know organization system you know we don't want to assume anything but it generally can mean some very similar things so be careful people will read the word organizational in very different ways right they'll think about it as oh this is about staffing absolutely about i mean organizational um is has different meanings to different people that's all um yeah that's actually what prompted me to put curricular in there because i think people wouldn't read organizational to be addressing curriculum so bob do you think that that that it weakens the statement if you just take organizational out and address biases biases yeah yeah we can do that that's maybe we're just arguing over semantics but we could just simplify it even more not an unreasonable compromise yeah i think i like that and again because we already have a lot of the objectives i keep thinking yeah we do have very specific are our objectives aligned to this and they are what about religion are we including that as part of class we absolutely should [Music] good one yep okay i think um religion i'd say belief beliefs right uh a religious religious then religious voice um rosa in the quizzes that you sent um there was also mention of uh like just physical you know bias based on body type weight size and that it's different from disability so i don't know what to call that and i don't know like neurotypical differences or no no i mean like this tall people short people skinny people fat people yeah that's why i love the honors the uniqueness of each individual because that's really hard on the back side for the bottom including the marginalized groups i guess please think about so did everybody take that uh that little uh the thing where you do the eyes and the ease yeah i just i i decided that it it drew conclusions about me but it should have just drawn the conclusion i don't know my left from my right so the other thing to think about is the board is doing this as a board as it should to give the committee whoever the ultimate core group of the committee is um and that's a process that uh jen and amy and maureen and i talked about about you know a month ago and then maybe three weeks ago before the letter went out to seek individuals to be a part of it you know the committee needs to to be um take kind of the marching orders but really the committee needs to exercise this leadership too and it's it's ownership of the process of going forward so we can't forget that the board isn't going to do all this work the committee is going to do the work which is going to be a very inclusive group and then bring recommendations forward we just want to make sure that's out there too we can't forget about yeah definitely i like a statement i think yeah i do too this is pretty good yeah how does everybody else feel yeah comfortable with us i like there's still a paragraph above it or did we combine them now um i can combine them i can delete the one above it so in terms of finalizing it should we bounce this off of anybody else or um like should we send it over to the committee and say you give us some any input you might have or does that just add a degree of complexity to i think it probably adds a degree of complexity yeah right now i'm sorry no i was just gonna say i think because it's so broad it's you know sort of falls under you know something that the entire board should do um it's a board vision and the committee is under the board right it's about asking for input that's all yeah yeah and the committee right now is is uh amy jen john maureen [Laughter] you know uh those unique people in with different perspectives all right so do we need to do we should we vote on this do we need to vote on this tonight do you want to um rosa i don't know that it was on the agenda as something we would it's subject matter um if anybody has a better at least in robert's roles i'm certainly open to that but we could always vote on it in a regular meeting where it's specifically it's not on the agenda for a vote you cannot add it exactly it's a special meeting all right so i'll just um i'll just save it and um we can put it on our next agenda and at that point we've already had this lengthy discussion so yeah can i just suggest that when we put it on the next agenda actually put the words in the agenda document yep um so that the public has a chance to have seen it um if they're look if they're the sort who go in and look at agendas um and uh it could be at the end or the uh at the end of it or you know in the in the mainline text but i just think making sure people have had a chance if someone wants to give us any public comment they can right that we do open our our meetings for public comment and on this type of topic i am a believer in asking people for their input um and uh um it's just a it's a very sensitive topic in this day and age so um i like it by the way uh just i like what we've kind of collaborated on here so yeah um so you know the last slide is you know we we talked about the objectives of the committee these were their specific goals in terms of what's actionable and how we will essentially assess if the committee um is or has accomplished their their mission as we formed them but i just wanted to kind of maybe you know because we've already had sort of that lengthy discussion in terms of the specificity we we kind of want the committee to do um maybe amy you can just sort of give us an update now just for anybody who may be listening you know what's the update on the committee and um yeah any kind of information would be good yeah i think we set tomorrow as our last day for applications coming in and so far i've received 26 letters of application from the community to want to be involved so we're going to set up a another meeting sometime in november right john to try and pour over these applications and make a final decision on what the makeup of the committee is going to be and then hopefully have a first full meeting as a committee in early december hopefully that's a lot of that's a lot of interest yeah it's good it's really cool that we have that much interest that's cool i love that and so you'll probably meet sort of as a full committee maybe sometime in december i would think right john is that kind of what we had that that's the goal you know with the timeline right and and i i at this point i don't think that's unreasonable we need to uh again manage our own expectations of what what we have the capacity to do considering we're also in a very different time you know in terms of the demands uh the time demands on the administrative team um and again that's there's no cop out i think you all know me well enough by now we we work all day and night and over the weekends that's that's not the issue it's just at some point how much can you do in whatever the given time frame is of quality and so we want to make sure that and then and in the board as volunteers and committee members as volunteers we start hitting into the holiday season um we did not anticipate the decisions that needed to be made on tuesday you know with some of the health data um and again these things from monkey wrenches into the real life that we have to live throughout the year um but i think i think we can at least get a meeting in december and start to norm and storm and get the expectations out there and get people comfortable um again just so everybody knows jen and amy and maureen and uh and i we talked about process and again we really need to structure that and define that but it's really important we talked maybe about more of a core committee and then having subcommittees off the core or whatever that might look like um you know without getting into that but we had some lengthy discussion on that and i think we need to continue to talk that through and then that whatever whoever is going to be part of that core committee needs to obviously who's not part of this group right now needs to be a major part of what that's going to look like so um there's a lot of group dynamics here um and again the great thing about this is is we're moving forward with this and martha herself talks about that martha ratkeen harris um who forwarded actually an email yesterday or today and it was just nice to hear from her that this is something that that while you set objectives and you have projects and initiatives and deliverables i guess maybe on an annual or however we set up the goals um it doesn't go away this is something we need to work on we're always going to need to work on it i think it'll end up being a standing committee at some point uh once we get the ball wrong i also think it's gonna when we do meet in november going over 26 and we could get more applications and pouring through those and discussion and i anticipate to be lengthy meeting amy what's the breakdown of that students and parents it's both it's students it's parents it's staff it's pretty well represented now that you've saved that if you want to email it to the board that would be great if you didn't lisa on that because we were actually working today on the draft agenda for november 4th so we can make sure we don't forget we get it on the agenda to bob suggestion um we don't miss that one thank you apparently okay anything else on on this before we move on okay so um okay up next on our agenda is an executive session um so i will move that the board enter into executive session for the purpose of discussing itself self-evaluation second thanks amy okay all in favor hi okay that's unanimous so um that concludes our publicly broadcasted portion and i'll meet all of you guys on the other resume link bye you
⚗ AI-reconstructed · cite from original above
16 right for youth commissioners 16 to 18 the council should insert a clause in their appointment to waive that requirement okay so i don't given that i don't see anything is the youth commissioner position open to students who maybe aren't registered to vote yes in ann arbor so would that be another exception that would need to be made well that's true because we do have other uh you know commissioners which are which are not who are not residents of the city of ann arbor do we because i know with planning commission you actually have to be as the part of what that may be getting at is that you need to be a resident of the city of ann arbor and if you're an elector then you know that that may be the way of covering that so i'm wondering because i just tried to look through the other stuff to see if there was any other thing any other piece in that but i'm pretty sure that you have to be a at least on planning commission you have to be a a resident of ann arbor unless you get some sort of waiver from the mirror there's there's some something that's like an exception that can be made but the standard is that you're a resident i mean the planning commission is a little different in that it's governed by state statute you know the the other boards and commissions are established through either policy or resolution or city ordinance when we passed the youth commissioners portion for boards and commissions it was the debated about what age level there is and one of the things that that we've got are students that don't necessarily reside within ann arbor but are students at an ann arbor public school who may be interested in participating and i do not think that we uh established language to exclude those folks i think we just said you know the whole discussion about being a registered voter was was about age more than anything else if i recall correctly um they required one additional vote for um for election that sounds right that's my recollection and if you recall like on the energy commission wayne appleyard um is not a registered elector in the city of ann arbor i assume that there's some consistency between these i don't know yes and i think that was the case with him as well he required one additional vote john when you say um additional vote do you mean a quorum vote you know that or is it another time in sequence i i can't remember if it's seven votes or eight votes required to approve okay i think it was eight votes um yeah right ah this mother ain't gonna be able to like 8 30.
⚗ AI-reconstructed · cite from original above
so you see generally speaking in that that range math is the next one but then growth is another one i want you to consider because you see 49 50 53 and then 52 48.50 but when we talk about growth when you talk about what that number means what you would say is like in that 35 and plus range is what we would call typical growth so our kids have been even where in math where we had you know some lower proficiency levels still kids were showing typical growth amongst grade level peers across the state not just in our district and then it also looks at progress towards the language proficiency so that's the esl students i talked about and then chronic absenteeism and if you remember that was a district goal we had a big focus on that so you actually do see a drop from 17 18 to 18 19 which was our goal area so looking at all that information and looking at what we do is you know usually we have data meetings we meet with the school we meet with the principal we the teachers again pandemic very different this year um but that doesn't mean we're not looking at data and talking about goals so we looked at starting this summer where our kind of like a goal review what were our goals last year and where were we in terms of meeting those what was the status on those had the building principles do the same thing with their goals for their building and then starting this year teachers had the opportunity on that october in-service day to look at baseline data and that would be what's the data that they gave this year to get to know their kids so what do they know about them from working with them throughout all of september into october they gave baseline math assessments they gave a dsi a developmental spelling inventory they sell writing samples they listen to kids read so using all that information to actually set goals for themselves goals related to sgos which are a requirement of the state and pdps which are professional development plan and then what we do they're due october 31st officially we then look at those both at the building and district level and we modify the school pdp and the district pdp that curriculum department we talked about that this summer um and then from that we're looking at professional development curriculum writing planning and implementation so refining based on what we're seeing in those goal areas what are our next steps and where do we need to be then everything from there comes down to these focus areas so in terms of content you're looking at uh teacher clarity clear intentions and success criteria we've been working hard on that for actually the last year almost two years that comes from visible learning which is best practice from john hattie um and then looking at specific goal or intent feedback and connecting it to learning intentions so those were that was a goal that we said we're going to continue from last year versus the next one again we're in a pandemic so one of the biggest things that we need is a focus or more of a focus on social emotional learning so that's a focus area there for kids and the idea of technology we obviously always have a technology goal but now that we're doing synchronous and asynchronous really how are we using that effectively and what can we do as it relates to that so that's in all content areas then we break it apart language arts with some different focus areas related to reading and writing some focused errors in math so as it relates to math workshop differentiating math discourse which is math talk and then science which connects to those big ideas in science the practices and then three-dimensional assessments which connects back to what i talked to the group about with the assessment data as it related to njsla science and then the last part and these are i swear i'm going to stop because these are just a whole bunch of slides that now target a little bit more again not anything new relate it to subgroups and looking at some of the comparisons and breaking apart so we just picked our two biggest subgroups which economically disadvantaged so you see just to explain what the chart is you have um on the left that would be our district in terms of economically disadvantaged population of students and then next to that is your total population of students so that's all students in the district and then what that gets compared to is the economically disadvantaged students in the state versus on the far right all of the students in the state of new jersey who took the assessment so you look for again trends and patterns there so where as an example in terms of um if i looked at math performance for example the economically disadvantaged students in the states are about 26.3 percent where our kids are 31.3 percent if i look at student growth same thing if i stuck with math i see 46 across the state for that subgroup i see 49 for our kids and if you look at the population obviously we have a much smaller population at the top about 9.8 percent versus the state has a higher number 37.2 percent and then the last subgroup just to point out was our students with special needs so you can see that is our largest subgroup our largest population in terms of 23.8 percent and if we look at the state it's 17.01 but that 17.01 is actually smaller but the state gives it as a total number which is ages three through 21.
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50 saying keep it in the classroom and the other 50 split among ida choices three four uh let's see three four no one four five and seven and six sorry having to decode here the colors the uh number seven which is the dark blue only for only 4.2 percent uh felt that for second semester this is diamondback felt that second semester should be pre-covered and actually that choice had to do also with i'm sorry the difference between number six has to do with keeping the routines the same in pre-k four as they've been for the last eight years which is pre-k force i mean kfor still eating breakfast in the cafe in the classrooms the last one means everybody k-8 would be in the cafeteria and that's the one that was only 4.2 percent regarding lunches for the remainder of this semester diamondback teachers uh uh put number five as 37.9 percent which is uh very much pre-covered and and returning to in other words returning to what we did pre-coping for lunches which is was not served in classrooms at all in any of our sites in the past and second semester again a 50 50 split 50 saying uh returning to uh pre-coveted routines and the other items split in the other 50 percent and then regarding uh phases uh diamondbacks view for the remainder of this semester uh for everything else excluding meals is 41 to move to phase three and for second semester uh 37 percent said to move to pre-coven the next one i have in front of me is desert valley regarding breakfast for the remainder of this semester 82.1 percent uh would prefer that it's left in the classrooms like it is right now for second semester 67.9 percent of desert valley teachers would like it to like breakfast to continue in classrooms four meals for the remainder of first semester 89.3 percent say leave it and leave the meals the lunches and classrooms and for second semester fifty percent uh say leave it in classrooms regarding the phases uh desert valley teachers uh for the remainder first commit first semester uh 85.7 percent uh say leave it in phase 2 and for second semester 53.6 say phase 2.
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yeah i might talk about i'm gonna call somebody else and ask them to get on well oh 937.762. that's happening i'm trying to caleb alan you might want to mute yourself okay well you know um my my thinking about this now is that um this is actually a right this is a responsibility of city council so this seems to be just expressing uh you know expressing the preference that commissioners the electors in the city of ann arbor and if and if uh if council chooses to appoint them uh people who are who are not electors in the city then they can do that um you know with the seven members but on the other hand it's really eight members is my understanding i think it's seven seven okay and that resolution might be the nominating resolution too all right so um i don't know do we have a do i have a motion for a friendly amendment let's see i thought it doesn't need a amendment anymore yeah i don't think so i think it does so i appreciate your time talking about it but i i don't think it does okay so um all right so we have uh so there seems to be a consensus that we don't need to change that clause 4.5 or 4.1.3 is that correct okay i hear no objections um so are there any others okay i don't hear anything so um i think i think we would so i had one suggestion to amend them by striking uh the word clean from um uh article three on in page number two um let's see do i have a motion to approve that amendment i'm rita and john okay uh all who are uh all who approve um say aye for raise your hands hi all who are disapproved please say no may okay so i suggest we uh approve so i suggest that we approve the bylaws as written except for this one correction [Music] okay i'm sorry who is that yeah okay all who approve about the current version of the proposed revisions of the bylaws with this one amendment please um say aye or raise your hand any opposed say no okay the bylaws pass unanimously as amended so on the next item on the agenda is a presentation from thea jaeger leaner i hope i'm not pronouncing that correctly um um galen could you give uh share uh allow theater share her screen and post her present i got you and then um i believe uh miss wu wanted to speak briefly before the presentation is that correct but i don't see her here on the line no she's not on the line um okay fear happy to kick it off um well good evening commissioners uh for those of you who i haven't met my name is thea i'm an energy analyst in osi um and i prepare our greenhouse gas inventory each year so i'll be presenting an update on the inventory so city council has seen this presentation as has the energy commission and i understand you guys want to spend around 10 minutes on this so i will try and keep it brief um can you see my presentation okay yes yes i will kick it off then um so this is a quick overview um we're setting up what i'll go through the long-term trends of our community submissions also go through what we currently account for in the inventory and then our planned improvements for the future and then just as a reminder and for those who are watching in the public our greenhouse gas inventory is especially important for our city's h20 plan because it provides a consistent system to measure our progress towards our mission reduction goals um so the community-wide greenhouse gas inventory is prepared on an annual basis and it estimates emissions associated with all of ann arbor not just municipal operations the 2019 greenhouse gas inventory accounts for at a minimum the basic reporting categories required by the carbon exposure project which we participate in on an annual basis um for the most part we can't directly measure our largest greenhouse gas emission sources so the data presented here is based on it oh please move yourself if you're not speaking thanks but the data here is based on aggregated scaled or modeled data and our overall goal is to achieve an accuracy of around five percent um additionally some data isn't available on an annual basis so you might not see expected changes from year to year over into individual years so emissions for each source are estimated using methodologies from the ickle us protocol that provides strategies specific to the u.s if you are interested in more information on the methodologies that we use in the data that we use um i'm currently working on preparing a report and a guide to our inventory to post online so that will be publicly available as well the inventory accounts for three greenhouse gases carbon dioxide methane and nitrous oxide other greenhouse gases like those used for refrigerants might be estimated as made in later years but they're not currently included so diving right in we can take a look at how our community-wide greenhouse gas emissions have trended since 2000 which is our baseline year this graph compares the simple inventory um so that includes in emissions associated with residential commercial and institutional or the university of michigan buildings local transportation and landfill waste so we see that we've reached a 20 reduction in emissions over the past 20 years over the last three years just accounting for weather fluctuations and changes from year we have an average reduction of around 16 um and that's around you know one percent a year and many of those reductions occurred in commercial and institutional buildings so this just breaks out where those changes came from by sector just to note here commercial and institutional buildings are combined just because the categorization of the sector has changed so much over the 20 years um it's it's more helpful just to look at a sum to understand those changes um but we can see that buildings account for roughly two or roughly three quarters of emission reductions to date even in cases where the total consumption of energy has increased emissions themselves decreased and that's due to using cleaner electricity or our grid has gotten cleaner so as we can see from 2000 we can see why the grid that provides our community electricity determines so much of our emissions our buildings account for two-thirds of our community greenhouse gas emissions and 40 percent of our missions come from electricity so in 2000 um 77 of dt's electricity grid was sourced from coal uh and that's under 60 in 2019 and those that's been displaced by natural gas nuclear and renewables and as a result there's a 30 lower carbon intensity per unit electricity um many of these changes occurred in the last five years um coal has decreased you know 10 percent for 2015 or it coal represented 10 percent more of gt's fuel mix in 2015 than in 2019.
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