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that comes when we get to a point in a motion i don't know what other dynamics we need to be concerned with uh dr mccord i think outlined them quite well in the verbiage you provided in terms of a road map and an understanding anything you wanted to add to that october court no i think that you know i i mentioned camp overtly earlier there at 20 and and again that's at a little over one percent and um i only say this that that there's a possibility that we could have a school going hybrid on monday and that determination a lot of the things we talked about in terms of processes could possibly kick into gear tonight and and get rolling tomorrow so i don't know how much we want to just discuss percentages before we get to the part of the board meeting where we talk about motions and so forth but in looking at the high schools you know we have a wide range of sizes we have high schools that are as big as highland high school over 3000 kids and we have canyon valley that's 218.
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okay but there were other issues surrounding that and things that you brought up which made you believe that for this for for now we really shouldn't be spending our time considering that is that correct that that is correct especially now that we've you voted we're going to need to blow up the the schedules to rearrange and put these kids in if we can't tell the counselors and the school staff what schedule they're going to be going to they can't do that work yet okay so it would it would it would be a mess and we do need a good amount of lead time in order to accomplish that because we know those counselors and schedulers have been just going nuts with having to to do all this stuff so so that's the other day tomorrow and that's so that's the other decision is to vote on do we table that consideration of the a b schedule at this point i move yes i i don't i want to go beyond tabling i want to just vote that we will not consider the a b schedule for second semester this 2021 school year okay um okay i'm a little confused here because you made a motion and then you need a motion so we gotta okay just the procedurally where we go on this can you two i was just offering a friendly amendment to make it clear what we were doing if okay dr kaiser agreed that that's what her intent was okay yes that's fine thank you and do we want to put that in a positive going with john's suggestion earlier that um you know make a motion that we will remain in the am pm for the right we had actually said that already um in the first motion we'll just put a smiley face on it okay so the motion is if i understand correctly that we will remain in the am pm schedule or sprint for spring should we need should we need to do that rather than be should we still require having social distancing right you mean instead of instead of being full-on yeah back to you i don't want to make the motion and stick it in there if you suddenly drop the yellow yeah yeah and with with tom's friendly amendment that in consideration of the fact that we are not uh that we are not going backwards but that if we should fully open up then we wouldn't need to do that so maybe the the motion should be specific to the modified traditional that uh chico unified's modified traditional schedule will be an am pm schedule okay so that we don't confuse it with you know going into purple or going into yellow okay okay is it is does that make sense erica kelly we're gonna see if she can repeat it back okay so what i have here is a motion made by board vice president kaiser to table the consideration of the a b schedule with a friendly amendment made by robinson to move that we not consider the a b model for the second semester for the 2021 school year and then further clarifying we will rem chico unified will remain in a modified traditional schedule with an am pm schedule for the spring 2020 21 school year unless we go totally out of coven correct should we need to be in social distancing settings is what i originally had okay unless that needs to be does that work that works so if we want to look at our i mean just to be clear and keep everything in line with what we have done so far we should be specific our stage 2 tier red modified traditional schedule will be am pm you know otherwise you're making if we're saying that we are going to be in modified traditional am pm for the second semester if we fall into purple you have no options if we go out of kobe do you have no options okay okay but the problem i have with that is we're not in red we're in orange and so are we officially in orange yes was it today okay we've been in much yeah it wasn't official until we were there for two weeks yeah yeah it is it is now okay so yeah but if we say it that way then should we go into stage yellow or even we're totally back to normal we couldn't go back to normal but then we wouldn't have a modified so as long as we say it's the modified traditional schedule okay as long as we if we phrase it that way is the modified okay okay i just want to make sure that the language is i know what the language is okay all right so yes well i don't want to change anything i'm just just clarifying sure the the point that even if we have changed into the orange yellow yellow yellow okay we still or at least i as a board member want us to continue the mask requirements the social distancing the cleaning protocols that's what's going to keep us in session yeah you know i i don't want it just because we changed into a lower tier to just have it be an automatic you know reaction that that doesn't maintain all of our protocols to keep us safe right so i think we're talking apples and oranges here so right now we are talking about what will our schedule be when we are in a modified traditional instructional model um i don't think in fact i think we told our public that that the decision about next semester whether we were in orange yellow purple what our instructional model was going to be would be made in december it is consistent but this this um makes that not necessary because we were going to come back in december and and actually have considered the the a b thing but now we're not but no we're not right so so then now we're saying this and this is what we're sticking with and so i think the decision that would be made in december is if we are in orange do we come back like our stages of reopening initially as adopted by the board state back in person with safety measures um or if we're in yellow we come back i mean the whole stages of reopening the that the board voted on how we come back for second semester regardless of the color that we're in the board said that would be decided in december okay okay so are we ready to vote on this now any questions linda are we good no we're good to go all righty if we're all good to go all those in favor please say aye all right okay we got that boy it took us a while again but we got there all right so are we doing anything further now with this discussion or did we resolve everything that needed to be resolved uh the staff has direction from the board thank you very much okay thank you uh kevin for all the information you supplied it was very very helpful yes thanks kevin um all right so then we will move on to the notice of instructional materials mr shepherd this is just our annual report of obsolete materials just need action by the board okay i moved three point i mean yeah three point three excuse me oh second bet is it really like yeah it's three point three three point three okay yeah let's do that it's obsolete materials okay all those in favor please say aye aye aye okay next is business services uh district office new building update hi good evening can you hear me yes we can hello julie hi thank you for your time tonight appreciate it very much just wanted to give the board an update on direction that you provided back in late june when you were evaluating the purchase of the lifetouch building and decided not to proceed with the purchase you directed the district to investigate a plan b to house the programs administrative programs that support services the district provides that were currently not adequately housed so if i could bring up erica or john could bring up the plan view i want to share with you um what we've been looking at as far as this site so on the view that you're looking at right now the upper right hand corner of the drawing is the existing district office building and then in the lower right hand corner you see the hatched area that's showing sort of the footprint of where the new building might be placed and this has been vetted through the district leadership and we've been working on it uh to get it to a point where we can broach the issue with the city of chico the city of chico will be the um building official on the project since this is not a school site so the current district office large conference room which is a portable building and the special education offices that is also portable building will be removed from the site in order to make way for this new building to occur before we move to the next slide uh the district office parking analysis is on the left hand oh go ahead linda i see you julie i just had a question you said that this um city of chico would have to be the entity on this because it's not a school but i thought we were moving oak bridge in there yes but it's not a field act site like our schools are so it will fall under the purview of a city of chico building permit great thank you sure no no problem as i was saying on the left hand side of the screen you show the district office parking analysis as you might know the city of chico has requirements for the number of parking spaces the medians in between and the shading with the trees on the parking lot so we're working on those issues as you can see on the site plan as well are there any questions about the site plan before we move on to the programming the city is that more the city of chico's success in getting anything done at all for the last year through building has been almost zero that's why i was asking that question earlier julie is this more or less parking spaces than we currently have more more okay definitely more one of the key features linda um and the rest of the board will be that we will fence off a portion of it that can be closed so that employee parking is more secure and then there'll be an area for visitors that's open parking area good yeah that will be a a good safety measure to put in place and as you all know we do have a really good working relationship with the city of chico they are aware that we're working on the baby steps of this project so they're expecting to hear from us if you can move on to the next slide now you'll see the the ingredients of the new building if you want to say what is going to be held in the new building and what are the square footages that are being allotted for each different space so well we plan to house a board room uh oak bridge academy and the business services department as and that includes fiscal services directors marie and jacqueline and their groups as well as restrooms for the students at oak bridge restrooms for the public a lobby for the public and a lunch room for the district office all of the district office employees to utilize which will also be able to serve a secondary purpose of providing a concession sort of kitchen area with coffee for when the board is meeting at night and they may have dinner or there's a meeting that they want to have you know uh snacks or uh coffee and that sort of thing so it will be a double duty room we're really trying to be economical and flexible with those spaces and make sure that the spaces can serve more than one purpose would cte hospitality participate not likely it would be something like what's in the large conference room now where you have the kitchenette area where you have some storage and the ability to put things on the counter and bring them into the conference room to to serve so if you look at the bottom of the spreadsheet you'll see the total there is 8 820 square feet we've plugged in a number of 1323 square feet additional that would provide space for corridors and walkways and circulation space that are necessary making a grand total of 10 143 square feet this is utilizing the program that we originally worked on for the life touch building so the space allocations are the same space allocations that we were using for these departments over there at that building we need to mention that because of covid the oak bridge program is certainly expanded blown up and expanded so they're serving a lot more students now than we had anticipated at that time we don't think that we will continue to serve that many students forever but we do need to revisit this and make sure that we're getting a right fit for a footage allocation for that program so we'll be working really closely with ronda and john sheppard just to make sure that we we get the right fit for that program one thing i also want to mention is that the board room and the seating area for the boardroom as i mentioned earlier we're planning to integrate as much flexibility and use of the building as possible we want to make the room dividable so that it can be separated into different meeting spaces that can be used all day long and with the area that the board room or the board sits where the equipment for presentation is housed could be closed and locked off so that it is always set up for board meetings to take place so we'll save on having to set up that equipment on a regular basis or have somebody have to borrow a microphone or a cable or something when you don't expect it and so that our board setup will always be ready to go i will let kevin uh chime in here and address the the cost estimate and the funding mechanism kevin if you can do that for us and we can open it up for any questions sure just as a reminder of the board we had a presentation on our fund 42 which is the former redevelopment pass-through dollars um we are expecting to receive over 17 million dollars through 2045.
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okay so we could potentially see more if that doesn't get doesn't approve so is that what took so long like i know you you said like the date of the um citizen participation meeting was 2018 is it because of the waitlist that this took so long to get before us okay well there's litigation also um for the prior one that was denied and that took the better part of the year to get resolved um they were waiting you know this project um we initially were told we were and you know we started the process of doing a review and then um you know we had to kind of hit the brakes when um we were told that we need to wait until the litigation was resolved and so um it took uh it took a while yeah i was that was i was really confused with that date like why but that that all makes a lot more sense i would also just add that this petition also got i bounced this around my our team a little bit so i think we just also had some processing delays and so my apologies to the petitioners on that but but i think the biggers the more significant issue was basically waiting for the ability that we knew that we had a permit to issue right all my other things were addressed previously so i think that's it thank you and if i may speak to hours um really quickly because i i just pulled up um some other locations in town um the the location you were speaking of next to other um that you were speaking of next to the 7-eleven their hours um they're 9 to 9 p.m um and then you know bloom on miller um i'm thinking of all the places that are near kind of like housing developments or neighborhoods they they have hours until nine um but i do you know in every other project that that um i've been involved with there there's always language and the conditions in terms of hours and it has varied a little bit i think in the beginning some of the first few that were approved their hours might have been a little different than um you know then after a couple you know you saw a couple more of them so and then the one on packard by oz music that one um you know uh i believe it's 8 p.m or 9 p.m as well but um so but i would i we would agree that um hours in the conditions is completely uh appropriate and it was expected i honestly i didn't look at the uh i didn't look at the resolution um for that part so but we're you know we fully expect that to be included excellent um anything else i know that i'm expecting a motion for uh to for to amend um i have something else to add you have want is are you making that motion alex or not yet i was going to but go ahead and i'll make it after you're done okay so i was just going to and i was going to actually make a motion too actually it's a separate amendment though um that kind of picks up on a couple of threads so i think that we kind of discuss the traffic which is there's the i t e that effectively comes up with those numbers and established kind of what time that is so i think that's taken care of um i think that most of my other questions like again thinking about what limits to put on this given the proxy given what we've done to other um projects or other um special exception uses is appropriate to that end i know and a lot of those other projects you know there's been i feel like they've all had some kind of weird sidewalk issue many of them had a lot of sidewalk issues and this one i don't think is the case because this the stage tree has just been redone is that fair i haven't been that way in a while so actually i'm is that fair that the sidewalk is in decent condition here okay that also like that we don't see i i know that the one that's over by oz music comes to mind like the idea of making sure that the paint that it was repainted was a big deal like i remember that us being us talking about that and so the motion that i would be especially because we haven't seen um we haven't seen kind of the uh whatever the plan that shows you know the facade i was thinking that it might be appropriate to make a motion that to add a condition contingent upon like facade improvements which at minimum need to include like repainting um because i think that that's really i think that's really i mean i know that that's the petitioner's intent but i don't think it's unreasonable given what we've asked of other special exception uses is that if i make that motion will someone that effectively a motion to amend um the petition or the language to add a condition that there be physical improvement to the facade at least repainting the facade the for the you referenced another petition the condition placed on that uh addition was exterior improvements including repainting of the building and new lighting i would say a version of that that you were referencing might be architectural exterior improvements at a minimum including repainting of the building but to be clear that that is that's leaving some discretion and judgment which i'm happy i think that the petitioners and staff can can satisfy that um and just setting at that high level sets the expectation clearly that that there has to be a plan to address the aesthetics of that building i'm not worried about it our experience with these facilities is that they're done at a high quality nature they tend to look really nice but we can memorialize it in that way totally agreed my experience has been that these like are aesthetic improvements in almost every single situation um so i just want to make sure that we've got some guarantee for that so i like what you read um the lighting part is not other than it was brought up so and that there it was discussed um maybe the the addition of the lighting would be lighting that complies with that is dark skies compliant and just put that in now seconded by commissioner milstein and then i make it and can i make a friendly amendment to that absolutely can we add language that says including but not limited to the items that mr london mentioned and can we also add to that list landscaping and also parking lot repaving and restriping or i shouldn't say repaving parking lot improvements including restriping because i actually don't know if it needs to be repaved or not i'm that is totally friendly to me discussion of that proposed condition all in favor please say yes or raise a hand any opposed i don't see any hands so that's now we have an amended motion is there another uh yes commissioner milstein and i further would like to amend that the hours operation the hours of operations are to be monday um monday through sunday uh uh i guess the hour's operations are to be at a maximum of monday through saturday ten to nine and sunday ten to six um the reason i say maximum is in case they wanna not work those hours they want to work shorter hours you must work those hours second and by commissioner briggs any discussion commissioner briggs just to be consistent if we had something that was nine to nine in another one i think it's reasonable doesn't sound like that's their desire but i don't wanna i just i just wanna make sure we're consistent with the past um whatever that was they've we've um in the research i've done we've um been inconsistent but there have been many that started at eight or nine so i think that'd be appropriate that's finally nine to nine monday through saturday and then ten to six on sunday is the ten to six consistent in the past mr leonard um your previous um approvals on sundays have been nine to eight ten to eight twelve to seven and no no hour restrictions commissioner g randall they've done it a lot on the context so that's partly why we're inconsistent because i think we thought about like is it in a neighborhood what are the other businesses that are around it and what are their hours i know that we've had some of those discussions before and so uh like yeah the ones the ones i just referenced were bloom 702 south main which is near the the packard near the oz music 617 packard was one of them that's downtown the old bakery under the record store his name i'm escaping right now a plymouth road site and then 202 miller was the corner of miller and ashley and east ellsworth so um so i in short i think nine to nine monday through saturday makes sense um maybe ten to seven somewhere in the middle of some of the other residential associated ones and i would yeah i this is zoned m so like um you know it there are there are residences around there that i think we should be sensitive to but it's it's it's a manufacturing zoning which is kind of the most intense so commissioner abrams i would be hesitant to limit the hours beyond what like narrow the hours compared to other ones i can't imagine their facility like this doesn't seem to be what am i trying to say there are other businesses in this corridor that are open late like the oasis hot tub gardens or it i don't think so i mean if the petitioner is comfortable with it i guess it's fine but i'm not sure i feel compelled to limit their sunday hours in a way that's more limited than other facilities which are maybe in closer proximity to residences um did was that a question that you posed to the petitioner commissioner abrams uh maybe in a minute but i would be curious to hear commissioner milstein be since it's his amendment yeah sure commissioner millstein so i think the only difference is so this quarter has some residential but very limited and there's a residential property across the street hence the reason i think restricting the hours and since they've already said that they per their operations plan it's sunday ten to six and we're already giving them more hours if the residential component wasn't there across the street i would feel totally differently where i wouldn't be pushing this subject um what are the mr leonard what are the that makes sense um what are the bloom hours bloom is no hour restrictions yeah yeah so maybe maybe the petitioner could weigh in um thank you um i think the nine to nine during the week and on saturdays is you know perfectly acceptable and um and the you know i mean even ten to seven on sundays um you know would also you know we would not be opposed to that one thing i would like to kind of um i don't know how you can i don't know how you can amend the language uh but obviously we're only the seu is only applicable to the provisioning center but because this is an accessory provisioning center and you know the cultivation facility may have you know different hours of operation i wouldn't want there to be any confusion that the traffic or anything that was going on in the parking lot or things happening within the cultivation facility are in some way in violation of this condition so while the seo is specific to you know the the accessory provisioning center i i would feel more comfortable i guess if there was some language that that delineated between the two uses in terms of hours if that were acceptable so in my mind it would it would be a friendly amendment to just spell out the hours of operation for the accessory provisioning center shall not exceed these that it's friendly okay any other discussion of what of the hours of operation proposed amendment which again is nine to nine monday through saturday ten to seven on no yes ten to seven on sunday and that it would apply to be clear only to the accessory retail component all in favor of the amendment please say yes yes yes all right any opposed no so that's everybody okay so now we have the main gigantic motion that i initially read that has been amended twice one about physical improvements including landscaping um and re-striping the parking lot and the second one with hours any other discussion of this now amended motion we need to include the bike thing or can you handle that brett in the next round in terms of um just making sure that there's pavement that there's not grass surrounding the bike parking we need to be part of this or is that something that you all can just handle during the permit process um i'm i'm comfortable uh just making sure that that happens if the petitioner i just want to be clear that's not objectionable to the petitioner to make sure that that happens i don't know okay yeah now we'll ensure that that happens and if it doesn't happen it's my fault i'll come after you with my bike [Laughter] and your muddy feet for not having muddy bike tires technically but you got to walk your bike through anyway i need sleep guys um any other com discussion i think we're ready for a roll call vote mr leonard commissioner briggs yes commissioner mills yes commissioner milstein okay uh commissioner gibb randall yes commissioner ackerman yes commissioner sovay yes commissioner abrams yes commissioner hammerschmidt yes it is approved very good thank you all thank you and if i may add to the commissioners who are leaving this body thank you for your service here and we look forward to the next chapter so thank you all very good all right now we are back to item number nine um just a minute that was a long motion on the other one uh so this is 9a unfinished business back to our city planning commission fiscal year 2022 work program mr leonard you are the petitioner who has given us your presentation we have a can we have a body break for yes let's take uh let's take six minutes so we'll come back at nine okay that sounds great thank you yep thank you yeah to lead the discussion on work plan yes um so um as part of your regular function you um bylaws uh direct us to work on a work program um the goal is to obviously establish our priorities and it you know helps me to understand what how i should be thinking about the resources for myself and my team to help support your priorities that's the planning commission um i would say that while i am um proud of the the volume of accomplishment that has happened over the last couple years i'll be the first to admit sometimes the work program um falls down the bottom of the list as we're sort of wrestling with emerging issues or emerging directions you name it but nonetheless i still think it's a valuable tool even if even if we don't get it all done i think it's still keeps me and the planning commission honest as to the things that resonate as important and of a high value for us as a community to be working on and so when i first presented the draft of this to you it was coming i think at like 11 30 after a particularly long meeting and we postponed it and at that time um i must have been sort of channeling what was going to occur because the recommendation at that time was like there's a lot of stuff in here and i need you guys to cut half of it out and since that time because because of some progress on a lot of fronts in those subsequent months as well as um i just probably am blocking out some anxiety i i'm not proposing that now and in fact i've added a couple of things to your proposed work plan so um generally i've shared this with the packet and with you in advance i'm just gonna sort of go over what i'm proposing and um then we can jump into it uh the first uh the first uh segment of the proposed work plan is what i'm calling projects this would be both master plan type projects as well as other projects that aren't really ordinance related and there's three projects on proposed on here one is the capital improvements plan this is an annual function that the planning commission undertakes you've uh we recently had a work session about the sort of next phase of that work and how it's been restructured a little bit um the fabulous deb gosselinois is a great a steward of that process for the city um master planning update i've shifted this a little bit obviously we went through and some of the planning commissioners were involved in this process we had gone through an rfp process solicited consultant proposals to really tackle our master plan on a holistic level that is um you know absolutely um starting not starting over but a comprehensive community visioning analysis of our master plan and really a comprehensive update of our master plan land use documents unfortunately through a lot of hard work from commissioners from other city staff from some citizens that joined us on that journey ultimately that was indefinitely postponed a large part in part to the sort of uncertain financial situation of the city in this time of pandemic and so um i am proposing that we we as the planning commission shouldn't um take that as sort of the determinant path forward and in fact we should find a different way to start updating our master plan and so i'm envisioning that we put together the master plan review subcommittee which many of you are a member of and we would probably start with a bit of dialogue about i would envision identifying some components or approaches or aspects of the master plan that we could perhaps bite off in chunks and then prioritize those and figure out which one we want to take on and start the work to update that aspect of our master plan then i've added a new project and i want to be clear that i don't envision this as part of a master plan but i want i'm proposing that we start a conversation with our community about single-family zoning in this in this time of heightened attention to racial equity to sustainability to poor poor choices of us as a government in the past i i think this conversation is happening in our community it's happening on a larger national scale about the legacy of single-family zoning how it evolved the impacts that it has had to communities particularly to separate socioeconomic populations in our communities and you know i i i think again at its simplest i think this conversation is happening on a national level i think it's happening within our community and i think it's a really hard conversation for us to have um single family zoning does have a history of having adverse impacts to people of color it has an adverse impact on affordability at times but it also has a lot of aspects of wealth creation in households and people in our community and elsewhere i i think i'm proposing that we start this conversation without a goal in mind without an objective in mind just to be part of that trend where people are exploring this in their communities and the legacies of these districts and how we should maybe start to think about them differently but again i think i think there's a lot of education is part of that conversation prior to us um leaping towards any policy direction or consideration associated with it um so i'll stop there for the sort of project oriented that last piece i actually had some conversations about this i would envision we actually appoint a subcommittee that might be comprised of both some planning commissioners but it might be comprised of other community members as well to help us craft um and and have this conversation so um now i'll really stop and see if you have any thoughts on that before we should maybe shift to the proposed ordinance work and then clear i think we put it in we decided that we were going to have a public hearing and i think that i see a couple people on the line so i don't know if you want to make the presentation and then we'll come back for discussion is that apologies yep my apologies i forgot about that um so let's shift into the next segment of the of the work plan and that is um very very ordinance heavy um updates to the udc this is obviously where we put our um this is where we take the policies that have already been established or desired and put them into code to ensure that we are getting the type of development in the city that we desire there's a lot of ordinance amendments that are going on and a lot of them are close to resolution i believe on the side ordinance has already been considered by city council once it's coming back in december there might be some small tweaks to that based on a recent court decision but largely i believe that that's in the final stages of resolution we are scheduled for november 16th to have the first reading of electric vehicle parking ordinance and the solar height exemption and solar accessory structural ordinances that you considered those are all currently scheduled for november 16th for first reading that would put them in december for second reading outdoor lighting um i have inserted myself into that conversation a bit there was i think i sensed that there was some frustration about how we're regulating that from a zoning perspective its relationship to non-conformities i don't know that i will be able to solve that but both myself and our city attorney's office have been starting to just sort of frankly brainstorm that a little bit to see if there are some options to take some portions of the outdoor lighting regulations and advance their implementation in the city more quickly than through a zoning framework again i just want to be clear i don't know that we'll be able to get there that's caused some delay before progressed from your action to the city council nonetheless i still anticipate that coming up in early 2021 unless something really substantially is different about it in which case we might make the decision to bring it back to you um that you passed a series of uh udc technical amendments um i anticipate those um those were um those will probably go to the city council in december for first reading while they're largely ready to go i think i appreciate the feedback that i've got from the administrator and my boss that maybe i was just putting too much on one agenda and it wouldn't hurt to let people go to bed once in a while then we also have on november 16th the proposed floodplain overlay zoning district which would be a second reading in december um you'll recall that we've made good progress we believe on proposed uh planned project modifications alexis is working on some final tweaks to those so all of those in addition to two city city council directed amendments that are underway one is recommendations on the c1a and c1ar zoning districts and the other one is site plan review thresholds i anticipate making some progress on the c1a and c1ar presenting some potential language for year consideration by the end of this calendar year i don't think it'll be resolved by the end of the calendar year but we'll provide an update to the city council that progress at that time site plan review thresholds i definitely don't anticipate presenting any language for ordinance amendments uh to either you or the city council by the end of the calendar year but rather working with the planning commission to adopt some direction to move forward in that regard in response to that city council direction that is the review of site plan thresholds for small or modest projects to maybe facilitate them make them a little easier uh transit-oriented development um has started and then stopped um we were working on that the city council earlier this year had considered a resolution to prioritize that it was tabled based on that frankly i just made sort of the resource decision that i didn't want to put a lot of time into that if there didn't seem to be widespread support for it i think that there's probably i think that that ordinance is going to be um uh i think it's gonna be reconsidered um the um appropriateness to take that up as a priority given how it relates to so many of the city's climate change goals particularly and then parking standards is something that i keep presenting to you and i think it's time that i actually do it for you and a new one is accessory buildings and structures accessory buildings and structures i think our ordinance is currently quite convoluted in how they are regulated and i would you have to go to actually several different places in our ordinance to understand the regulations for things like garages or flagpoles or pools or play structures you name it and i think that our ordinance should not only be a more clear from frankly selfishly a way for us to be able to efficiently administer it but it should be a lot more easy and clear for the public to understand what they can and they cannot do other properties and right now it's a little so um those are all of my proposed uh work plan items um i'm framing this actually as potentially a two-year work plan actually um but i'm sort of thinking it i i was starting to think about it a little bit like the capital improvements plan where maybe every other year we sort of really throw it out the window and just open brainstorm but then maybe we sort of commit to these um over a multi-year period to really try and make some progress on them so with that maybe we can shift to okay unless you have any questions prior to that thank you very much i have comments which are all complementary but i'll uh wait after until after public hearing um this is an opportunity for persons to speak for up to three minutes about the proposed work plan public comment may be made by calling 877-850 and then entering meeting id 986-8779-4536 city staff will select callers that have digitally raised their hand you do that by pressing star nine and mr leonard will call on you by the last three digits of your phone number um you'll get an automated announcement that you are allowed to speak you might still have to unmute your phone um but when you do that please move to a quiet area and mute any other background noise so that we can hear you clearly and please do state your name and address at the beginning of your comments again folks on the line if you would like to provide a public comment about the work plan you can raise your hand by pressing star 9.
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my suggestion is that we maybe take canyon valley and gilbert classical academy apply a different percentage to them maybe a little higher percentage than these other high schools that are much bigger because you know you get to canyon valley that's at one percent that's just two cases and these are kids who really really need to be on campus and engaged with a teacher so i'm just thinking because of their size um maybe we applied the size that we would for an elementary although they do have you know classes and they do mingle more um then in elementary school i'm just just looking at that i just think that's something we should consider as we think about what percentages we want to apply okay anything else are you comfortable with the information you have as we move to our brief business meeting okay i'm assuming we are and if that's the case and dr mccord have nothing else to add to this no sir then we will move to item 3 3.01 and that is adjourning this work study session and we will stand adjourned we'll move to item 4 brief board business meeting and we'll call the meaning to order and item 4.01 and mrs wilson would you please call the rope dr charles santa cruz here miss laurie wood here mr reed carr here michela you daddy here miss jill humphreys here mr president all board members are present you have a quorum thank you mrs wilson we move to item five consent agenda items item 5.01 is approval of consent agenda item is there a motion summit thank you ms humphries is there a second second thank you mr jetty discussion seeing none then we will move to the vote on consent agenda items all those improved approving consent agenda items as listed please signify by saying i i those opposed the same motion carries five zero action item six six point zero one is fy 2020 budget revision number three dr mccord thank you dr santa cruz governing board members we have before you fiscal year 2020 budget revision number three do the enrollment uh stabilization the finance team is requesting approval for the revision under ars 15-915 budget correction process i have just funny bets here and anybody else just you bonnie just bonnie tonight to present good evening dr santa cruz and governing board members so there are only three pages that are impacted with this enrollment stabilization grant so it's a very simple revision we are obligated to revise the budget so that we can have the authority to spend enrollment stabilization grant monies once they are once our award is approved we're expecting to know that at the end of november so for this one you can see on the front page robert if you could go ahead and zoom in on the pink the pink cell there so it's the enrollment stabilization grant to remind you is a federal grant associated with the um the cobit pandemic and you can see that that we move that up to 38 million 482 667 which is 12 million dollars more than what was reported on revision number two any questions on that so note that the grants are all federal projects that's why it's 38 million the portion that is in the enrollment stabilization grant is 12 million dollars so um they've they've zoomed back down for me again so now go ahead and move to the next page that's impacted let's see not quite so this is the next page of the budget that's been attached to the agenda item that is impacted you can see the federal projects that's in the very first column and you can see where we have the federal projects that are funds 300 to that's the range of federal funds that the enrollment stabilization grant number is under and you can see that that number is 14.9 million again 12 million of that is represents the enrollment stabilization grant the other amount is a combination of a couple under the 300 to 399 that make up the additional about two million three million dollars to get it to the 14.9 million so any questions on that thank you robert and then the final page is of course the summary page and dr santa cruz this will be the page that we need your signature on once you approve the budget revision and you can see oh i'm sorry is it this let's see it's on the third page there we go and you can see that that's the same 38.4 million that was on the very first page that represents the total amount of all federal projects for gilbert public schools so we chose to mimic some of our strategies in the past to highlight cells or rows that are changed and these are the only three areas in which changes occurred and they're very simple changes and so that's all i have for you okay before we move to discussion allow the presentation before is there a motion i approve i move that we approve the uh revision number three to the fiscal year 2020 budget second second mr jenny thank you discussion anyone well i just thank you for all the hard work i mean you make it so transparent there's no no questions left so thank you i really appreciate it and just information i believe that miss betts will need all of your signatures on the document before you leave so please see miss wilson before you check out this evening so we can get the appropriate signatures on the appropriate line any other discussion seeing none we will take a vote all those in favor of item 6.01 please signify by saying i i posed the same motion carries five zero hey item six point zero two dr mccord anything to add at this point no sir i think we've we've hit this subject from a lot of different angles we have um so going back to july 28th when we were making motions on the fly we have a template motion that i'd like to share with everybody and so we can go through that part of it uh it's up to you guys but i just wanted to share with you by another board member so i wanted to make sure and i brought copies too so um i if if you don't mind dr santa cruz i'll just talk a little bit about well let's uh i mean i'm wondering here and i'm needing some help will this be the motion that will open the discussion well let me let me make a more do we want to provide a motion to create emotion so let me make a motion for discussion very good okay that we just because i feel like if we just discuss first if someone else has a motion that they want to put forward as we did last time when we got towards the end of the meeting we had various motions and then we selected and worked on one i have this if someone else wants to put something forward we can discuss otherwise if you want me to make this as a motion i can go ahead and make this as a motion okay let's open it up with your motion to discuss item okay so 6.02 yes so we just need a second meter second second okay any discussion on that all those in favor of the motion then please signify by saying aye aye all right so sorry can you cut so we're voting to accept this no we're voting to discuss this open discussion on this proposed okay all right okay okay so let's do that again so that we get it for the record item 6.02 a motion to discuss the proposed motion those in favor please signify by saying aye all right those opposed same motion carries five zero i'll defer to miss humphries who want to discuss this please okay so um i because we i felt like july 28th would have gone a little smoother if we'd had some written out motions to look at i chose to write one out um and we can we yes can you put it up there and i will gentlemen in the back if i could have the screen i will read it out loud just for our audience gilbert public schools governing board prioritizes the academic social emotional and physical well-being of students and staff during the worldwide covet 19 pandemic it is the goal of gilbert public schools district to mitigate the spread of the virus within its schools and within the community gilbert public schools will continue in-person instruction for those enrolled until due to the spread of coven 19 one of the following guidelines shows the need for change on a school-by-school basis to the hybrid a through l and through z model of instruction a guidelines established by gilbert public school show coven 19 cases per week higher than blank for high schools blank for junior high schools and blank for elementary schools meaning that we can fill in the percentages that we want b two out of three guidelines for gilbert public schools district as established by the arizona department of health services and reported on by the maricopa county department of health services shows substantial transmission read for two weeks these guidelines those guidelines show more than one hundred cases per hundred thousand residents more than seven percent positivity for testing and more than ten percent covered like illness at hospitals as substantial transmission red see two out of three guidelines see above for each zip code within the boundaries of gilbert public schools as established by the arizona department of health services and reported by maricopa county department of health services show substantial transmission for two weeks gilbert public schools district will return students and staff to virtual learning for two weeks should coven 19 cases continue to rise within the school community or within the wider gilbert and mesa community should cases decrease during the two weeks of hybrid learning students and staff would return to in-person instruction this motion unless extended by the board will end june 30th 2021 so i i wrote this trying to think of what what are the elements that we want in place for motion i am happy for input edits on on this crossing things out i just felt like it would give us a good place to start because it talks about the things that we want to establish with percentages but also these other metrics that we're trying to follow for both the district and the zip codes within the district should a zip code go into red we could then consider um closing the schools within that zip code mrs humphries where did you get the seven percent is that is that what this what would go into red and that yeah that's that is what makes it go into substantial commission transmission i thought it was ten percent yeah just to clarify that's the one metric that doesn't follow it's the middle of yellow okay again but but you're you're right again if we followed the specific metrics that they set two of the three match the yellow but that one moderate was defined as five to ten and the specific metric was seven percent okay but well that was for that when they said that when it i i read that it said you know under seven percent for re opening or something along those lines i don't remember the exact wording but i was like okay so once we're reopened what what then what so we can change that if we need to move that up to the 10 percent um that was i was trying to understand it to the best of my ability i just want to reiterate my concern as it relates to zip codes because i think that's that's an important factor with the exception that the assumption is that the zip code listed also is consistent in conveying that those people in that zip code are students in that school and that may or may not be true and and we can cross that one off if that's the consensus of the board i mean that was just the one that i i put in well and because the zip codes also don't cover the district you know they don't align with our boundaries so there can be a zip code that it's partially in our boundaries and partially out of our boundaries or mostly out of our boundaries and just a small piece i wouldn't want to mislead either because i know that as health services and the superintendent review the data they look at zip codes and consider all of the factors that are out there for them to review so i'm not discounting that i'm just wanting to be careful not to miscommunicate what triggers i i my question was so if we say for each zip code i mean i was getting kind of the same way it seems repetitive of b but i was trying to make sure that there was no confusion over that so if we're saying if a school is in a zip code and that zip code's there we're going to take that school we're going to isolate it further are we saying that we're going to look at the aggregate of all the zip codes i was thinking mostly because i did look at the zip codes and we are getting into territory in our zip codes you know some some of our zip codes have 120 cases per hundred thousand so i was thinking if a zip code in our boundaries turned red that we would consider closing the schools in that zip code that's just my thought because what i part of this was i wanted to thread the needle between the concern that setting these percentages at the schools i mean a hundred cases per hundred thousand residents is one tenth of one percent so if we're setting our cases at one percent of the school population now that represents a much broader area of the community because we have children and parents and siblings and grandparents and extended family but um so that trying to thread the needle between those who are concerned at is setting percentages that are higher than one tenth of one percent because um i think i think it's hard to close a school if you have for example campo verde if you have two cases to send 1998 kids to hybrid or virtual because you have two cases i feel is taking into account the social emotional and academic impact for those other students and so that's why i was including the zip code but we i'm open to rewriting we can take the zip codes off and just use the district boundaries if that's our preference i i appreciate your work in this i just want to make sure i understand what you're okay looking i i'm trying to think about i would trigger a review of that school community in my head well and i'm i'm trying to think probably the elementary schools we don't have any that schools that cross zip codes but certainly at the junior high and high schools we do so do you go by the combination of two zip codes or by the greater of the two zip codes or i mean to me i'm not sure how we apply it to those schools well i i assumed that we would just use the zip code that the school sits within even though the boundaries might cross zip codes in a different way so so in that scenario i'm looking at highland junior that sits in a mesa zip code and i'm looking at highland high that sits really just across the street for all practical purposes that sits in a gilbert zip code but have essentially the same boundaries yeah so we might close the junior high and not the high school well that could be problematic [Laughter] i'm just trying to think through scenarios yeah and that's you know this was just my thoughts and and if if we are of a consensus that we don't want to use the zip codes i'm fine with that i just was thinking trying to i want to address people's concerns that we're not following the metrics but i want to address the concerns of people that want their kids in school because of the social emotional impact and the academic impact to and it's we all know this is really hard so no i i greatly appreciate your work i mean anything anytime you put something out and people throw darts at this is not okay this is not intended to be you know i'm just trying to think through the scenarios and the practicality of it i think we could just cross that one off if we're um we are at least committed to gilbert public schools but i also didn't include any metrics for the state or the county county wide metrics or statewide metrics feeling that those were too far out of our realm for us to really use them as a valid measure of what is going on with our in our community i think it's important for us to at least communicate to our community that we're going to review and assess all available data to make the decision is that what that one is trying to get at yes i i would say that that is and maybe we can um put something in where we direct the superintendent to consider um add some language in there on the zip code part because that's definitely well zip code would be a data point yeah okay so leaving it generically open to reviewing and assessing all available data well that's that's where we probably would want to add some wording where we're directing the superintendent because i haven't put that wording in so that that would mean that so far looks like we might be okay with this as a motion with some modification to see yeah i liked your idea of not including c but because i think that b when we're looking specifically at gilbert public school district which is the when the county goes through and does they've figured out how to include those zip codes appropriately in our district i think that that would be a that would cover it what i'm hearing is that we just cross off c is that that i think the most important piece to me is that is is i think it gets back to maybe we don't have clubs have actual school cases but if the community transmission gets high i think that we have to look at that because it's going to get to the schools if the community i mean that's that's my opinion that's why and i think you have it covered in two okay well you're saying in b let's keep and b this is a very long motion for emotion let's just cross c off okay let's make it simple and um maybe we can add a sentence um you know directing the superintendent to also look at zip codes as he considers as well as the state looking at the county i'm just saying we've always had the county and the district side by side yeah just i'm saying just look at all the data if we're looking at it so but i could be fine with this too so something on the order of superintendent is authorized to review appropriate data and make a recommendation to the board so so let me clarify just my understanding are we separating a and b i mean i had interpreted a as whatever we set those metrics at that is a trigger point right um and i'm gonna go back to our wednesday conversation if we hit x percent for high schools and i think it's actually a modified x percent based on our in our discussion because if we know that five of the cases are all from the same family maybe we consider that differently but but with that caveat it's x percent at high schools y percent at junior high z percent of elementary schools that becomes a trigger point in which the superintendent wouldn't bring back to the board necessarily but would notify the school that's going back online right or the hype or sorry i'm sorry thank you thank you for correcting me sorry for panicking in the room everybody calm down um whereas b i'm interpreting the conversation b if we hit two out of three metrics then the superintendent is bringing it back to the board for a discussion versus a trigger point where he just makes the decision um i was considering that if they were two out of three guidelines were in red for two weeks that that would automatically trigger another action by the superintendent too okay so he wouldn't be if we want to have him bring it back to the board we need to add that language that's the way that i interpreted the motions i read it but then we were talking about he'd bring it back um for with a recommendation well that sounds like it's not him making it it sounds like he's bringing it back and we'll vote on it so i just i like your interpretation i yield to that i i just want to make sure we're all clear because when we when we were going to bring it back with the recommendation that's not what i was reading so i was in order to move to the entire district virtual it would go hybrid first right hybrid first hybrid first for the entire district and then virtual if what what triggers virtual down below is what she's saying the if the um so in the bottom half in the last paragraph uh gilbert public schools district will return students and staff to virtual learning for two weeks should coven 19 cases continue to rise within the school community or within the wider gilbert and mesa community so if if we're in hybrid and they still go up then after two weeks we would go to virtual should cases decrease during the two weeks of hybrid learning students and staff would return to in-person instruction phase back in face vacuum are you talking so that doesn't have anything to do with the substantial transmission that just says or the percent positivity that just says it just means we're not moving back into the numbers haven't moved back into the yellow range um but we could stay in hybrid i mean that's that's the discussion would we stay in hybrid would we go to virtual if the numbers continue to rise that that was the what i was trying to figure out is where we have the trigger between hybrid and then virtual and that's kind of what i was concerned about or we can just put a motion we'll come back for a meeting and have a big long discussion when we hit some place so i guess my my question would be i liked all right um so you know obviously i want to stay in school i mean well i think we're looking for a way to to stay in school if we can do so with with the acceptable level of safety um we're not trying to risk people's site but people's health or or life and we're not also not trying to risk their emotional and mental health it's a balance we're trying to find where we have triggers for coming back is is the indication so if two out of three are red we're going to go to hybrid based on b is it when two out of three are yellow or green we come back from virtual to hybrid or back to i mean is that the way we're reading that or uh or is it just a decrease i mean the way it reads just a decrease it could be the way i wrote it it's just a decrease but that i got as far as i could i'm a collaborative decision maker and i needed input well and i'm looking at you because you wrote it but that certainly is a question to everybody um i'm just trying to make sure that we're we're all on the same page here and and again i recognize that we got to where we are through a compromise to follow a metric that we didn't know at the time and the metric came out and we've been trying to follow it and then last week the metric and how it's applied not the metric itself but how the metric is applied changed which there may be scientific reasons for we there may not we don't know we just know it changed um but given that particularly that three of my fellow board members compromised on on that vote to get where we are i'm looking specifically those three in in the spirit of recognizing you've compromised to get us here i have to honor that to feel like i've got a level integrity in my previous vote so i'm i'm asking do we set those triggers back following the metrics do we set our own metrics what would you say what would be your preference i mean if we're going to like when we adopted it we adopted the specific metrics which was the seven percent and that's what's written in here now the metric has changed to not that specific metric to the but to the red yellow metric so i'm not sure where you're coming from on that and i'm i'm trying to honor the spirit of that compromise in i mean my preference would be to to get us back to school assuming that it's safe at the 10 percent but i i don't know if that's safe and i don't know if that's the spirit of compromise and just for discussion sake my my sense of it would be that just as you graduate to virtual you graduate from virtual so if you're on virtual for the period of time and there's there is a data point that says okay we're okay let's move back to hybrid for the 14 days or the two weeks and then if assess that and then when we are at that appropriate point we go back to in-person learning that's just for discussion sake in my thought as i understand your concern mr jenny i'm a little bit confused so hopefully maybe you can help me out here a would be we would set a percentage correct for each school so let's say we say one percent for high school and one of the high schools goes into hybrid but nobody else does number two though is and is meant for the entire district correct um yes i mean well she would be b um well because then we would be in uh substanti it's not three metrics insubstantial which is what it was changed to but it's two metrics and substantial and kind of um trying to knowing that people want to be in school and they really desire to have their kids in school i'm trying to kind of i don't because i don't think covet like illness is really going to go into red but i i think there's other metrics that could show that we really have a problem in our community right and i guess at that point if it was the entire district then we would all be going into hybrid and then we would all be going to virtual learning if going into hybrid for two weeks and did not bring the transmission down but what's most important to me is that you know i i think i understand using the the different schools because you know what one school might have none and something else another school has 20.
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currently the only earmark on those dollars is for support of our security camera system which we budget annually about 250 to 000 a year we have been receiving anywhere from seven hundred thousand dollars to a million dollars annually in this fund the current balance at the end of last year was three million dollars and so we really are bringing this to you as we think an investment of those rda dollars versus just using them operationally towards a building that will benefit the district for a long period of time so we would use whatever cash balance was in fund 42 to put down a substantial down payment for this for this construction but we would want to finance a portion of it with the future revenues from the pass-through which are very secure they're really an increment tax increment of property taxes so that's how we would pay for this the cost estimate you have is a very rough cost estimate we believe it's conservative and it's really just based on square footage okay do we need to uh to take any action are we just here for information julie have a quick question how many teachers are accommodated at oak bridge academy in this plan julie you're my you're muted sorry about that uh if this spreadsheet shows two teachers as being accommodated and we understand now they have 10 teachers in the morning and 10 teachers in the afternoon however if you look at the top of the oak bridge spreadsheet portion there's a large classroom of 1300 square feet that could easily be divided into working areas for that many teachers in the morning and in the afternoon they do not need separate office spaces it's more of a an open bullpen space with a desk and a place for the student to work when they come in to visit them twice a week does that help answer the question yeah i do think we need to continue to work with oak bridge staff on that because i think sometimes the noise carry over um when they're too close to each other we'll just need to work closely with them i reviewed this yesterday with rhonda odlum and talked about the expansion uh what's nice about the flexibility of the boardroom is those the dividable space so she we've been talking about projections what enrollment could look like for oak bridge and adapting the space again this is a document that was based on much different enrollment numbers i think we're good plus we're also thinking on 13 and 14 julie if i'm correct that we would probably keep our grant it'll go down to one um after this year unfortunately um they'll probably be in them in the district office and not in the new building we also talked about the restroom space that's allocated there it could be adjusted so that we there's there are many things within this that we think we can adjust to make it work and i think we're at the point where we want to bring this back to the board um get your input but then we also understand it's going to be a necessity to engage neighbors and more make this to the public but we don't have the answers to all those questions yet so it was really conceptual to get this drawing down have julie go to work work with the city figure out what the answers to those questions are and then really invite neighbors and the public into this conversation as we get further along in the planning process so it sounds like uh we should mr baltzma you have a question kevin yes do you have any idea a ballpark idea of what the debt financing would cost us not offhand uh linda depends on um our ability probably for a a loan this frankly small compared to some of the other ones that we do um we may actually look for a private placement so right now interest rates are low and so it'd be actually a good time to take maybe advantage of that so i think one the timing would be good for us but we do have a very steady revenue stream my suggestion would be always when you're dealing with debt to try and have the lowest repayment term you possibly can to reduce those interest costs overall so you know we'd have to take a look at the amount of revenue we're expecting making sure we have enough to take care of our security system uh over those years as well but there's certainly even a large surplus um even after we made this investment um in the future so i think to answer your question i don't have the exact numbers but the goal would be a short repayment term 10 15 years and pay it right out of the fund 42 extra dollars thank you thank you so i want to move that we give staff and julie the go-ahead on this i think that not just our questions but our ability to have understandable discussion with the neighborhood it's going to require that the city stepped in actively and start to facilitate this it's happy what sorry dr kaiser um this is on the agenda as an informational only yeah it's informational oh i thought you said that you needed uh actually if i said that i apologize it was really to bring this is back to to to tell you where we were with that that part b that's right yeah he i think he was just explaining that i think it's exciting i'm yeah looking forward to it yeah okay well is um does anyone else have any questions for kevin while we're here okay well great so we'll expect to get that back and and for you to go through the rest of that process with the neighbors and city of chico and you know as it goes along so the next item isn't discussion action item and it has to do with the charter schools measure k project requests yes so um core butte charter is requesting and it's been approved by the measure k charter facility committee that they would like to purchase some more laptops because of kovid they do not want their students having to share computers and they're moving toward a one-to-one ratio for every student having their own and so they're requesting that you authorize forty thousand dollars uh for the purchase of the new units they would have brought these to you much sooner but they've been in such short supply um it was actually on the agenda for several months ago and so we're bringing it forward to you now because the units are available for them to purchase great i'd like to move approval if i might second okay um motion by linda hubby second by dr kaiser any further discussion needed all those in favor please say aye aye aye aye passes unanimously all righty the next item has to do thank you julie has to do with um setting the date of our organizational meeting um the proposed date is december 9th so that would be the time when um new uh members are sworn in old members exit stage left and new officers are elected i moved past three point three point one okay oh second oh second oh tom beach to it sorry okay okay motion by dr kaiser second by tom lando all those in favor of having the organizational meeting on december 9th please say aye aye aye okay that passes alrighty that closes our meeting i'm going to adjourn it and we are going to go into closed session
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i don't see any hands if people come in urgently well i'll keep my eyes on that but um do any planning commissioners want to oh i need to breed the motion sorry let me read the motion and then we can discuss it um the motion is the ann arbor city planning commission hereby adopts the city planning commission fiscal year 2021 2022 work plan moved by commissioner sovay seconded by commissioner milstein now we can discuss it commissioner hammerschmidt and then commissioner milstein i really like the idea of doing like a two-year work plan i'm curious i probably can assume that i know the answer would you think then like at a year we would sort of review progress and like shift around a little bit if necessary and then every two years just sort of be like a big overhaul yeah um cool or we could we could do it on a more frequent basis um you know i think part of it is just um and again i i'll take uh some i'll take some responsibility for this too but i think um part of me is just kind of always looking for a better system and maybe sort of thinking about it in a longer term chunk like some of these they'll be long dialogues and i think at times i don't think it's bad to just sort of think now that you know talking about something like parking requirements might take us more than a year and so just sort of mentally thinking about it in that scale might be helpful but absolutely but i would just say it doesn't have to be a year at any point you can revisit this but i think this is an effective way that we can communicate to the public to elected officials to other boards and commissions our priorities as a body i like it and i really like the starting a conversation um community learning opportunity on single family zoning i think that's a great addition so yeah no questions really just complimentary ambitious commissioner milstein and then commissioner silvae thank you um so i love the single family um discussion i think it's time that we as a community have that and i'm volunteering to serve on that subcommittee i'll just step up for it right now um the accessory dwelling um is a common god accessory building sorry accessory building sorry sorry sorry the accessory building question especially from the real estate community that comes up all the time and you hit control f in the udc and you keep going through it and none of it is it's very confusing so i'm all for that as well um and then i'm coming back to t1 um my hope is that we are going to see it very soon so i think we should keep it at the forefront um and maybe start work on that otherwise great plan and i do like the idea of having it a two-year plan thank you commissioner yeah i really like two years i like the big idea projects the one thing in terms like little projects uh the 2021 work the page three it has um planning commission operations timing schedules petitions staff reports overall process i think we've gotten a lot with notifications for the commissioner proposed business stuff i don't know when we address it if it is just each year we talk about kind of the little things we also want to tick off but we we do consistently get you know comments about what the postcards are and i know we took a look at that but notices and things so just kind of bringing it up again but with the floodplain one you know we wouldn't visit it so it feels small i don't know how small it really is but i like the two-year broad but maybe starting to think about what the the smaller little pieces we might plug in as kind of the one-year bits especially since we have so much that looks like it's going to unload really soon so i just kind of want to raise the kind of page three with the commissioner business as well in the kind of smaller and more specific pieces and how we approach that i mean my my initial reaction to that would be if um i would sort of like it elevated you know maybe that is another project we might recognize that maybe it doesn't feel as big as some of the other projects but um part of the reason of putting that there is i want to i want to acknowledge i mean i think some of these things drive the priorities that are already there to an extent but i want to be um i want to be faithful to these thoughts and not lose sight of them and and i think your observation is great if you know we've brought it up a couple times if if that's an aspiration i would say let's add it to the plan and we just got to figure out a way to incorporate that and hopefully at the end of that two year period we've answered it yeah and kind of what i'm not raising is maybe it doesn't like pop up right now but as things clear if we have like a checkpoint at one year or every six months at a working session we just kind of look and say how much progress have we gone are there kind of little things we can add because we also don't know what kind of council we're going to have and what kind of tasks they are going to allow us that might be different heavier or lighter than the previous console so i'm not sure how we engaged plugging those things in and holding space for both of them so i just kind of bring it up as a talking point commissioner abrams i have a question that's just a little bit about um i guess staffing is what i'd call it even though we're not staff um because uh like i'm very very uh excited and in support of the single family zoning community conversation and project i also wish i could be on that subcommittee but i think i'm probably committed out but i also remember that when we did talk about um committees it seemed like we were digging deep to to staff the com to like populate the committees and i'm my impression now is that we're going to be one more at least one more commissioner short i just wondered is there any update about new commissioners joining the body in in the near future yeah um i my understanding is that the mayor has two uh potential candidates citizen reps that he's going to be nominating um uh and then um i would anticipate once the new council is seated the 16th is their first meeting the november 16th but i would anticipate probably within the first um commissioner briggs or akron might know this better but i'm guessing within the first two months there will probably be some progress on the council appointments to the various boards and commissions so i would i am thinking that there might be a brief period where our our numbers are lower but i don't think it's going to be long until we're back to a full uh full commission okay great um and then i just had a question about so there there's the potential future projects which have the kind of orange pattern header and then there's the proposed commissioner business and those do we understand this to be have any hierarchy of prioritization or importance and would it be helpful at all to pull some of those out to be like i guess as commissioner savage just did like identify the ones that we would want to be kind of in the waiting room if time allowed yeah just um no uh there's no um there's no particular prioritization from my lens i will just tell you um potential future projects have been those those tend to be projects that have been carried forward on quite a few work work programs and so i've been somewhat reluctant to just say yeah i don't think they really care about that much anymore and then the commissioner of business is just again you this is more recent often times in the course of a meeting this is all commissioner proposed business items and i take those seriously i can't as you know i can't always um jump into a long process on each of those but my goal is to at a minimum memorialize them to make sure that well is trent like if we take on transit zoning that might hit a lot of those goals on some level but on the flip side yeah you might decide that yellow table let's just scratch it and start over and a long way of saying i don't see them as prior to priority different different priorities they've just come to this document as sort of a potential future laundry list and they came from two different sources and do you excuse me do you would it be helpful to you for us to provide any clarification about those two lists or are you okay having them as they are um they don't um i don't care that they're there um i think that but my my message to you is i'm not i'll i'll probably not be spending a lot of time trying to advance those um i'll i'm just sort of presenting them to you as i heard you in some cases or i heard previous commissions in some cases but for now these are the places where i'm going to try to put my energies to advance ordinance or policy change okay thanks commissioner briggs yeah um regarding the city council um sort of appointment my understanding is those commission appointments usually happen in early by early december so i think that might be the likely time frame when um a new appointment would come from city council um and then one thing in with regards to that in terms of i agree there's kind of been a seems like it's been challenging i don't think the zba position is is there anybody serving on the cba right now from planning commission no the zba is full but there's no planning commission right nzb appointment exactly so that was like that was one of the open ones um council recently um put together a new committee or group the center of the city task force or not a task force but anyway but it has a posit it has a seat for a representative from parks commission as well as from planning commission and so um it might be useful for planning commission at some point if if that is a challenging seat to fill to provide i would think maybe provide some feedback on that um and then just to the work plan um i think it i think it um sounds great i think there's gonna be a lot of interest in sort of development issues um it's good to see sort of figure out what sort of master parts of the master plan process can move forward maybe the the visioning process in terms of community values and vision might be one piece i know also um one of the debates that has happened this last year around tod was the the complaint of when we still thought the master plan process was going to begin was well how could you possibly start thinking about a transit oriented development district before you started the master plan update um and so you know we've talked about the fact that that that piece is actually embedded this is master planning process and isn't really just starting from nowhere it's actually been a part of our pre-existing documents and that was part of the supposed to be part of the master plan update anyway was to sort of identify where some of those um where there's a lot of history on certain certain ideas and so especially on something like tod it might be really useful to have some of that documented as to you know how many different layers of our plan that that's that that's been in already and you know some other guiding principles that um some other pieces as well okay uh with regard to single family zoning i think that is also something that's been particularly controversial for the community so it's great to have that conversation being brought up i think there's going to be a lot of concern from the community and skepticism from certain parts of the community that this isn't just educational it's leading somewhere and so i think having um addressing that concern up front will be important um in terms and thinking through exactly what does this process look like in terms of obviously i think just we need there are a lot of misconceptions around um why those processes have happened in other communities what you know what sort of outcomes they've led to what the history of ann arbor actually looks like what the implications have been in our own community so i think it's great that we're having those conversations and actually think that right now is probably um one of the there may be some benefits to to covet in doing it now because any of those those conversations happened sooner rather than later they would automatically be on it be presentations that are online that could be recorded that could be then saved and um people might be able to watch them later if there's another subsequent conversation about you know okay well maybe this you know maybe there are some morning changes that we want to pursue but then we would have this sort of repository of educational pieces that that are already existing around it so i think that might be great um kit mccullough is somebody that might be i sh if not somebody for the working group um i want to volunteer here because that would be uh she would be surprised but i know she might be a good person at least for a presentation she um came to a fifth old west uh side meeting at one point and gave a really compelling sort of um presentation on it so i would i could imagine she'd be might be a good speaker but i can imagine she also has a interest at a level that she might be interested in being a part of the working group she's at the university of michigan school of art and of architecture and urban planning so um it comes with a lot of credentials as well my thoughts i if i could just i i really appreciate the the feedback on on this idea i i think that i i i hear and i embrace what you're talking about being really i i think that this conversation is gonna be really important to sort of establish what our goals are and how we envision it to happen i think separating it from any policy development is going to be really helpful to that goal but at the same time i think i i want to i want to be i want to be honest that like part of the reason to have the conversation is that in the future we may want to consider those policy goals but i i really think that there is a value to just explore the issue first just learn about it and and i i totally agree i think that there's i think there's going to be a natural tendency for people to say then what and i think that it's going to take some discipline on how we structure that to make sure that we're successful and just for providing a safe space i think to have the conversation without jumping to that conclusion commissioner ackerman thank you um just a quick comment on when you're gonna get new colleagues also um those two potential appointments aren't on the city council agenda for next week so you'll just by way of process it takes two meetings so you'll probably get all your new colleagues in december and then uh with respect to the sequencing of a community conversation in public education regarding single family zoning and its interaction with adu policy i think that it might be beneficial to sequence with adus coming first and that we have tangible policy recommendations that that can happen and are the product of a community conversation um and then engage in the single family um the broader single family uh dialogue only in that um i think one of the common refrains that i've heard during my tenure about adus is that it's an upzoning of single family zoning and so i think if you have those two conversations at the same time people connect those dots whether you know it's it's appropriate or not um and it may be more beneficial to to just you know try to get the adu policies done and then turn your attention to the zoning districts as a whole to be clear as a point of clarification i understand that adu's is not currently on our on our work plan anywhere right correct but this is something where this if i'm remembering all of this right we did some work in the past on adus and it went to city council in 2018.
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but i really feel very strongly that if as a community we uh whether it's school kids or whatever we get into the red in two areas then that means that we need to go into hybrid so i think this is what i if i'm understanding it that's exact that's what you're saying yes i'm trying to honor those that have asked us to continue to use them and then you're the last paragraph or the last one is not the last paragraph yeah would be that if it continue if we're in hybrid as a whole district and everything continues to trend up then we st we go to virtual yes and if it trends down we go back to school we go back to hybrid okay and then go back to school and and well i guess we're in hybrid so if we go to virtual then we would go back to hybrid and then back to school okay and then within that within that there still could be a school that maybe would have to stay yes yes that that could happen so for example say if the district were all we had you know maybe 10 positivity and 150 cases per hundred thousand so those two are red um for the entire district then we go into uh virtual for two weeks oh sorry yes sorry i didn't say what i meant okay perfect i'm just trying to clarify to see if i'm gonna go on a hybrid for two weeks and then if if those that positivity end or the cases went higher we would we would move to virtual and then move back just as we did um earlier in the year and and everything is within a two week yeah everything's and and i i i'm i i do have this concern i'm very concerned for teachers um whether you know two weeks is a a good time frame for this i i heard lots of good feedback about when we did hybrid from the 8th to the 21st that people felt that worked really well and and they got some were saying i wish we could do this all the time just have half the class that we can get so much done and we can really build those relationships and do a lot of learning so um i'm i'm just con i'm i'm just trying to honor those who really want us to follow the metrics and those and try and thread that needle between those who really want us to follow the metrics and be extremely cautious and careful which we should be and those who want their children in person because they've seen the impacts of being at home and not being in the classroom and not being as engaged in their learning can i can i interject for just a second so when we're talking about this now we've got again and i think it's important because this is what i think through our community off from the get-go and and i don't blame them two sets of metrics here we got the county and then we have which is up here and then of course we have our gps boundaries what would this be referring to or would it be specific to one or the other are you talking about b yes b is our uh gps boundaries okay and maybe we should um maybe add boundaries in after district uh yes two out of three guidelines for gilbert public schools district boundaries as established by the arizona department of health services and reported on by maricopa county department of health so that would be this metric here yes the one that that we've followed very closely this is this is my sheet but i've followed it through the weeks could i ask a question just one thought again would there be any reason or way to or reason we'd want to or need to or should stay in hybrid rather than go to virtual what could be a what could be a you know is it necessarily i i just don't know i'm just trying to figure out if that two-week thing necessarily triggers that we have to could we stay in hybrid for a month rather than well i think if there weren't a substantial increase you know if it if it went from say it's a hundred cases and it goes to 110 or it goes to 108 i think if there were not a substantial increase then i think we could stay in hybrid that's my i don't know what the number is or how but i just wondered if that could be if you know if like you said if if we if we increase by one you know after two weeks yes does that mean we need to then maybe we do but i'm just saying do we absolutely need to go to virtual or are we doing what we need to in hybrid and it's just we need to extend the hybrid a little bit longer yes we could do that we could i don't know what the trigger could be for that look i know we're all hoping that this conversation on b is hypothetical but the reality is based on the zip code data when the data comes out tomorrow we will have one week in the red on the hundred per hundred thousand and the following week is probably going to be higher than that based on what i'm seeing on the in zip code data yeah we're probably going to be somewhere around 115 when the data comes out tomorrow and probably 127 ish in in two weeks that number is subject to change because there's cases are retroactive so we're going to be in the red yeah positivity is still below the ten percent it's it's right at seven percent the most current week is higher than that but uh it's such partial data that it's you can't draw a conclusion on it um but my point being we're this is a very realistic scenario that three weeks from now we could be have we could have uh within three or four weeks we could have two of these metrics in red in the entire district and hybrid yeah right yeah based based on the zip code data so um i think we better recognize that we're not speaking hypothetically we're speaking with the reality of of what may happen maybe we could add some some wording to this motion that we go into hybrid for two weeks um and then we would have to have a board meeting to to decide upon if we needed virtual learning or that the superintendent would make a recommendation to us to the board if we to go into virtual learning if we continue to be in the red in two out of three categories for more than two weeks for more than two weeks i i mean as much as i am a believer in trigger points i would prefer that only because you know if if we're close as close as we are right now yet we have how many schools that have no cases yeah do we really shut down the whole district you know and if we look at the data right now and a week ago we would have said a different area of the school if we look at the data right now most of our cases are at two schools one elementary and one high school that sit literally adjacent to each other on the property um does that skew it do we close the other side of the district that's significantly lower um you know we are pretty widespread and you know as much as we like to think we're a small community other than when there's athletics or other events which there's not between the two schools i'm going to use my example because of their size we don't have a lot of movement from desert ridge over to camp alberti yes there's some and i know people bump up against people who bump up against people etc so again i i i'm going to recognize that my fellow board members retreat uh compromised a great deal in opening the schools and so i'm i'm in that same spirit i'm i'm compromising so i'm bringing up points but i guess i'm i'm looking for ways that we can keep as schools open as much as possible i i'm not looking to risk people's safety we know that a number of teachers and a number of parents came back based on the assumption that we were going to follow these metrics we also know that we have a significant number of people who are going to be very upset if we close their schools beyond well at all but beyond a certain time period so we're going to hear from it regardless we know that so just trying to bring those points out so i've put some alternate wording on that last paragraph um gilbert public schools board will meet to decide uh whether students and staff return to virtual learning and i'm just going to cross out the two weeks should cover nice 19 cases continue to rise within the school community is that language that would help you with that so so we would go to hybrid but in order to go to virtual we would have to have another board meeting and another discussion is that towards pleasure which will be painful and we're all uh looking forward to that pain yeah well then again and just to reiterate if i'm i'm capturing this a little bit in my head so based on your information in maybe three weeks we could have two of the three in red for two weeks possibly and who knows if it would go down or then looking looking at the live data i expect that the next two releases tomorrow and next week or hundred per hundred thousand will be positive um or sorry we'll be substantial thank you we'll be above that red that will be the second week on that one yes so next this week will be the first week next week will be the second um if the the the the positivity rate right now uh the most current week if i remember right was was right at seven slightly above seven for the this is we're looking at county we're not looking at you know because we don't have school district specific information in live data it is going to be right at seven maybe you know tenth or two cents above seven percent when we move to the week that of october 25th through the end the current week which historically the first couple days the monday tuesday data trends higher and then it kind of levels out as the week goes on but last week was an exception to that is trending above nine percent so if that continues that trend when that data comes out two weeks from the end of this week's two and a half weeks that one may be trending towards red so it would probably be four weeks before we see that but right that's and that's i think that's a good point because the the 100 per 100 000 would be in that would be four weeks of substantial for that in order to catch up with the two weeks of positivity correct yeah yes now now i will say in terms of cases abc 15's reporter made a comment the other day that statistically they're seeing that the cases may be on this current wave may be cresting now he didn't say it is cresting he said it maybe it may be there are some statistical elements of the numbers that show that it might be kind of cresting we we're all hopeful that's the case because frankly i want i don't even want to have this conversation but we have to have it yeah and the possibility exists that that could go down below into the yellow again and then the other one rises so we're still at one instead of two i think if we do this we need to separate it out a little bit just because the first paragraph says about the school-by-school basis but then part b is actually addressing the whole district so i think i think i would keep that so just have a yeah and then i would say additionally um the district would change as a whole to the hybrid a to l m to z model of instruction and then put b in if two out of the three guidelines for gilbert public schools boundaries would that be okay you're gonna have to write that down okay okay well i'm just saying just because to me otherwise at the top it just says school by school basis but we're talking in part b we're talking about the whole district it's not school by school okay so can you read those changes to me again so i would just say keep it how it is okay and then i would say another paragraph above b i would say additionally um let's see the entire district would move to hybrid a through l m through z model of instruction if and then b okay two out of the three district yeah if that's okay with everybody that was just one thing that i think trying to be clear it's a two-part motion that's what i'm thinking that's what i'm wondering if we're doing is that getting close to a comfortable area are we and we did we decide 10 to be substantial or did you or we changed it to ten percent okay okay i didn't know what yeah it is why did you change it to ten because they said that was the substantial once it gets above ten percent the seven percent was on another that you had to get two below seven percent to initially reopen that that was uh yeah that was the area that was the original metric that was specific to reopening schools 10 7 is yellow but 10 would be red yeah and that's that's the criteria that the county came up with yes well that's that's the criteria that the arizona department of health came up with okay because the county is slightly different but i went with we said the arizona department of health metrics so i went with those so read the read the sentence out additionally okay additionally um the entire district would move uh sorry to the hybrid a through l m through z model this okay sorry would move i put in school by school and i don't need that no it additionally the entire district would move to hybrid um to the hybrid eighth a through l m through z model of instruction if two out of three guidelines for gilbert public schools district as established by the arizona department of health services and reported on by the maricopa county department of health services show substantial transmission for two weeks and then i give the again read it again we're talking about the gps boundaries on this yes right so should we take out some of that and just say that specifically well because the prior wording was we can just add some wording at the beginning two out of the three guidelines for gilbert public schools boundaries as established by the department i think you're just trying to make it separate it from the previous yeah he's just i think dr mccord is trying to say is it too much to have all the arizona department health services reported on by maricopa county department of health services does that do people get confused which which one we're looking at they do which chart we're looking at here okay and this is the way my brain works it sounds like we're saying that school district was established i feel like we have been these days well we could then we can take out and just go published by the maricopa county department of health and just take out that whole phrase and that simplifies it because it's it's it is you know i if we take a 10 minute break i can probably rewrite it in a better way but um that's good on the fly through the three guidelines for gilbert public schools district boundaries as published by the maricopa county department of health services show substantial transmission read for two weeks yes and then ice that these guidelines show more than 100 cases per 100 000 residents more than ten percent positivity for testing the more than ten percent coveted like illness at hospitals as substantial transmission and did you put in anything about we would meet again um yes down in that last full paragraph public schools gilbert public schools board will meet to decide whether students and staff return to virtual learning should covert 19 cases continue to rise within the school community or within the wider gilbert and mesa community should cases decrease during the two weeks of hybrid learning students and staff would return to in-person instruction so we only have to meet if it's going up to decide what we're going to do i think it's it's really important that um you know as much as we would like to give all of this to dr mccord so he could take all the flack i think it's important because i think there there was a school district that did give this to the superintendent to make these decisions and as much as i think that it's important for you to be able to make a lot of decisions in this particular situation i think we have to all be a part of it and not just you i think you're already taking enough heat from it on a day-to-day basis and then we could add that the sentence undersea that dr santa cruz had said we could add that to the end of this paragraph where it says return to in-person instruction after that we could say the superintendent is authorized to review appropriate data and make recommendations for the board if you want to add that but you're saying make recommendations to the questions yeah that helps them out are you dr mccord just gave us a minute time limit so we better hurry uh hey well the computer it won't snooze it's gonna restart on me here in a few um do we so i can add that at any point if we take a break and i'll i'll put it on this i think i've captured everything else i think that before we vote it would be good we need to talk about the percentages yes want to go there first let's add percentages and then then we'll take a recess and what we at least what i'm summarizing here is we have a motion in three parts one of the parts relates to the concept and the trigger point percentages the next part relates to an additional element that would cause us to move into a online instruction and hybrid instruction hybrid and online yeah i can say it could be either but as a district as a whole the third one would be a meeting convened by the board should there be a need to move to an entire district online instructional mode so in the second part we're just moving to hybrid it's only in the third part then we have a meeting in order for n to go back to virtual that's what i wanted to clarify okay so and then the last portion is that that meeting that we convene to make that ultimate decision yes okay percentages for discussion sake uh proposing to you one two and three i i don't know if this is possible i am concerned about canyon valley if it's down to one maybe we could just name it separately and put a percentage on canyon valley because it's such a small school i don't know they want to go to three but at least two where they would have four four cases i mean four cases isn't very many but we if we went to three or seven those are just for discussion stakes so uh if you want to move canyon valley and i heard you see i did say gilbert classical academy they they you know it's one percent is six whereas these other high schools those you know highlanders 32 cases i really wouldn't want to get higher than 32 cases at one school even though it's a big school so i i think let's keep gilbert classical academy and but i think move canyon valley maybe let's just say like you said three or four i just again i think i i wouldn't want to go higher than three but if we went to three that's seven not three percent i'm saying three cases or four pieces let's just say a number of cases okay um what number of cases then i would say three or four four maybe should we anything else i was gonna say five that's two and a half percent is five and i can just add that down here i mean i'll just just add canyon valley uh canyon valley established four elementary schools and four count and four five cases for canyon valley do we feel like what about rise and well rises only goes from zero to one so we can put it another you know it's only 41 students so they wouldn't want to go higher than two or three and i'm just i'm just asking because i mean right now under this criteria we would essentially close with one case yeah and and i look similar to some of our smaller elementary schools you know burke um well no if we're three percent you're probably okay my question is is three percent for the elementaries does that accommodate the needs of students and teachers in the best way is it something that from conversations that we've all had or is that too high because it is three percent is you know getting to 20 cases on some campuses i i think that is a little high i i think i would be more comfortable at two percent i mean that keeps you kind of in the 14 10 17 13 range for some of the bigger schools um whereas if you get to three percent that's like 28 cases at greenfield elementary yeah that's a lot of cases in one week and we know that the elementary was specifically was very difficult the online mode delivery but we're talking about going to hybrid at this point yeah and hopefully going back but again it's that balance of trying to meet the needs the very best that we can we want our staff to feel like they're being cared for and taken care of we want our families to know that we want health and safety but also learning and emotional health so i'm not comfortable with three percent i think that's too high okay so one and two one two two go half you wanna do one one and a half two one two two one one and a half two do i hear four one one and a half two and and this is for a single week correct so if they hit it for a single week we go hybrid for two weeks yes i i i i don't i hardly want to say this but i think we could go some of these bigger junior highs we could go 20 21 22 that seems really high though i think we should stick with the percentage you're saying one percent that's two percent there are those numbers if we do the one and a half percent we're more in the teens 15 16 17 12 13.
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and nothing happened and it failed there right nothing happened it was going to die so so it could be dusting that off are you suggesting that we add commissioner ackerman adu's back to our list or because that's not currently on our our work plan um you know i'm uh i'm a washed up has been i don't know you all can can dictate your own uh agenda but i think it i think it's vitally important for our community that adus before they're liberalized and made more um realistic because currently they're not commissioner briggs if i recall correctly council didn't necessarily entirely kill it there was a suggestion that more community engagement was needed um that's and then it was voted down was it actually physical was it actually voted down yeah it was different okay i guess i missed that meeting okay commissioner abrams i would support adding that to the work plan so i if i i guess i want to just make sure i understand um the so the history of that was council had directed planning commission to look at amendments to the accessory dwelling unit ordinance to maybe further their realization in the city you went through that process made recommendations ultimately those were not enacted by the council i just want to get a sense would you like to sort of start a broader conversation or would your thought be let's restart those that package that was previously considered commissioner randall i kind of feel like starting the broader conversation because that's like one of the ways that we may end up getting too but it feels like it's kind of like a uh like a solution before you have the conversation in the first place um that when we have that conversation it might lead to different strategies or not or whatever um and that and that's one um possibility of them but i don't know i guess that's just how i feel to sort of start big and then and then get more defined in terms of strategies based on that if if it goes in that direction i don't know if others have thoughts that's my kind of initial reaction on that just the the thought that i have that but but maybe i should let the folks who won't be with us next time weigh in on this uh is that that makes it really tricky then what i heard commissioner ackerman saying is that if you if you go into the conversation about single family zoning saying like we if given what commissioner briggs said we have no there's not necessarily a policy in mind but there is a policy that we're looking about it like that's where sequences the sequencing these things might make sense but if what what commissioner abrams you were just talking about is pulling out what we have and saying we like looking at it potentially in the next month and saying we still stand by this like we put all this work into this two years ago and we still stand by it like i don't know that that is so much work as just us sending it back to council but um commissioner ackerman weigh in tell me where that's wrong so no no not where you're wrong at all just to build on that i think you know with the adus policy we put forward in 2018 you know we knew these were good ideas in 2017 and then we refined them over the course of 2018 and put them before city council which means these are ideas we knew were good for the last three years and if we broaden it to the to a wider conversation and then focus back in we're gonna wait another two years so that's delaying five years an idea we knew was a good one three years ago i will say though there will be by the time by the time you all read this legislation again there will have been 50 turnover on the planet commission so it's likely things might get iterated on approved upon um with a new set of eyes but i think i think they were pretty good i think we work really hard on them and they move the community forward and making adus more realistic commissioner abrams uh that is that is what i was um intending i realized i spoke very succinctly but that's that's what i was intending um i also think we have like two years of data which is which will which that kind of demonstrates the um in efficacy like the way in which the current ordinance doesn't work right it isn't producing the intended effect and so um yeah i think it would be worth revisiting that uh with a different council too and that has to come from us correct me if i'm wrong mr leonard right like i mean council can tell us to do it or we can send it but they can't come up with a new zoning ordinance all themselves like that's how michigan zoning law works when specifically our our code says that city council can't enact land use legislations without asking for the planning commission's opinion on it but also there's nothing stopping us from sending something unsolicited other than like wasting time so okay commissioner milstein um i think it'd be really important and i'm looking at commissioner briggs right now more so than anybody else i think it'd be really important to get some feedback from our new council when they um are uh sworn into office about what's a priority for them um so that we don't spin our wheels and work on something that is not a priority so i don't know how we can have that conversation um i think at one point you know i think it's been a really long time since we've had a joint session and i know joint sessions today are not quite you know when you have that many people on zoom they're not quite as productive but i think it'd be really great and i'm not saying that it needs to be anything formal i don't think we need a council to pass a resolution but it'd be really great to get a all right here's our work plan what do you want us to work on first you know what's a priority for our council um i know we have some say in it but i think at the end of the day it ends up on their table so it'd be great to get feedback from council about our work plan commissioner briggs yeah i i think that's a great idea in terms of a joint working session sooner rather than later i can imagine i think that there is a lot of interest in different different issues including accessory accessory dwelling units and thinking about that having that that joint discussion might be useful is challenging to do over do-over zoom so i suspect that there will be a fair amount of different recommendations kind of um coming forward to a request coming forward to planning commission um in the next not too long but um you know i think that one piece that um is really important to just remember is even though kind of amongst this body it feels like these conversations have happened a lot um when you're revisiting a conversation that happened a couple of years ago or three years ago and there's new people in the community sometimes you have to you have to go a little bit slower and bring back in that that community engagement and bring um have that conversation about you know kind of what commissioner abrams was saying in terms of okay you know we we passed this you know what happened with our previous um ad ordinance and and what do we really what were our goals why did we not you know what wasn't realized you know is that something that we still stand behind and and allow the community to kind of have that conversation too because i i think there's a lot of concerns um the primary concerns that i have heard is that from the community is that some of these conversations get pushed seem to get pushed through pretty quickly um but i think part of it is because you know folks aren't aren't always necessarily aware of previous conversations that have happened but um yeah i think they'll be let's leave it at that mr leonard well um i i guess i would i would urge the planning commission um to think about your your priorities yes city council can um direct and and suggest um but um i like i guess that my initial thought is think about think about accessory dwelling units and if you want to add it to your work plan is it do you think it's important for us um i i think that whatever work plan whether it gets adopted tonight or it gets adopted some future date that that will be communicated to the city council so that is an opportunity for you to share with the city council how you see priorities should be should be approached and what activities we should be resourcing to that end and i would say that if um as it really specifically to accessory dwelling units um rather um i think that there's going to be a lot there's always a lot of demand on you there's always a lot of demand on city council and i by no means what i would um uh diminish the value of a joint session but um like something like that i would say that um if if you think it's a priority that's probably a pretty quick thing for us to do because we have done some work on it and we we i don't think it has to be one or the other we could use that as a template you know for example we could dedicate a working session to it and we could advertise that widely you know go beyond our normal notice requirements try to get it out on social media and and public notice and more gov deliveries and neighborhood associations and we could we could spend some time just talking about the previous direction that led us to craft those recommendations we could we could put together some data and i would say something like that while not expansive it is opening up a conversation with the community about something that was previously done and why it was done and then from that you as the planning commission or any feedback you've received at that point from city council can take all of that in to decide how you want to respond to that do you feel like it's time to go forward as largely it is or to commissioner good randall's point maybe there's new factors that weren't a wider conversation so um i would say unlike some other things on this work plan actually we have the benefit that we've been through it um we've got a sort of like the classic you know is it better to sort of brainstorm and draft something or you put something out there to get a solicitor reaction and a conversation about what it says so um so my recommendation would be if you feel that this is worthwhile particularly as commissioner ackerman is saying that you you believe that it has some value and timing or association with or in a chronology with other work plan items i would suggest we just put it on our our plan and we try to accomplish that i'll chime in that it seems to me based on the conversation that it there's already a lot of sunk time in it and that dusting it off i honestly don't i mean things have not changed all that much i welcome looking at it again especially with the new commissioners that we have and potentially like i don't really want to wait too too long to get the next you know but by the time we actually get around to this we'll even have more new commissioners on um i i'm swayed by the idea that we don't really want to start the conversation about single-family homes single-family neighborhoods um with this hanging out there um and i think that that conversation will take longer than we think it will and and i think that's important and so i would i think that that makes sense to add i would support adding it commissioner ackerman before we lose you or commissioner briggs what else is like that is there anything else that you can think of which we spent some time on but that didn't make it from the like just crd just tod okay i was gonna say it's been a while i feel like there were elements of like d1 d2 that that happened to as well but i so can't remember and i think that it it's like moved on like the changes that we made to premiums like have subsequently moved on yeah that was passed yeah the only other like one out there was uh updates to the traffic calming program um but that's a different body that's transportation commission commissioner gibb randall what about um the whole solar in your yard business it seems to me that that's something that um is another thing that we sunk a bunch of time into and that given our community priorities i don't know i'm seeing brett waving his hands all over the place i'll stop i see that is linked to accessory structures but go for it agreed okay i think that's the opportunity when you pull up kind of what is allowed in some ways i see this you guys uh it's like zorrowing all of these different elements like resort like we're making clearer what our site plan requirements are we're making clearer what is uh excess of like accessory structures what where they're allowed to see where it doesn't make sense i want to excise that as a verb from our vocabulary okay getting triggered sorry is that but is that you didn't mention that as your intention but do you see that as part of that work element well you know i i will say that the the udc i think is um was a great leap forward um you know just as a reminder um we went from 10 chapters to one chapter we did a lot of consolidation but i i will also say that we consolidated a lot of ordinances that were still based in their core on a mid 1960s origination and so um you know we as the city made that decision that that was the direction we were going to go in and i think um there are those that have been around longer than i am that have that always envisioned that there was a couple sort of large scale pictures that were important to do one was to get the udc done then it might have been to do a master plan and then it might be now that the udc is amendable how do we really drastically change it to get the things that we want and um you know what again the udc is is much better but things like accessory buildings us adding in um whether it's solar structures and personal solar structures or adus we are a lot of what we're doing is shoehorning thing shoehorning things that we desire now into a framework that it sometimes wasn't set up for that and so that's where you end up with three different places in the ordinance to figure out if i'd build a garage where does it have to be and how tall can it be and what is it exempt from and so um so um i i won't use that as a verb but i think part of it is um the next phase and i think at some times it's further organization and consolidation and sometimes i think it's moving on from how we approach something in the past how we should approach something in the future commissioner briggs you asked if there were any other things that have been brought up from the past i can't think of anything um in terms of how this discussion has gone in terms of you know your suggestion of you know bringing it back to the work plan and i and others as well i think that that's i think that makes sense i think there's gonna be a lot of um you know i'm only comfortable speaking for myself and not for for not for an incoming council body um and so obviously all the things that i'm excited about and um parking being one of them that ties to so many different things um i think are really important but i think i think it's fair to say that you're you're going to have a city council that is very receptive to hearing what planning commission thinks are priorities for our community and so you know that i i'm only cautioning that sometimes it feels like we've had these conversations a lot and we have but we've had this conversation and people you know people don't aren't always aware that you know despite the fact that these are probably not publicly noticed they're just not really aware that the conversations are happening so as mr leonard suggested in terms of you know broadcasting something a little bit broader around a working session i think that makes a lot of sense um if something like 80 uses is coming up again that that gives the community an opportunity to to be a part of that conversation again um and and to understand where it's coming from so but i think that there's going to be a lot of a lot of interest to think about where hanover should be heading next i'll just add in that i think um one of the things that commissioner abrams brought up before is about our capacity and with the new staff or with the new planning commissioners we'll have to revisit our committee appointments i don't have that table right in front of me but i think what one of the committees that we like staffed up to get ready to do something with was effectively the affordability committee and in my mind there's a number of things that are our work plan that don't necessarily have that in the title but that link so much to that right so if we do undertake the single family units there's there's clearly a link to that so much of what you're finding in um the site plan review threshold for those small and medium projects really is about like how expensive there are there are elements within the site plan that makes it make those projects expensive but on those calls so for those who aren't on orc to know like um there's this committee that is being pulled together this work group effectively that um the council asked um staff to man but they've been doing interviews with each of those committee members before pulling them together and so some of us on the orc have been listening in and like things about big projects and the affordability of big projects are also coming up so i think that all of this stuff is linked um the elements about sustainability like can you afford to do some of the elements of sustainability like these things are all coming together so i think that actually everything bret i wanna you know this is the compliment like everything that you've laid out are the things it's getting to the heart actually of the things that we think are really important and continuing and the master plan conversation that you have i'm positive that you're going to find things on par that will inform the parking discussion like this has been in so many of the past master plans right like it right it needs a conversation but just like tod is justified in all of the many many documents that are our master plan going back and like dusting those off and seeing what's still relevant and what's not i think is going to be super helpful for that so i'm really excited about this i like the idea of it being a two-year work plan i think that there we have to recognize that right now the we have in progress the fiscal year 2020 city council directed amendments but i think we know that well i i expect that there are going to be ordinance changes that come out of some of those things that we're going to want to add to our work plan to leapfrog things that we're not anticipating right now so i want to make sure that you are unders like that's your intention too and that as erica just said like there's probably going to be things that come from fiscal year 2021 city council directives that are coming too is that right to be clear i don't i think that you know and we have done this we've had to adapt and we've had to juggle and we've had to shift priorities and focus and we'll have to continue to do that um i will say though i think that i am interested to see um as we make more progress and actually set more of your priorities as a planning commission um i think that there's a lot of alignment with the items that city council is concerned about as well and um i fear i speculate at times those directives happen because there's a perception that nothing's happening on those fronts to advance those ideas as quickly as desired and so um whether they're whether we get a resolution saying do this or you choose to do that the benefit to the community is the same yeah well i'm i think that the in-progress stuff is a testament and the things that are like in progress but soon to be finished as a testament to like how much you have helped move us so thank you and your entire team um if you you weren't watching the thumbs up that we're also here um it sounds to me like from our conversation before commissioner abrams had suggested an amendment do you want a formal amendment to add in the um the accessory dwelling units discussion that was the one that i picked up on and then there was a quasi amendment that commissioner sovay included on the process but we didn't really discuss that one much so yeah well i was i was about to sort of uh reflect back what i was hearing um i was hearing to add um from the proposed commissioner business list the timing scheduling of petition staff report overall process i envisioned that a conversation about our citizen participation postcards the notification timing of how all of that happens leading up to it landing on your agenda item for discussion um uh so i would i was hearing to add that as a project um to our proposed work plan and then i am also hearing i was also hearing let's add accessory dwelling units i'm actually proposing that we add that as an ordinance however as described i think we'll we will start that with a broader conversation about what are the goals that we are seeking to achieve and use it more as a template as to well we'll use it as parallel to here's what was considered in the past towards these goals have that conversation to validate if that still resonates with the community and then we can decide do we need to go back and make adjustments or can we start dusting it off and it's largely the same form and moving forward and i am hearing that it's important that that particular ordinance happens before we undertake that project of conversation about zoning sounds good to me so then yeah if you're comfortable and that those changes resonate with i think lisa moved and alex seconded um i would love to get it adopted so we can share it with the public and other 14 commissions and the council and get to work on it any just more discussion you can have a roll call vote if you need it of the proposal as okay as we just talked about being amended please say yes or raise your hand yes any opposed i saw alex's hand now so that was before i said a post so that's for the record all of us are in agreement um it carries and so thank you this is a lot i know you know it's a lot of work for staff it's a lot of work for the planning commission too i appreciate and um um i look forward to accomplishing as much of it as we can great the last item well the second to last item is audience participation it's an opportunity the final opportunity for persons to speak for up to three minutes about any item of interest public comment can be made by calling 877-853-5247 and our meeting id is 986-8779-4536 mr leonard will call on you when you raise your hand you do that by pressing star nine and do move to a quiet area introduce yourself with your name and address there is a caller on the line if you'd like to speak star 9 is how you can signal that they're from denver that's fun all right seeing none seeing none item 12 commission proposed business anyone want to propose something you kind of just had your for the next work plan for the next work plan all right item 12 adjournment moved by commissioner milstein seconded by commissioner sovay all in favor of adjourning say yes yes yes all right all opposed none opposed one abstention have a great night thank you very much commissioner ackerman and commissioner you
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and and i've written down five cases for canyon valley school and three classes for rice junior high so we're gonna do one percent for high schools 1.5 for juniors and two for elementary and then we're going to be specific for the other programs for the for canyon valley and rice junior high but miss humphries is also saying what would you think of doing two percent for the junior high look at the junior high look at the last page we go if we're gonna do one percent for high school it does go a lot higher it goes higher so i think i'm good with one and a half percent okay i mean i we we have to see how this works if it will work and then we have to adjust accordingly so do you have one that's one when you say it just accordingly i need to understand that a little bit differently i mean if it's not i don't want to come every week and readjust a percentage is that what would you no i'm just saying mr jetty if it's not working we have another meeting the very last time we discussed it okay yeah look at the very last page right before thank you so where did we end up with the percentages again and five cases for canyon valley school and three cases for rise junior high school it really those numbers keep us in the teens except for our well actually just except for a couple of really big schools we get into the 20s i don't know one one percent and then 1.5 and then two percent we're in the teens for every school except um highland high school gilbert high and desert ridge and those would be highland high would be 32 gilbert high would be 21 and desert ridge would be 24.
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that one percent and campbell verdi is at 19. so we we've already hit a trigger you know even go ahead ms frost come up even looking at like burke at two percent that's still six cases that's in houston do you want to say something miss russ go right ahead okay um i just did want to point out i heard you mentioned that we're considering um if the numbers hit that percentage within a week and just so that you know the cases fall off after they hit the 10-day mark because that is the recovery date for the case so in the case of campo which we've been talking about a lot tomorrow the fifth we'll have eight cases that fall off okay so just taking that into consideration that we could go into hybrid based on number one week and then next week it could be very different now i'm not saying that next wednesday we won't have more but just to keep into account that and we see that only i think because we have some clusters where we know that there's a certain group of students that hang out together and so we can have a large amount of students fall off so do we need to put in something where we have that shows this percentage for two weeks maybe or i mean that's i mean that would make sense to me because we're trying to show a trend you know and but it um i know there would be others that would argue that you could also spike higher than that it could the way that numbers come off and on two so during the interim period you could be higher just as you could be lower but if we're trying to do it based off of trends well because the reason to do it by trends is we don't want to disrupt kids okay this week you're in school and then next week you're in hybrid and then we two weeks and then you're in school for a week and then you're back in hybrid and um we just want to be i mean even uh kathy hoffman superintendent kathy hoffman said what we want to watch is is the trends um not specific numbers but the trends are the trends going and let's recognize i mean this is disruptive to kids this is also very disruptive to teachers who you know i mean if we were to notify the school today that they're going hybrid on monday teachers will be scrambling to rewrite their lesson plans and and you know um so this this is an impact on on not just the kids not to speak to education because obviously that's not my my training but the lack of motivation um students when they know that they're going to move to a different platform we've seen um i've heard we've seen the grades drop dramatically with students because it's hard to be motivated and engaged from a hybrid platform or a virtual platform and so knowing that that's going to change and it could be so inconsistent i think would be difficult for them well and we really need stability so um you know i think we need to think in terms of two week or 14 day blocks to give one give teachers the opportunity to plan accordingly even though it's short notice wednesday to monday but and families as well wednesday to monday and you stay there for at least that two-week period unless we make some decisions at the campus and administrative level uh prior to the end of the second week but dr santa cruz what do you think that we need to hit these numbers like one percent two weeks in a row before we would go to hybrid or do you just think we hit it once we hit it on a wednesday and we go to hybrid yeah i think it's a logical thing to to hit it on on a particular day on a wednesday and moved there for two weeks i don't think you hit it and then wait for two weeks we'll wait and see yeah wait and see if you hit it again the next week yeah i don't know what are your thoughts i agree i agree with what a week just once you hit it once you hit it go and you stay there for two weeks okay you evaluate in the second week as to whether or not that needs to continue in that mode so if we if we hit um 19 cases at campo then they go hybrid for two weeks that's what you're saying so based on real so if we did it like what's posted on the on yeah that means they go on their day which is what we would utilize um they would go camp would go hybrid i would we'd leave here tonight i'd call christa cox and say get your stuff ready and we'll talk tomorrow about sending out notifications to families i i think we need to see a trend of two weeks myself i i want to be careful but we're we're trying to keep these numbers low and the the one thing i would like is if if there's something happens at a school and and we have a for example eight new cases what was it that happened can we set out a lessons learned to other schools so that we can say okay these kids got together for a halloween party and then they all got covered and then they came you know then they came to school or they got tested just be aware of this to the other schools i would like to see lessons learned because williamsville high school had to quarantine their entire band that's a lot of kids and i don't know exactly what the reasons were but i'd like to know what what they were so that we can be careful with our own bands that we don't have to do that that we don't make no mistake we are able to do that and and on a campus basis and so in fact i just sent an email out to our staff about some lessons we learned at one campus that we could apply to others as far as their personal activities go um yeah it is what it is i would like i would really like our community to prioritize school and kids being able to go to school and and those other activities take a back seat for now until we have a vaccine until we have a lower rate of transmission i mean we are in a spike and i don't think any of us want to go back to june 30th where we had 5400 cases in one day that that is exactly why i would argue implementing okay while waiting for a trend once you hit a number you implement you stay for two weeks you evaluate at the end of the second week or an appropriate time in the second week and make a decision as to whether you remain or go back but to wait for two weeks to see if the trend is going to develop uh i think is counterproductive in my opinion well at some level there has been a trend because it has increased because they were below it last week and now they're above it this week so and but i don't know if that meets that level but but those involved in the triggering of that would know that and probably would know why we don't necessarily need to know but you know that because i don't want us to be in a position of saying uh we're dictating what you do on your personal time that's not that's not our business that's not our purview it's our concern but you know i'm not about the business of saying you can't you can't do your family thing or your neighborhood thing although i would caution you against that but i'm i'm not in control of that and we have to deal with what we have to deal with not what exactly what goes on and i think it's really important that we stop the trend correct but recognizing the comments let's recognize that in every stats class you ever take they will say a single data point doesn't make a trend right it may simply be the anomaly um so we're drawing conclusions without a trend we're drawing conclusions on a data point mr mr carr we're in in my opinion in a place that i never thought we'd be in trying to make decisions that nobody wants to be making and i have the utmost respect for all of us sitting here trying to work through this and it's not fair but it is what it is so we have to we have to come up with the best that we can do because it's us and we don't we're the ones that are having to make this decision nobody else is helping us and i agree with your statement mr carr one data point does not make a trend uh but the trend is around us and it's broadcast to us on a daily basis we're simply taking the information that's impacting our organization and trying not to do one-size-fits-all but trying to individualize that contingency plan for that location at that point in time that doesn't impact the rest of the group only that particular location we hope could be more but we hope but it's it's not it's not impacting everyone else so if i can ask you know one one of the things we we really haven't addressed in the motion we've said you know i think right now we're one one and a half and two percent is what was proposed for the motion okay um but within if we can use campbell verdi as as the example here we've said it's a modified one percent and we've said that in discussion but we haven't said that in the motion so if we know that there's a family of siblings etc we might you know we leave it the discretion of the superintendent this is much a question as a statement are we are we leaving this at the discretion of the superintendent to remove one of those cases or perhaps two if there's two sets of siblings and recompute that and hit that trigger is that what we're proposing even though it's not stated in the motion or are we going straight percentage period i think straight percentage periods takes the confusion out of it yeah argument and i'm i'm not arguing one way or the other i'm asking because that was a discussion point it was when we met on and it was friday and i actually brought up right um but you know as we talk through this i think it i think it just opens the door for more confusion more suspicion about what we're doing and how we're doing and i think part of the goal to this is make it as transparent as possible so people walk out of this room watch this later on understanding okay here's the parameters they're working in and and there's an understanding i i am concerned about um just saying we hit that number and we'll just go for it instead of waiting for two weeks because i'm really concerned about yanking kids back and forth um i i am because i this is hard enough um and i think kids are you know we know kids are struggling um you know i mean i'm an adult and i am struggling sometimes with this pandemic but being yanked from something that's um gives them structure and then being put back into hybrid and and all the concerns i i really think we need to go with two weeks because i just feel like if we if we we're going back into hybrid and then we're going back and and and i we just have no idea um you know whether this will go i just don't want to jerk kids around because i think that's bad for them and so to the point i think that was drawn sorry dr mccord if if we take a potential scenario and i don't know that i'm interpreting everything that miss frost said correctly but we're at 20.
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two days later eight drop off and we're back to 12. so the way that the dates fall and they come in we may have only been you know we may have been at 12 bumped up to 20 been down to 12 and only been at 20 for for one or two days and it just happened to be the wednesday but the real data point shows that we're at 12 either side of that again i'm playing hypotheticals here and i know that's dangerous but do we make a decision because it hit on a wednesday but even though it didn't on the monday before the friday before with the timing so i i i actually agree with miss humphries i just worry about taking a specific date and time without seeing a larger data set and trend the wednesday the reporting day though that's the wednesday that we update okay they get reported every day right and they what but you just updated wednesday well and here's the thought we could add to the motion if if they're reported every day and and we get eight and then we're getting 10 more if it continues to escalate um we could can then i think you know if you have an escalating week where they're escalating every day then maybe we should consider to me that hybrid would be more compelling then and that's fair but to dr mccord's point on on transparency the board sees that but the community doesn't yeah the the teaching and and education staff don't so we're creating a situation that's increases the likelihood of misunderstanding and mistrust so i i mean i'm torn between the two i i agree with you ms humphries i i i'm not comfortable just taking a snapshot in time can we come to a consensus on whether it's per week or we wait two weeks can is there some way we can so it so let's take campo as a scenario okay so they're 20 today if two one of two things can happen based on what we're talking about they go we pull the trigger go to hybrid monday or we wait until next wednesday if they're at or above their one percent 20 or above they would go to hybrid the following yes does that not create a lot of anxiety with everybody if they're sitting around waiting to see what's going to happen i think i think he can do a plethora of things um i think yeah i mean i really do i think it could create some anxiety with students staff and families i think that um and even whatever we make tonight's gonna going to trigger some of this people are just gonna be like i'm not reporting i don't want to be number 20 you know on the campus and so a lot of different things can can factor into that but yeah you're you're right yeah i i think you know as i said these are uncharted waters and we've never been there before but i think we have to be have some kind of a plan be consistent and there's no matter what we do there's going to be exceptions you know no matter what we do but we can't look at every exception it's just not possible otherwise we'd need 25 hours of the day instead of 24.
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well that's what i guess could we report more regularly on a daily basis i think that takes so much time though from the yeah the nursing staff is part of the concerns but that's one option because then we could see a couple days in a row you know if we said wednesday and thursday or both 20 i'm just saying because to because to jennifer's point the reason we're even discussing this was because she said look eight will fall off tomorrow we won't even be at 20. so should we consider that could we do that or is that asking way too much i i think to compile it is taking so much time i'm not sure that's one consideration a second consideration that i have is if our point is to mitigate and add this as a mitigation strategy i to me it feels like waiting another week i'm concerned that we miss the mitigation and that we've you know we didn't act fast enough well i just i don't know i'm just saying i don't i just wonder if that's the point of this is that's what it triggers is there's a concern we're putting in an extra mitigation strategy so it doesn't escalate i i do i am concerned about whiplashing back and forth but at the same time i'm also concerned about having a point where we say you know this is at a point of concern that we need to enact another mitigation strategy so we can prevent the next thing so those are my two thoughts maybe you could address the updating the testing more regular i know we've had questions about that and i don't know if it's even possible to compile it i know it changes regularly it it'll it drops off and comes up and right i mean it is there when i say a lot of work and and jen could probably talk to this better but i know that schools report they re you know families report to schools schools report to gen and we have to confirm those reports before right they get to jen right and it depends on what time of day we could get that at five o'clock at night so you may not get real up to date each day right but so maybe and then at the same time we've got to take off the ones that come through right right just to make it as true a number as possible but um i'm fine with the snapshot i think it captures in a big picture what has come through and what's dropped off for the most part in that week um and where we're at for that week i think where we're at is reasonable especially knowing what the nurses and jen is trying to do but that's how we continue to report it but then i i i wonder if we do just do as soon as you hit it that's that triggers it and we go to that next mitigation strategy of hybrid well you know and i agree with you and appreciate what you're saying the implement implementation point of any any program any process is always a tough one to start because somehow somebody gets caught in the middle there and that's the reason you have to implement so that you forewarn everyone else the possibility exists that in two or three weeks this could be me and i'm prepared for the possibility you know on the flip side a different scenario here we already have our critics even related to our dashboard that our dashboard is misleading incorrect inaccurate not appropriate and yet all we're trying to do is communicate as much information as we receive to people who would consume that and nothing is ever going to be enough we would employ people three shifts a day to push out all of the data and all of the information that everyone needs to receive in hopes that those who would be receiving it are reading it and digesting it there are some who are very diligent among us here on this board and in our community there are some who just receive it when they receive it or when they decide to turn on their computer or read the newspaper or watch the news i'm not faulting any of that everyone has their own priorities i'm just simply stating that we have to have a starting point in my view at some point and by the way even if we had people doing it 24 7.
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it would still be considered biased by some so that's correct you know we we can we can change the dashboard still report once a week and take an average from wednesday to wednesday instead of current active cases um average of current cases from one date to another i mean that's gonna that's probably gonna lower the number and but that that changes the whole intent to the dashboard of being transparent as to where we are today so i i and dr mccord i wasn't necessarily offering a criticism oh no others have already given simply making making that statement uh are we at a point where we think we understand where we're headed so that we can take a recess craft and hammer out the final portion of this uh motion i i think we are but can i ask one question just trying to i'm trying in my own my mind answer the question that miss humphries and i have about trends can you remind me where campo was last week do we do we remember say they were at like on wednesday of last week six or nine i remember it could be it could be reversing a number but it's one of the two it wasn't i don't they weren't in the teens i don't believe okay that's so that more or less my that more or less answers my question because my question was even without being there two weeks are we is it giving us enough of an indicator that they're close that it might serve that same purpose but in this example i don't know that it did um it was six last week so in this in this example it didn't necessarily would it would not have necessarily provided us that pre-alert so that just looking to see if that was the case but i i anyway back to your question dr santa cruz all right what i would like to do is call a recess for five to ten minutes hammer out the language in the motion come back read the motion first and second motion discuss and finalize the motion so we stand in recess for 10 minutes you're welcome i just really wanted to think it through so julie want to bring me your piece of paper and i'm going gonna have to take a break oh you're good show me where here's my chickens i think i've got everything i added drought today how are you okay oh tonight okay thanks thank you okay if we can reconvene thank you for your indulgence we will reconvene we are prepared to hear a motion regarding our contingency plan and its various components ms humphries i will yield to you all right thank you i make the following motion gilbert public schools governing board prioritizes the academic social emotional and physical well-being of students and staff during the worldwide covet 19 pandemic it is the goal of gilbert public schools district to mitigate the spread of the virus within its schools and within the community gilbert public schools will continue in-person instruction for those enrolled until due to the spread of coven 19 the following guidelines show the need for change on a school-by-school basis to the hybrid a through l m through z model of instruction guidelines established by the gilbert public schools now show sorry guidelines established by gilbert public schools show confirmed active positive covenanting cases per week equal to or higher than one percent for high schools and i think we might need to add some language one percent of students and staff for high schools okay one and a half percent for junior high schools and two percent for elementary schools canyon valley will be based on a total of five confirmed active positive coven 19 cases and the rise program will be based on a total of three confirmed active positive coven 19 cases the superintendent will make this decision based on the confirmed active positive coven 19 cases reported on a weekly basis on the gilbert public schools coven 19 dashboard additionally the entire district would move to the hybrid a through l m z model of instruction if two out of three guidelines for gilbert public schools district boundaries as published by the maricopa county department of health services show substantial transmission read for two weeks those guidelines show more than one hundred cases per hundred thousand residents more than ten percent positivity for testing and more than one sorry more than ten percent covered like illness at hospitals as substantial transmission red gilbert public schools governing board will meet to decide whether students and staff return to virtual learning for two weeks should coven 19 cases continue to rise within the school community or within the wider gilbert and mesa community should cases decrease during the two weeks of hybrid learning students and staff would return to in-person instruction the superintendent is authorized to review appropriate data and make recommendations to the board this motion unless extended by the board will end june 30th 2021 is there a second do we need to end june 30th if we won't be in school until well that's just the end of the school year so i just put that date and considering that hopefully we won't have to come back and revisit it for next year but who knows so so as a point of order i'll second it so we can continue the discussion okay thank you mr carr discussion any additional discussion i think there was one edit i wanted to but make don't remember what paragraph it was just can you go down he was adding the students it was that and then there was another one um can you read do you mind rereading the part that says we go to virtual learning it was show and i strengthened but i wanted to change it to you the last paragraph as the board would meet before we go to virtual gilbert public schools governing board will meet to decide whether students and staff return to virtual learning for two weeks all right thank you mr carr something um i'm just i'm trying to think it through it's hard not having it's long enough it's hard not having it right in front of me i'm just thinking through but uh just want to indicate to the community kind of as a summary our intent here is to set criteria but our real intent is we want kids in school we know that's where they learn best um you know and we hope that that's conveyed we're trying to set this criteria high enough that it we're not just jumping at you know shadows but still reasonable enough that that we're keeping those people who are most concerned and and and that's not a small percentage based on the feedback we're getting it's a it's a sizable percentage we're we're trying to address their concerns as well this is an approach of balance one of the things that i would have concerned with was particularly the elementaries i think at the high schools students you know some may not be happy but it's easier to jump back and forth because the kids are more capable i worry as we move elementary kids what that impact is to parent ability to care for those kids with really only two days notice you your it comes out wednesday afternoon we notice them and by the way parents by monday you better have somebody to watch your kids if they're not in school and i know that's not our concern but it is our concern because it affects education and the safety of the children and and if we want to be safe so i i do remain concerned about the timing of that for elementary kids and i don't know where the balance is thank you mr car your point is well taken and just as inside as we look at the last paragraph and that meeting of the board to make a determination about virtual learning i continue to have concerns with uh how we do that and how efficient that model is and what we what we are going to do to modify and repair that particular mode of instruction for our district and that's not a criticism of anyone that is just simply trying to come up with a delivery of electronic instruction that is not quite as labor-intensive and or as complex as what we had so that's that's a concern for me another point if i may is aren't we still under the executive order that we would need to provide um on-site yes on-site learning learning so do we need to put that in here somewhere no because it's in the executive order okay so you would communicate that as needed correct and that same wednesday night thursday night whenever it goes out to parents it would be said this is this is how we will provide this now to clarify do we have to provide on-site services if we're in hybrid because because my interpretation executive orders we have to provide on-site services if we're in virtual learning data during hybrid as well yeah so the reality is when we move in elementary to hybrid we're probably going to have a sizeable number of those kids there they're just not going to be the same environment actually not necessarily because it also states that we have to have the appropriate personnel to be able to supervise them and if we don't have the appropriate personnel because a mini because we won't have bus drivers available they'll still be running paraprofessionals will be with primarily their special needs students and we're short on paraprofessionals at many of our elementary schools anyway so we would figure out what the limits would be on each campus based on available personnel so that is another concern if we go district-wide especially to hybrid it's absolutely it's a huge element of this but even an individual school we would still have to provide that right and they may not have the staffing process that's true but but i i guess i'm just thinking [Music] district-wide i just thought the magnitude of it sounded you know i another thing could i and i don't know if if we include that in here but if we do switch to twitch a mode maybe to from um in person to hybrid could we trigger could that also trigger a deep clean of that campus sure or some kind of you know making additional mitigation yeah and additional medication that way i don't know if it's over the weekend or friday or the next wednesday as soon as possible but could we have maybe put a protocol in place that we say okay let's need to be like yeah let's you know let's make a stop right here and we're going to going to do our best to address it in every way so that we have mitigated you know maybe add something something to that or oh that in in my view that would be an administrative procedural thing and ms betts would have to be on on the ball because in my view that would be a weekend kind of experience for our custodial crew not that you aren't on the ball already i i know i noted that notice no phone rang this time right no no phone but again adding another level of what we're asking of correct people correct just acknowledging strategy right i mean it enhances that yeah that's what needs to happen but it does ask another level of you know stuff and so okay is a complex issue and it is not easy to uproot overhaul on a dime from one mode to another and it is difficult on teachers staff families and students we are in an ephemeral mode in all aspects in that this is not a normal year for teaching and learning and if we believe for one moment not that our instructors our paraprofessionals and our educators aren't providing quality instruction but with the uncertainty of everything around them it is difficult to fully concentrate on the learning that is supposed to be occurring in every discipline across the campus and our teachers and administrators and paraprofessionals are doing an incredible service and job trying to get that accomplished under these uncertain times so uh we appreciate that we understand that and we respect that so just for clarification for everybody so this would after this is approved this starts now and so based on campos numbers that's what would happen i just want to make sure we're all on the same page that will be our first foray into the implementation of this plan so so so recognizing that i mean normally we would know that wednesday morning it would send out a notice we're effectively because of the time this meeting sending it out thursday morning so well i think we had i talked about 24 hours yeah and here he said 24 hours and notification will likely go out either early in the morning if not this evening sometime what is the hour eight nine almost nine nine o'clock so it probably will be in the morning so any additional discussion i what i think i want to say is that i think this is we are doing our best and i know we're going to receive a lot of emails from the campo verde high school community we're trying to thread that needle between keeping people safe and making sure that there isn't a continual spread of the virus and supporting children in their academic and social emotional needs and i think that i hope everyone will understand that that is the desire of everyone on this board and in this district and who are working so hard i just want to say in public education i think the people that go into public education have a wide altruistic streak because they always give way more than you could ever imagine anybody would do for a business unless they owned it but i they care for our kids as if they're their own kids and we're trying to do our best difficult decision board members i appreciate your diligence and your attention to the task if there is no additional discussion we will take a vote and that would be item 6.02 all those in favor of the motion as read lengthy as it is please signify by saying i i those opposed the same motion carries five zero we're at item seven adjournment of this brief that's a laugh board business meeting 7.01 we are at the adjournment phase i am available for a motion if you take out the word brief i'll i'll move okay i took out the word brief so moved thank you mr jetty is there a second second thank you mr carr appreciate your diligence this evening appreciate those of you who are watching live stream and those of you here in the building we are oh we are not until i vote until we take a vote all those in favor of a german please signify by saying aye aye those pose the same motion carries 5-0 we are adjourned don't forget to sign with gabby
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phone to speak because i think the microphone's a little better than my laptop so i think that will work a little bit better is that good is that view good perfect okay great and we are live okay um good good afternoon everyone uh welcome to the uh the work study session i think we're getting a little bit of feedback on the line yeah or some kind of noise if everyone commute other than me hopefully it's not me let me try meeting myself okay that's good excellent okay thank you thank you everyone um so uh welcome to the meeting it is uh um so it's time to take a roll call lynn davidson here here linda pogue here mike gordon there and i do not see anyone else but for the sake of completeness mark sims dean howard shelly herbal and suitcase okay great uh so we do have uh five on the line uh so we can proceed with the meeting thank you uh very much if we can go to our agenda um there is a the first we'll just start with a brief review of our september 24th meeting nancy if you could provide that to us that would be great good afternoon this is nancy alexander when we met on september 24th we discussed a variety of strategic plans and liked the format of a few of them and so i put together all of your ideas and sent out a strategic planning draft with the help of leticia we have the agency's vision and mission we have our operating principles and then came up with four pillars of success that we concluded at the end of the meeting one was communication and relationships one was student development one was organizational culture and the last was resource management from those pillars we had discussions and we'll i'll help you bring those back around about some ideas of data driven mike manley mentioned the pso so we'll talk to tie in and we kind of got into some matrixes that we would want to use as measurement but what we're tasked to do today is to really look at the priorities and any kind of guiding principles that we want to add so that that will help the agency leadership begin to put in specific action steps and how they're going to be measured so if we have a successful meeting today we will have some priorities developed under each one of those pillars and we will have some guiding principles if not we'll just keep working this is a work in progress there's not a deadline or a timeline that we're under we'd like to get some action steps worked on but when we're ready so what i put together for you to help you look at all the 25 plus strategic plans that you were given were sample priorities that and then i listed where they came from and then i also gave you sample guiding principles and the list that they came from linda has a question yes thank you i do have two questions before we continue as you mentioned we had a list of different principles could you give us an idea of how you would like us to prioritize that and how are they are we or is that our task to prioritize them under specific pillar and what is the difference between the guiding principles and the guidelines that principles could you define that place yes okay the set um let's start with sample priorities you came up with the four pillars at the last meeting the pillar of communication and relationships the pillar of student development pillar of organizational culture and the pillar of resource management tonight i would like you to get two or three priorities under each pillar so i took all of the strategic plans and gave you samples so that was just to help consolidate the strategic plans the guiding principles will be things that specify the priorities in a little more detail for example if you had a priority under student development that she wanted to work with the schools okay okay oh okay i'm just trying to adjust who exactly is interpreting for me as far as voicing for me so who i would direct my questions to okay i'm getting used to the in person with the remote and in-person interpreters so i apologize okay so the first question i understood let me clarify my second question what is the difference the difference between the guiding and the guideline principles so i would like to know the difference between the two as mentioned if you can briefly get a summary of what the two would mean so that way i can have a schema okay both of those should be guiding it is a typo mistake thank you for the clarification thank you thank you i appreciate that thank you nancy that makes sense and i apologize so david that summarizes where we were with the september 24th meeting were there any other questions from anyone thank you all right thank you nessie i don't i don't see any others um in terms of our next item on our agenda our explanation of the strategic planning framework i think we've you've covered a lot of that in response to linda's question um but uh you know as you had mentioned we've in our last meeting we we coalesced on uh these uh these pillars so to speak and tonight's discussion which we'll move into momentarily under point three is what are the the priorities and the the guiding principles uh that we're going to have uh supporting those pillars um and as nancy had mentioned uh you know she's she's kind of summarized those 25 or so strategic plans from uh you know elsewhere in state and in the west uh to kind of distill some of their information although that's just you know a guideline i mean really we're open to anything um you know that the board may have but those were you know some examples from those other districts and other schools for the deaf and other schools for the blind uh so from there uh you know i if we can move on to point three uh the suggestions for the priorities under each pillar i i have some samples that i've you know or some ideas um and i'm sure that others do as well so i think if we can start if one person would like to start and then we can go kind of pull each of us um to talk about things although we certainly don't have to have a serial type of discussion i think if um someone wants to start with others feel free to uh to jump in uh does that make sense um is there someone that would like to to go first i'll jump in um okay thank you under the first pillar excellent communication and relationships we definitely need to have a priority of better communication with school districts uh we have a lot of special ed directors who are not happy with our agency right now um and we have uh also offered up having an open forum where they would they would run it and they would lead it to discuss some of their concerns questions about the agency and how they are interacting with it that would include possibly ade case and giving them a format to express their concerns and their questions and we really need to improve that communication because it's not working right now this is linda i also feel that in the deaf community we would like to ask more involvement as far as you know how we're communicating to the deaf community and our constituents and who we are working for in the community and i feel like we need more of a forum like lynn mentioned that way we can have a better understanding lynn you mentioned the school districts are we asking that as far as teachers only or who are we looking for stakeholders primarily right now is the special ed directors our students throughout asdb are coming out of our school districts and right now a lot more has been put on this special ed directors and it hasn't been clear how they are supposed to handle all the new changes um so primarily at this point working with the special ed directors because they basically own all of the kids at asdb they are receiving their services through asdb but they are still registered now with their home school districts correct me if i'm wrong mike understood thank you lynn yeah and and lynn i i this is david i i agree um you know i i think that we you know really need to be more customer service oriented uh when we deal with districts because we you know we are um we're not the only choice uh right so uh whether we're talking about sending uh students to uh you know our the co-ops or other districts choose to partner with us in the in the co-op model or whether they choose to place students at one of the campuses uh you know we're really an option for them uh and and we should be the i mean we should be the best option that uh uh you know that they have um and uh in terms of communicating that uh with the you know not just the teachers but the the special education directors and and other district personnel is important so they feel comfortable in you know in in working with asdb to educate their students is linda david that's a really good point and that leads me to think that when we're working with special ed directors how are we communicating cultural diversity and respect how are we communicating the deaf history or the needs of our population within that school district if there isn't a one size fit model so absolutely how we're communicating in our best approach in servicing these students and maybe providing information in one place per se via that forum yes they do follow ieps but i think the perspectives that they hold what perspective are they coming in with a diverse perspective how to work with diverse needs and students it gets complicated and i think it we definitely should put the onus on special directors to educate their districts as well i think transparency is very important uh linda this is david um you're right in terms of the how we how we communicate that you know in terms of uh you know in terms of the you know the history and the culture um i think that's done it is done differently depending on on the the model so a campus that's done in one way and an itinerant model it's done uh you know perhaps a different way uh you know but in terms of the the priority i think that that not just building the capacity with the district but becoming the provider of choice should be it's something i would think would be what would be the priority um and then we can in a moment talk about guiding principles that would support that david this is nancy um so to help with this process if you look at the three priorities that you talked about and we're not going to worry so much about semantics but it is really ensuring that excellent customer service building capacity with districts and engaging the community and some guiding principles that go along with that that i heard were embracing and valuing diversity so that that gives a little more direction to this priority as well as provider of choice and so that's another guiding principle that helps this more clearly define what we need by by the ensuring excellent customer service so you're on a really good role here uh thanks nancy um at least um and i'd like to hear the perspective of others but um if we're if we're you know merging uh into point four guiding principles i think that um you know we need to to have our guiding principle that you know under that that item or that priority becoming a provider choice and building capacity is that the student needs have to drive decisions and that those decisions have to utilize data-driven practices at least from my perspective again i'd i'd like to hear others thoughts on that linda here sorry i i missed the previous comment david you were talking about um data driven um that should guide decision making um can you can you expound upon that help me understand that a little bit more uh sure so part of that there's kind of two guiding principles that be under that one is that student needs drive decisions so um you know all the students have ieps um so we know that the the teams have done their their work and uh determining what the child needs to uh you know to receive an appropriate education um and and that should drive the decision that you know the decision-making that uh is collectively uh made by uh both the district and uh and asb personnel and again that could be placement in one of our campuses it could be utilizing the services of our co-ops you know again either way but the idea is that the student need uh you know would drive that decision as opposed to some other you know some other factor in terms of the data drip the data-driven practices um you know we have to be able to um have some kind of confidence that these uh you know that what's selected in those um uh in the student needs or what selected ieps uh are are effective uh so or and that that have some kind of um or supportive support in uh in education and education academics so the idea would be as an example if we're going to select and again we just did i'll use this as an example because we just did this if we're going to select a braille curriculum we have to have some sort of information as to what that curriculum could be used for right we as we went through that exercise just recently about a year ago we saw that some work for certain student populations and others are more geared towards other student populations and we have some you know we were able to leverage the experience of others um in selecting you know one of those uh you know one of those areas same thing with uses of technology there's a lot of adaptive technology um and we have to be able to to justify our decisions to you know to say this one is the the one that's going to be the i don't want to say the standard um but this is the subset uh that we use that we're gonna uh that we're gonna coalesce behind um that and those those decisions can't be made in an arbitrary manner and i think by using those uh those guidelines or those guiding principles we'd be able to better become a a provider of choice because we're able to justify that our educational practices our educational services are supported by other research and other other educational academics before before we deliver them we're not we're not arbitrarily picking them and we're not leaving it on a teacher by teacher decision we have some kind of organizational guidance behind making those decisions this is linda well said david that's exactly what i mean um and when we're talking about deaf education there's tons and tons of different resources and information so i'm wondering how the school district special education providers how they're able to filter through this information to make sure that they have um correct data-driven information and that's a concern that i have and i want to make sure you know and and it changes for deaf education it's constantly changing there's always newer and better research driven approaches um so how are we communicating that with the special education directors to ensure that they're following it for their students who are within their districts who are deaf and hard of hearing deafblind etc uh this is you know my perspective i think the ap and they're they're who responsible who who they're the responsible team to look at that information but who's providing the resources for them and communicating that and you know where do they start sorry i'm talking so much go ahead okay it's okay uh this is david um and and i'd love to get the other um your perspective of others but from from my perspective it's that area is an opportunity where uh you know the agency can can really grow um and improve um i think that uh i'm not sure i had this as another priority i'm not sure if this is related or not um you know but i i i i i like the idea of um you know becoming a thought leader in in the space and you know the reason for that is you know why we look at texas school for the blind for example and that always comes up as you know one of the best schools for the blind in the country and and you know what what is that there's there's probably several reasons for that but one of the reasons is that they have a tremendous online resource for parents um of blind visually impaired children um they they have a lot of uh research and guidance for parents um into into how blind education and visually impaired education um you know should be conducted some of the best practices uh and they have they've kind of compiled that and they have it accessible to to everyone and i think that's that's why they're a big resource in the community because it's you know they've put that work in and they've been able to communicate that um online so it's open to everyone you don't have to call them you don't have to you know pay to get consulting you know consulting services or something like that it's there for you to access and and i think that a lot of people do um and i'd like to see again i'm not sure that this is a related to the priority we're just talking about um but the idea that we can put some of this work online or make it access otherwise accessible to people uh it would be helpful in not just improving the the stature of the agency but enable us to demonstrate the a level of support uh of what the agency you know can do and the resources that it uh that it that it can marshal but you're right i think now currently it's there's certainly an opportunity to better communicate um some of these practices to to districts um although i again i'd like to hear uh the input of others and linda you asked about you know districts knowing um new methods new approaches um new research being done into um deaf education a lot of what they're going to look at you know we rely on this if they're placed in one of our brick and mortars that those teachers staff administrators have that knowledge and background what's going to happen is districts are going to look at test results because those are all going back to their home high schools now and that's going to reflect on the letter grade that they receive from the state as a school so they're going to be a lot more focused on how those students are are performing academically because it's going to affect how they look as a special ed department in their school it's not going to reflect on pdsd as much or asdb but it will reflect on their home schools if that makes sense so i know this can be i've heard it from a number of special ed directors and they're they're really concerned and are really going to be paying attention um and wondering if this is the best choice if this is where the kids are really receiving the the academic rigor that they that they're looking for for their kids yeah and and lynn that's a a great point that you know because the those results are going to be owned by the districts um you know with the with the new agreements have been put into place um you know we're we're accountable to those districts and we need to you know be sure that we're we're doing uh you know the best that we can to educate their students um you know and you know certainly um when we you know when we look at that that kind of new responsibility to that new avenue of accountability uh you know we have to i mean i think that's part of why we're doing the strategic planning is to make sure that we're in a better position to to have that accountability this is mike this is linda um there's just one small point i wanted to make here i do realize in the past schools for the deaf in general across the country were looked upon as a dumping ground a dumping ground um did i freeze dumping ground and um students who were deaf and hard of hearing that stayed in the school districts who were falling behind and failing were sent away to the schools for the deaf okay so that's one thing that we do need to recognize historically that has happened and we need to make sure that we are protecting the schools as appropriate and that we are still providing the appropriate education and education um be an outstanding institution for students who are deaf and hard of hearing and not just be a place that's considered a dumping ground if if you get to my point i just wanted to add that to the conversation because it is something that we have seen in the past and it was it was a horrible problem that um really brought a lot of schools to closure because districts were deflecting responsibilities um and putting it on the schools for the deaf and that's what i'm talking about where is the school district's responsibility in that and that's my thoughts um just wanted to share that perspective or mike manley go ahead michael um i'm looking over the guiding principles a certain it's an interesting juxtaposition between what might be considered uh student services or what might be considered a staff perspective um i mean obviously looking just under the excellent communication relationship number two is making decisions based on the best interests of students i mean that's a kind of a no-brainer i would hope but uh at the same time you know maybe not but quite a few of these you know when you talk about embracing value diversity maintain a safe and secure environment provide welcoming and inclusive environment promote and support personal health and well-being build resilience and capacity to persevere i guess in in this case when we're looking at these as as examples but maybe also as as templates are they are we talking about that for the students to be able to develop those those traits and uh encouraging those things are we talking about the staff to be able to follow those precepts and uh so or maybe both or and if so how uh you know how does that um how's that translated because you know i think to some degree as we're talking about the competitive nature and being a school of choice and uh informed choice etc you know being able to have what we feel are our teachers that can uh can truly walk that talk uh will be the to some degree one of the defining characteristics as to you know the strengths of of and the interest of of choosing asdb or primarily i think i'm talking about the co-ops right now but and again my perspective is blindness so it's it's a much smaller sample uh in in this school uh but you know our if to me that's those are if we apply these towards guiding principles for teachers i think that's a pretty important aspect and emphasis that that we might want to embrace mike this is my family i just wanted to uh pile on on uh lynn and linda's comments about uh the accountability and making sure that the perception of a dumping ground dies quickly and doesn't continue down the future so um i think uh lynn has spot on that um that's sort of transparent communication with our primary stakeholders which are the least that feed us children should be taken quite seriously and if we could reach out to do that and kind of with linda's point that these lias do have a stake in the future of these kids and they they're in their communities that's where their families live so you know it's a good thing that their districts are going to be concerned about their academic standing and have some accountability for that so if um as that continues those uh that academic rigor is going to continue to be a need for focus um so i would i would think that that would be a great first place for communication would be to focus on our lease that give us our kids to make sure that they know exactly what they're getting into with asdb and how how their needs are being met and go down that rock but i just wanted to uh pile on it i think linda and lynn are on the right path there with what probably needs to happen sooner than later for for us to make sure that we're on the right foot moving forward with our stakeholders uh thanks mike and i i certainly agree i mean i think when we look at district looks at placing a student um you know either at the at the campus or or um looks at getting services to a co-op i mean you know that's really should be based on student educational need and not you know it shouldn't be viewed as you know we're shipping the student out i mean that you're right the student's part of that community and and uh you know is valued in that community and we need to provide a uh you know at least as good if not better education than you know they would receive in their uh in their home school district uh if they're being placed on on campus and again that decision not to be placed on campus is really uh you know it is that campus model you know that we have at pdsd or asd for as an example that's going to provide you know certainly quite a bit of benefits over for certain students from students that need it over their their home district or their home school but we need to make sure the district is comfortable in in setting the child there if that's again in the child's best interest mike in terms of the mike gordon in terms of the discussions of the priorities may i think what you had mentioned it does relate to uh you know primarily to staff i think that's uh you know that's certainly important although you can extend some of those principles to to students but when we look at you know other kind of the other pillars i mean you're right that some things that we do to enhance relationships you know also help with student development i mean so that there is going to be you know some some some side effects of that i i think um you know as an example i had another um you know outstanding student development under that pillar of trying to close some of the educational gaps that we have with some of our students um with guiding principle of you know of equity and rigorous instruction you know those achieving that would certainly help our communication and relationships but i think that under you know if we're orienting ourselves they're probably more more squarely under the student development pillar than than otherwise if we're we're looking at that other student development pillar are there other other priorities that any of the board members have that they want to discuss one of the notes that i had in terms of priorities of student development is the sorry uh is proficiency in language and you know and again we're looking at the agency here not just the um you know k through through 12 we're really looking at the whole agency which covers uh zero to three earlier intervention um and what we now call the early learning program so you know a key priority for me um is is getting children especially young children you know proficient in uh you know language um and at an early age i know that's that's an issue for many of our students um and uh you know they they need to acquire language so you know to me that's another uh early childhood proficiency provisioning language um for in early childhood in early learning uh i i think should be a a primary uh priority for for us under that pillar uh with a guideline principle of access to instruction and and technology uh where it's neat where technologies is needed to support those goals but also the access to to the appropriate instruction this is lynn i agree we've got to get that language in early um put a lot of emphasis in that area but we also need to keep up the rigor of our education as the students progress and not water it down really look at the standards and and make sure that our curriculum is matching that next this is linda okay i think my video froze for a second all right so i absolutely support what you're saying david as far as starting early early education is vital zero to three it's pivotal for language acquisition in any children and any child and i think that if we remind ourselves that ninety percent of deaf children come from hearing families and they come into our program at zero to three the earliest education their exposure to communication and language started at home not necessarily at asdb and if the school districts do not have the resources how do we approach that and are school districts capable and qualified in teaching a multitude of communication modes asl if we have a child who's learning language we're not sure if they're going to be successful in spoken language or asl are they being exposed to both modes of communication and so i wonder if we are looking at language acquisition what type of language is it visual any child can learn the visual language so i feel that how are we explaining the resources to parents if they're choosing to speak with their child and and we we have programs out there for example baby einstein books that teach sign language to hearing children but yet we we remove that option for our deaf children is conflicting for me and i feel like if we are the experts in that field we should be providing these resources to our families and so how do we teach our parents asl how do we explain this to the school districts how how do we start with language first and it doesn't mean just a spoken language so that's that's our task i think we have to be able to prioritize any type of language and communication mode and i don't want to set our children up for failure so that's a concern of mine and i feel that the kids again if we're looking at 90 percent of deaf children are born to hearing parents we have our work cut out and so yeah wow thank you linda no i i certainly agree i think when i use the term proficiency in language it encompasses both um you know asl for example um and spoken language um so it's not exclusive to one or the other um i think what's you know important is that the you know the trial develops absolutely so you know some language um and and that's really you know again i think parents are the primary driver of that choice um you know but we are responsible for uh providing the resources to um to learn that i do know even currently there are um we do run programs that teach parents asl uh parents that don't that don't uh speak asl uh to to learn it um and i i think that you know if we were able to expand that to other places um and other uh other locations that i think that certainly would be helpful for parents that um you know choose to to have their their children learn asl that certainly will be helpful uh in terms of the you know how we're how we're delivering those that language acquisition service so to speak uh you know we have early intervention uh in that zero to three uh area um and and we have you know a few years ago we've uh combined our early intervention with our preschool program now it's elp and you know i think we're trying to to kind of hold on to parents i think we did that because there was a you know we had an issue with parents kind of getting getting and not really staying connected with the agency so they turned three and then the agency would leave and they'd be left to their home school districts and were able to to bridge that gap better by having um you know one director uh for both of those programs and we're able to stay in contact with those families uh through that transition which is i lived through that transition and it wasn't it wasn't perfect i mean um but i think that by having uh you know that by operating on that that level we're we're on that in that area of having the the continuous contact with uh our elp staff were able to help guide those parents to make better choices and we're still able to work with those school districts to get those students uh into a preschool program that works for them and you know as you know we have you know we we provide and i think um it's great we have options for uh children that do use spoken language um and they that's housed at pbsd um it's also housed now we have a new contract with a third party provider in maricopa county that can do that i'd like i would love to see more of that you know that public-private partnership if we can have that in other areas other other locations but i know that we have the staff to do that as well uh and to deliver those those services remotely for for acquiring both you know both spoken language and uh and and asl but you know for me you know if that i really think that should be one of our you know top two or three if we're choosing priorities um that that really should for student development uh i think that should be at least one of our top two or three um priorities to make sure that we devote the resources we need to the elp program uh to get uh our children to acquire language that they we set them up for success later um in their uh again whether they come to our campuses or whether they stay uh in in their home schools uh so they acquire language early and they're not lagging behind their peers which is which is so often the the case unfortunately and linda that that our birth to three it used to be our birth to three program parent advocate program those staff go into the homes and work with the parents the school districts do not have anything they don't touch the kids until they're three years old at age three that's why we wanted to blend this to make a better transition and then the school district is involved um in services and how how they're provided where they're provided whether it be a preschool at their home school with other services coming in to work with those children or if it's on one of the campuses in their preschool programs but birth to three is still even though we put them together is still separate and the school district doesn't become involved until age three david this is nancy and that's my point like you said so from three and on um the district is involved so from birth to three how does that work how do we collaborate with the school districts for students who don't have services until they start with the district of three um for well for zero to three we don't work with the school districts at all because they're they're they're just not involved um the early intervention program throughout the state is is administered by the agency i'm sorry uh linda you were speaking right so so they have they have no involvement um in that zero to three years okay that's eddie yes okay i'm clear now thank you yeah i think right man mike manley did explain a little bit more about that i'm not very familiar with that with the school district's responsibility in zero to three if they had any mike manley sure this is mike so i was having trouble unmuting my machine um so federally speaking there's idea encompasses several aspects idea part c is actually governed by des so birth to three is outside of the scope of at the education realm uh it's early intervention services their governing body is like i said des that doesn't change until age three so uh at age three or two two years ten months districts can start to take a look at the service plans that those top infants and toddlers had and transition them into a school-age iep so so for example preschool is uh basically three and four-year-olds with an iep but before that it's a separate funding stream with separate uh governmental uh regulators for the state um so asdb is a little unique in that they group those two uh groups together but that's that's how the fiscal piece goes and the accountability piece goes so they're both they're both under idea idea b is three to 22 in arizona and then idsc is is defensive so i know that like uh there's the state director of idea part c and a state director idea part b and they they work for different state agencies but we do meet and talk so there is some collaboration there but they are from different systems um and statewide whether a child is um eligible for participation in asdb or not if they have a different disability that would qualify them for an ap it's similar handoff between basically the azip the early intervention folks and the iep team which will hopefully happen before h3 which is the requirement so that's that's how that piece is structured and asdb just handles it a bit differently in that we as an institution we have the birth through 22.
⚗ AI-reconstructed · cite from original above
please um thank you for everyone for being here welcome the people and let's stand for the pledge of allegiance and when you lead us in the pledge states of yesterday and to the republic for which it stands one nation under god indivisible with liberty and justice for all thank you at this time we'll entertain um emotion please to adopt the agenda as presented i'll move to adopt tonight's agenda as presented okay all in favor aye aye thank you at this time we have call to the public i don't think we have anyone that's a shocker thank you um item six uh superintendents report 6a all right so let's start with enrollment you have um sheets um they're actually back to back the first one is last year's number that's circled which was 22 18 adm and the back of that sheet is the current and these are 40 accounts so that was the october 26th was our 40th day that it was at 2 000 almost 58 so we are down 160 adm that's not necessarily kids that's uh because kindergartners and preschoolers are only counted half we are down about 35 adm which is 70 kinders which is significant for us we're down another 30 at the high school and the rest are spread out first through eighth grades so um i did want to mention i was in a meeting with superintendent carter and he threw out a number that he his office has calculated there are 1200 students in yavapai county unaccounted for wow so they were in school last year and for whatever reason they are not enrolled in any school in arizona not just in yapi county no school in arizona they're not registered anywhere and they have not registered as a homeschooler so there are 1200 students county-wide that are unaccounted for they could be staying at home they could be just not at school we just don't know what's going on with those kiddos that's a big number right it is a large number well and the next number is there's 50 000 statewide in that same boat oh my god that that the the number of kids we've lost 50 000 kids in the state um enrollment-wise so maybe a little bit different number they might have moved out of state or whatever but there's 50 000 fewer students this year than there were last year which is a little less than five percent of the kids just a little over a million students so they're not online or at home or they're just not registered anywhere they're they're not registered in a charter school they're not registered in a public school other in a district school because the charters are also public schools and they're not registered with this with the counties as homeschoolers because some families are keeping their kids home and choosing their home school and that's perfectly um fine but the what they need to do is register with the county schools office in whatever county they're in and register as a homeschooler and they they just haven't done that so that's a you know it's a little bit scary um we have you know 50 000 kids statewide and 1200 kids in yavapai that are missing out on a year at school potentially um and it's concerning so and we're down 100 and what did i say 160 adm which is actually probably closer to 200 kids well this virus has been just awful on multiple fronts it really has um i wanted to give a good shout out i was not able to attend because as we were talking about earlier i was working a voting poll on tuesday but we recognized our staff members of the month on tuesday morning we had at territorial school we had our teacher of the month was danielle frederick and our staff member of the month which has been very busy trying to keep things healthy which is our district nurse catherine berner and she's stationed at territorial school at del rio we have laura herron and our uh which is our teacher our staff member was gail ray who's our librarian there library pera heritage is sarah jones which is our teacher and our staff member was aaron hannah who's our day porter there he is our uh the custodian kind of day custodian at heritage at the high school we have wade krugers who are teacher and christine reese evans is our athletic secretary and then our district staff i've been hearing a lot of good things from about janice gabbert who um does a lot of our field trip driving so she's been getting kudos from um those specific basically been sports teams that have been out on trips and she's been taking care of our athletic teams while they're out so i want to say congratulations to those um staff members and teachers that are doing a great job um under you know difficult circumstances so i want to thank them and we have a lot of teachers and staff members that are doing a great job under difficult circumstances i do want to thank donna webb from jeds who is our sponsor for our teachers and staff member of the month she's been doing a fantastic job helping us recognize those staff members i thought somebody else was doing that it was um and she le she ended her um support last december oh okay and so uh donna webb picked that up in january and we've been very excited she's done like i said a fantastic job in supporting she supports our district in lots of other ways and this is just one of those ways so she's done a really good job for us so i want to give a shout out to is she the gal who owns the restaurant up here she owns jets which is up on the right hand side just next to close to the farm close to the uh where they grow the the field grass excellent food yes um and you know i'll give another shout out to her working as a poll worker she gave uh basically a half price meal for us and delivered lunch for the poll workers that wanted to get lunch from her so um you know she supports the community in other ways as well so that was nice of her trans western pipeline we're all tired of hearing about trans western pipeline although they do i'm sure they're a fantastic company they're doing what they need to do um but just as a kind of a to refresh your memory they have a pipeline that goes along the 40 and then tees off at in ashford and comes south through our district and goes through humboldt and mayor and black canyon city and on down to phoenix and so it's a pipeline company and if you remember must have been close to 10 years ago they were building that and you can actually see still where they put the pipeline in spots when you're driving out of town well they have they have sued about their tax assessment um for actually the ninth year in a row and the they are assessed not by the county assessor but by the the they are what's called centrally assessed which is by the state of arizona the department of revenue assesses um because they cross county lines um the state assesses pipelines and stuff like that and um so they have claimed that the state has um has misassessed their property significantly and so they've sued to get that um those tax dollars back which is they have every right to do and as a business they should be doing that and um what that means is they've just settled for the past five years to the tune of 171 000 just for chino valley schools and if you look there is a um chart in here that kind of um i think we are getting off lucky a little ashford school district is 1.1 million dollars seligman school district is almost nine hundred thousand dollars um and so i think we are pretty lucky in those cases that we're only at 171 thousand dollars um so that money is going to have to be paid back to them what happens is it actually gets added to next year's taxes so the community paid less taxes because they paid more so the community has to pay a little bit more to reimburse them for their taxes um but you can see it's you know the total just in the album by county is almost five million dollars that they were over assessed in taxes why don't they read that out okay so that's an excellent question that's a fantastic question and what's happened is last legislative session there was a bill going through the legislature that was um being helped by um a lobbyist that represents us as part of the rural arizona school coalition and coveted so just like all the other bills that were in line to be looked at or considered it went it dropped it so uh superintendent carter along with um there's been various uh county superintendents because it affects the you know the entire county pretty much along with some along with our lobbyists that represents the district along with some other people are really pushing to get this taken care of and so i got news this morning that senate president fan is getting a working group together and um seth staples who is the superintendent of ashford he's just got the most to consider right now is going to represent the school districts and then there's there's other um stakeholders that are going to be in this working group to come up with a solution that helps that prevents this from happening in the future and so it could either there's two ways to address it it's a it's the department of revenue which is actually under the control or of the governor so the governor can say fix this um or it can be done legislatively and so they're hoping to they have one of those the other thing they're trying to do is to come up with the money to pay back um trans western so that it doesn't have to come from the different taxing entities um that one point you know that one million dollars for ashford is is it like 40 of their operating budget or something like that i think it's more than um it's a huge amount of of their operating budget and they've worked hard to kind of get in and get their taxes situated because there was some issues with that earlier and this just kind of blows it out of the water so potentially we the district may not have to pay that money back the state may cover that but that's still up in the air and we're still um we're hoping to have something um taken care of as part of the next legislative session so um the people know it needs to be fixed no one people have tried it's just now that that um we just need to kind of get it done in um in other words so um there's some there's a letter from the county attorney talking about it there's also an email from mr carter talking a little bit about how to maybe even solve the situation so that's for your information i wanted to talk a little bit about the impact of the election there's really one thing i wanted to talk about and that's prop 208 and prop 208 was the additional tax that's going to be levied on single people that make over two hundred fifty thousand dollars in adjusted gross income or those that those couples that make over five hundred thousand dollars in just the gross income that passed um on tuesday night and so what that means for us is um the tune of and i mentioned this in a prior meeting of about one point six million dollars fifty percent of that would have to would be must be used and spent on compensation for teachers and classroom support personnel that could mean um increasing existing salaries of teachers um and classroom support personnel or hiring additional teachers or classroom support personnel so one of those two um the there's 25 of the revenue must be spent on student support personnel and then there's 10 on mentoring and teacher retention programs and 25 percent for rear training and workforce fund in the arizona teachers academy so getting kids to work and and bringing teachers into the into the um profession so um you know we'll have uh 120 000 basically to pour into salaries um it's very clear that it's non-administrators so none of this money can be used for administrator salaries um that's very clear in the statute that i specifically read today to make to ensure that so um can't go to b can't go to cindy can't go to principles assistant principles that money cannot be used for that purposes but it's to get into the teachers and librarians and bus drivers and and all those that are working with kids can it be used for that new online school it's specifically for compensation so that would have to be salaries okay now we could use somebody to monitor that like a staff member to monitor that program that kind of thing but it specifically said compensation or new positions so it's really got to go to people uh and lastly at the december board meeting a couple things are going to happen there's going to be a my evaluation my annual evaluation is due so we'll have an executive session after the regular meeting for my evaluation and then also um they'll be we'll swear in the new board members which includes you need to be sworn in again even though you're on the board so mr carter will be here to swear in um amy along with mike fogle and peter vertonna and so we want to make sure that that's available so there is the normal evaluation instrument that i'm required to give you and you can choose to use it or not um i know that in the past um um you've chosen not to but it's up to you guys whether what you want to do with that and maybe refer to it and kind of think about it and that's just some some of the things that we can talk about um is it up to us individually or no it's as a group okay yeah it's done one document for all of you and then um we also need to add a meeting a special meeting i'm hoping for december 8th what happens is december 1st is too early for us to get our revise the budget in which is due on by december 15th so december that extra week gives rebecca enough time to kind of square things up get figure out where we're at so that we have an accurate revised budget to share with you and so um it's we're talking half hour you know we have to do the normal um uh hearing which is the you know start the hearing and the hearing that kind of thing let people talk to want to talk about the budget and then a vote and there may be a person some personnel i don't know but those are you know we're not going to add anything else to keep it long so it could be in the middle of the day it could be at five o'clock it could be whenever works for your guys's schedule but we're hoping to be able to do it on behave if you are all available i already checked i'm good is there any time that would be good [Music] in the afternoon and if you need to after school's out so that you can pick up your kids or gonna look at that um a tuesday i just if whatever time you pick i'll try to make it does that work um well what time works best for you probably like after school what so you your kids kiddos get out uh what three so it's the latest three would be three would be okay because i pick up duke at two thirty so three would be can we say three o'clock on yeah so we'll have our regular board meeting on the first and then we'll have this one then we'll have a short special board meeting three o'clock for just the budget and maybe a personal report and the one on the first is when we'll be sworn in you'll be sworn in correct okay so mr carter has said he's going to be here at six o'clock so we need to kind of spread it out to at least six because he's doing something on the verde side and is coming over to um and should be able to be here by six o'clock to swear you all in and i i've reached out to mr tona and mr vogel and they are planning on being here already that's my report unless there's any questions okay thank you um item seven the consent agenda oh i'm sorry item six d financial report sorry it's right over here so right now um our m o is showing at 0.57 remaining that's not really accurate because we have a lot of coveted related expenses in mno right now we're just waiting for the enrollment stabilization grant to come through we're supposed to know by the end of this month what our amount's going to be so once we get that i'll be able to do journal entries to move money and our imminent look better hopefully um uh capital we have just over nine percent and then adjacent ways we're still at sixty percent we're still waiting for the town to send us our final bill on that other than that not much more and also that those amounts are based on our projected enrollment not including our decrease enrollment right okay yeah so it's going to change a lot december um because i know our budget's going to go down probably in december with the revision so i'm hoping we have enough carryover that wasn't accounted for in the adopted budget that will make up for that loss wouldn't we have realized some savings from being shut down like electricity and i don't think significantly custodians here every day too we had custodians so you gotta remember that all our normal staff we paid and staffing is 85 of our budget 80 of our budget so you know we um didn't lay anyone off we didn't you know we may not have filled some positions that people left but you know we we paid the people because you know they were working like they should have been they were either working online um in the buildings because we had our teachers teaching when they were online teaching while they were in the buildings so we didn't necessarily have a ton of people on campus for the first part of school but we had some and um but i don't see you know we like i said salaries are a majority of our budget and we were paying those thank you uh-huh thank you rebecca i am six yeah item seven the consent agenda i think we have one more do we have another item activity although student activity yes sorry that's okay again uh the only thing going on with student activity right now is athletic stuff um nothing really to say about student activity just the normal stuff with athletics it says i can't think of it on um appreciate a motion please or approve the consent agenda as presented i'll make a motion to approve the consent agenda as presented in favor all right thank you item nine business and finance um [Music] personnel is on the bottom all right we have one new classified one new classified substitute six resignations six classified changes one certified change uh we're moving on into our next season of sport athletics we have 12 coaches um four extra duties and uh two current employees that were expanding their hours a little bit temporarily and i'll explain that so that's the time those are timesheets and so um i do want to mention that the resignations that we have are all um none of them are coveted related so they're all yeah there there's one teacher involved but he hasn't been at work since the end of august for family issues okay not related to covent so he's he's um that's a you know has nothing to do with kobe but all the others um are not code related we have one um for example number one on the supplement she's actually working for us she has to quit to do her student teaching then we're gonna hire right back and actually she's on here twice wants to quit and then the other is number three to rehire after student teaching complete so um you know it's that's been great our teachers are stepping up um and um and our staff are stepping up and and we appreciate that and so it's good to see um the time sheets are number it doesn't have numbers but the last two on the main page they are our casa men our casa staff who have been asked we'd like them to work a couple extra hours to help out with duties at del rio in the middle of the day we've gone from three lunches to six lunches to keep fewer kids in the in the cafeteria to help out with social distancing that just means more need for supervision and so they've offered to step up and do a couple hours of supervision for us in the middle of the day before they start their casa assignments so we're hoping we're asking for to expand their job a little bit but and the other one i mentioned there was a teacher that is not coming back instead of hiring to replace that teacher um the the other four teachers in the grade level have said they will take on the students if we pay them more and so um that was their choice it's something that they chose that they wanted to do as a group it was going to be all or nothing and all four of them chose to do that and so they are on here under extra duty they get a quarter uh that was a quarter fte which is a quarter of their pay extra for doing a quarter or more job that's awesome so yeah so we we do appreciate that as well so we you know we want to definitely honor them and pay them for the extra work um that they're taking on there and that you know teachers are hard to find right now and so that really um got us out of a bind so we want to appreciate them and they did that during the um online portion also to extra kids um into that so anyway so question on the supplement there's a there's like somebody that wrote something is that supposed to say leaving instead of their living today yes it's a language learner okay custodial it was our in the oh yes a native spanish speaker and uh any questions no this is an action item appreciate a motion please to approve the personnel report i'll make the motion to approve tonight's personnel report and supplements all in favor all right thank you item eight b extension of temporary california mental positions so um when we had the student study labs um the board approved temporary positions to supervise those kiddos when we went the idea was once we went to all in person we would no longer need those positions what we're asking is to extend those positions to help us with the added supervision that we believe we're going to need of the six positions that you approved that we're asking to extend only one is currently filled right now so we're talking about one additional body if we just the job's been posted we just don't have the um applicants to fill those positions other than the ones so um we'd like to keep that one on and keep the other five positions available this is something that's just while we're in you know covet mode to help us with those supervision and which allows us to provide um better services and for our kiddos during this time so it would be temporary not something that we want to keep forever just something that we just are asking for right now questions anybody no entertain emotion please to extend and you can read i'll make the motion to extend six at the temporary cost of mentor positions for supervision of students through may 2021.
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[Music] hello i'm mike duff proud principal of madison traditional academy home of the owls madison traditional academy or mta as we are known by was established in 2007. i've been the principal at mta since 2011 and i've been in education since 1986. alicia bradford is our assistant principal and although this is her first year in the madison school district she comes to us with experience and administer in administration and in teaching mta is the only kindergarten through 8th grade school in the madison school district we have approximately 820 students and we have three classes at every grade level kindergarten has 26 students in a class that's the maximum and that's the district maximum our school day goes from 8 a.m to 3 p.m students can be dropped off as early as 7 30 a.m in the morning where teachers are on the playground to supervise that means the kindergarten students you get dropped off right out of your car and can go directly onto the kindergarten playground kindergarten classrooms also have a door leading out to the playground so that those kindergarten students can just be shuffled right off the playground right into their classroom and also kindergarten rooms have a private restroom facility available for kindergarten students to use now let's talk about what makes mta mta an important part of us is our spalding phonics spalding is a registered program developed by mrs faldi our teachers have to go through a certified program to become trainers in spalding spaulding is a total language arts phonics program in reading writing and speaking students learn how languages the letters are made and formed and then the sounds are made and put together and learn how those rules apply in different situations also our math program we do math at mta one grade level ahead at every single grade level meaning kindergarten starts with first grade math but don't worry if they've got some foundation and if they've done some preschool they'll be okay we use saxon math we're the only school in madison that uses saxon as our math curriculum the reason saxon is used is because saxon is spiral that means that every time we do a lesson embedded in the homework are problems from past lessons so you're continually reviewing and it's continues to spiral over and over again now in kindergarten they have a sheet that they use and on the front sheet is side a the teachers do site a in the class and side b is homework for you to do at home and speaking of homework you are going to have homework every day at mta for the most part monday through friday and even in kindergarten because we're going to give you a set of phonics cards you need to practice those phonics sounds like i was talking about with spalding also you'll need to do the saxon math cheat at home and then we also want you to read uh read to your child every day at least for five or ten minutes and then as they get better have them read back to you and so it's about 30 minutes a day in kindergarten for homework and then it increases from those grades that go up something that isn't unique to mta is there is a mandatory parent volunteer requirement that means that for you to continue being enrolled every year you have to meet that parent volunteer requirement and that is 20 hours a year now that can be any any uh parent mom dad step mom step dad or grandparent can can can complete those hours and it's per family now the 20 hours are for the year but in addition to the 20 hours you also have to have eight out of the ten months you have to have some time served in there if you don't uh and don't meet the eight out of ten month criteria or you don't get the 20 hours per year you may not have your child open enrolled the following year at mta there's lots of opportunities for volunteer time you can consult our our webpage for that and also our pto is called the guild and the guild offers off many opportunities as well for volunteer time we have a character program called character counts again that's a registered program character counts focuses on six pillars of character we review those character count pillars with our students and then we also look for and recognize students that are demonstrating those character count traits we offer extracurricular activities here at mta in eighth grade you can qualify and try to be on national general honor society in fourth through eighth grade we have student government 5th to 8th graders are allowed to try out for our after-school athletic teams and participate in the athletic program all-day kindergarten is not paid for by the state of arizona it is not funded by arizona arizona only funds half day kindergarten so to have all day you have to subsidize it to pay those people to be able to teach all day now in madison we have some schools that are title one and some schools that are not title one title one means that they have a certain percentage of kids that are on free or reduced lunch because of that they qualify for federal money those schools that are title one schools use the title one money to provide you with free all-day kindergarten mta is not a title one school so because of that we are one of the schools in madison that you would have to pay a fee if you would like your child to stay all day in kindergarten half day kindergarten at mta goes from 8 to 10 50 during that time your student will be taught your math your language arts and your spalding they'll also have a snack break during that time at 10 50 to 3 o'clock we call that the invest program that's the part that you would have to pay for for your child to stay the invest means we want you to invest in your child's education now during that time that's when your child could have art pe and music they'll be taught their social studies in science that's the time that they'll go to lunch so they can either bring a lunch or purchase a lunch and they'll have a lunch recess also in that afternoon time they'll have an afternoon recess as well but the most important part of this is that this is where the time that our teachers in kindergarten are able to work with your children to help do remediation activities with them we have a aides that come in one to each classroom for two hours at the end of the day so that the kindergarten teacher and that aide can work in smaller groups and help with children that are struggling in certain areas now my whole time that i've been principal here at mta we've had uh almost every student stay full-time for kindergarten they're almost at a disadvantage for first grade if you choose to stay at mta for first grade at a little bit of a disadvantage if you don't put them in that invest program again that's 215 a month for them to stay all day i would highly recommend it mta is a school of choice they do not want to make it a homeschool or designated school to anybody so that means that even if you live directly across the street from mta you've been assigned another school in madison as your home school so we have no attendance boundaries mta parents are responsible to bring their children to and from school the only bussing that is offered is for athletics and for field trips now because we are a school of choice every student is open enrolled here and so because of that you need to know about the open enrollment process if you want to try to attend mta open enrollment goes from december 1st to january 27th we call that the open enrollment uh period during that time any application that we receive will be eligible for the lottery any application received after january 27th is put in time stamp and date and time stamped and then those names are added to the bottom of the wait list afterwards after the lottery is completed we conduct our lottery after january 27th and each grade level is done separately and then we send you out a letter by march 1st letting you know whether or not your child was accepted in or whether or not we had to put them on the wait list we'll continue to call in through the first half of the year and then you could choose if you wanted your child to attend at that time or not if there's an opening now keep in mind that each grade level is done separately so there's the potential that one of your children could get in and one of them could be put on a wait list that's a decision you have to make at that particular time once you decline to come in your child's name is removed from the wait list and wait lists do not carry over from year to year a lottery is done each year brand new that's it i hope that was informative to you i want to thank you for your interest in madison traditional academy and also the madison school district we have a variety of unique programs here in madison that we call our signature programs i just explained to you the traditional program and so if you need more information please consult the district webpage under mta or feel free to contact me either email or call the office again i thank you i don't think you can go wrong with any madison school good luck in your choice [Music] you
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[Music] hello everybody my name is rose devine and i am the principal of madison roselane elementary school we are madison school district's school for the visual and performing arts for kindergarten through fourth grade students and i'm very happy today to meet with you and to talk with you during this discover madison tour virtually one of the things that makes our signature program so special is that students beginning in kindergarten have the opportunity to participate in music dance pe and art and they do that in first grade as well once they become second graders they have the opportunity to also participate in theater and when they become third and fourth graders they have the further opportunity to drill down a little bit more and choose the two disciplines that they want to focus in for their third and fourth grade years so it's a very well-rounded program beginning in kindergarten and especially developing into our third and fourth grade our students feed into madison number one middle school also the middle school in madison for visual and performing arts and once they get there they have a chance to grow their expertise and their artistry in all of the different art disciplines that they participated in here plus a whole bunch of others we have a couple of different after school activities specifically we have our rose lane uh chorus and we have our rose lane rocket news which is our media club and then we also have our dance club and those opportunities are for kids who meet after school two days a week we're very very proud of the performance opportunities that we present when we're in non-pandemic times for kids who are in our clubs but the other thing that i want to share with you is that our kids at every grade level usually have a chance to perform at the at the madison center for the arts we look forward to return to those times so that our kids can be on stage showing all the things that they've worked on and rehearse so hard for throughout the year i wanted to talk with you also about our academic program students at madison rose lane participate in the full array of content areas related to math english language arts reading social studies and science and when they are working with their teachers they're usually doing it in a very very cooperative fashion we have lots of cooperative learning structures that are related to getting kids to work in either triads or in pairs or with groups and it gets kids up and moving so that they can participate with each other and learn from one another and learn with each other in a fun and engaging manner hi i'm mrs patton and i teach kindergarten at madison roseland my team and i focus on building strong foundations of learning for our students to be successful in kindergarten and for the years to come at the start of the school year we focus on our school-wide expectations which it can be difficult coming from preschool or from home to a big new school so to help them out with that we focus on those schoolwide expectations and they're connected to our mascot the rocket we are the rosling rockets and we soar which means we are safe organized accountable and respectful in addition to our schoolwide expectations we focus on the social and emotional learning of our students socially we work on building that classroom community that sense of belonging emotionally we focus on all those emotions that everyone has and in kindergarten those emotions can be big so when we're frustrated when we're angry sad scared we're so excited we can't contain it we learn those strategies to help us cope with those emotions to bring ourselves back to calm and centered so with that we feel belonging we feel safe and we're ready for learning we focus on the foundational skills of phonics and phonemic awareness through reading writing we also focus on mathematics science and social sciences and with that we also have our small groups so when a student is struggling with their learning when they need some extra help we have small groups to focus their lessons specifically for them and also with that the other side is challenging our students our small groups really help to focus on the needs of specific those specific needs of our learners we also provide our students with technology they have access to chromebooks to our smart boards which are interactive so they can engage in their learning and manipulate things on the smart board we also have document cameras where students can project their school work where they can show their students their friends and their classmates what they've been working on and just have that feeling of being proud of their accomplishments and share that with their peers so with that i am so excited for you to check out madison rose lane and thank you for stopping by i also wanted to tell you a little bit about our library our library is fully equipped with over 5000 hardcover titles as well as access to a digital library of over 16 000 titles parents and students alike once they're enrolled at rose lane can participate in checking books out of either the digital platform or from our library stores that are on the bookshelves themselves we have an extremely extremely well developed social and emotional learning program that is driven not only by classroom teachers but organized by our full-time social worker who is here five days a week not only meeting with kids on an individual and small group basis but also helping to support teachers as teachers support kids and growing all the different kinds of skills that make a successful student a successful citizen and a successful member of the workforce topics in our social emotional learning program which is called i'm it it stands for in madison it's taught include things like developing empathy learning how to apologize appropriately [Music] emotional wellness and all kinds of other topics that are related to interrelations between kids and between kids and adults we're very proud of that program and we look forward to your child participating in it on a daily basis one of the things that i am most proud of at rose lane is the outstanding staff and the way that we integrate with our incredibly supportive community our pto is known as team that stands for together everyone achieves more and it really is true it's a very collaborative relationship we have monthly meetings but we have all kinds of opportunities for parent participation and support either in the classroom when we return to our usual operations and there's no more pandemic we have art masterpiece that is a fantastic program and we also have a variety of special events and activities that are family movie nights family pizza nights school dances and the like but we're excited for our students to be able to have a supportive and collaborative relationship between teachers staff and our community members represented by team i know that one of the things you're eager to see are some of our facilities that relate to our signature program and so i want to talk with you a little bit about each one of them our pe room is fully equipped with a huge array of all kinds of bicycles and balance beams and balls of a variety of sorts and our pe classes are not just conducted there but when the weather is permitting it outside on the field as well our music room is very well equipped with xylophones recorders all kinds of other percussion instruments drums and so on and kids get to participate not only in learning how to play those as they get older and older but also even from their early kindergarten years in how to read music and that's an important skill not only for kids who pursue their interest in music but for all children because it helps reinforce key math concepts our theater room is equipped with a small practice stage and is a great place where kids get to integrate all kinds of skills in language arts particularly related to public speaking and recitation in their performance of all different kinds of small one acts as well as full-blown plays our dance room is fully equipped with a special floor equipped for dancers as well as mirrored walls and ballet bars and our kids who participate in dance get to participate in tap as well it's a lot of fun it's so noisy and so exciting and i know you really love to see that our art room is equipped with all different kinds of sub studios hi i'm joanna ewald and i am the art teacher at madison rose lane at rose lane our visual arts program focuses on creating independent artists the students learn basic techniques using a variety of materials and are then given the freedom to choose their medium when creating a final project that demonstrates their learning the students learn how to use drawing tools and painting tools they learn about collaging and print making we do a lot with sculpture and they learn how to use clay and paper they learn how to weave and hand sew and we have a brand new sewing machine waiting to be used this year we're also going to be adding more digital art into our program this year using the computer to create art as well as digital cameras and a brand new photography unit thanks to the madison education foundation's grants from last year madison roseland students are passionate about their learning and their creating we try to put their artwork on display as often as possible using our cafeteria and the district office as well as areas around campus i hope that one day you get to see the madison artists and see all the artwork that they've created we are very excited about all of these programs and hoping to share them with you when you become a student at roselane elementary school and when you bring your children to us other than that folks i am open to hearing all of your questions and having anything that you are wondering about related to our program just give me a phone call and i'll be happy to talk with you about those ideas that you have for being a part of our community and how we can help your child be successful in as a student as a citizen and as a future artist we hope to see you at madison rose lane sometime soon thank you for joining us on this virtual discover madison tour today and i look forward to meeting you in person take care be well stay healthy and we'll see you here at rose lane soon [Music] [Applause] [Music] you
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[Music] hello madison community my name is hilary o'brien and i am going into my seventh year as principal of madison campbell view elementary campbell view is home to approximately 600 students in grades kindergarten through fourth grade we have five kindergarten classrooms and the ratio is 26 students to one teacher and we also have two kindergarten aides that support the teachers throughout the day we offer free all-day kindergarten and we are a uniform school in 2018 kim will be received the prestigious a school of excellence award from the arizona education foundation for our excellence in school culture and academic achievement camel view signature program is scheme science technology engineering the arts and mathematics and our vision is in an ever-changing world we can lead we can learn and we can inspire our school vision is embedded into everything that we do every day at camel view camelview has a strong sense of community and school spirit is of great importance at our school each quarter we have a large spirit assembly where we come together to celebrate being a cub we have a pto that does a variety of family oriented events which include bingo and movie night and they also host a variety of school fundraisers throughout the year we encourage our parents to become very involved at campbell view and we love our volunteers hi parents my name is elaine glassman and i teach kindergarten at madison campbell view today i'm going to walk you through the curriculum that we use at camelview and then also give you a little glimpse into the day and the year in the life of the camel view kindergartner for our curriculum that we use at madison campbell view we have spalding for phonics and for spalding we teach students all of the sounds that a phonogram or a letter makes so instead of just teaching them that a says ah we're teaching them that a says a o this is a program that teaches them both how to form and write the letters as well as know the sounds for reading comprehension we use wonders and wonders has an essential question for each week as well as comprehension skills for math we use my math and it's also a common core curriculum that follows number sense students are analyzing 2d and 3d shapes they are learning how to add and subtract they are learning how to analyze data using my math for science we use inspire science that has engaging science lessons for students and we also are steam school so we do a lot of steam projects with students and for writing we use thinking maps so we're teaching kids how to use different maps like circle maps and tree maps to organize their thoughts and write from their map so now i'm going to walk you through the day in the life of a kindergartner at camelview when students come in they start the morning with phonics and that is our spalding program that we teach after spalding we go into reading comprehension so we are focusing on a reading comprehension skills students are applying it in text after reading comprehension we have a little morning recess to have a wiggle break after recess we come back for a rated guided reading guided study and this is a time where we group students based on skills that they need during this time students might stay with their homeroom teacher or travel around to one of our four other classrooms we have five kindergarten teachers total so we split the kids up and students are working on enrichment during this time or they might be working on remedial skills extra practice that they might need and they might meet in a small group with a teacher or a whole group with a teacher and then teachers differentiate in these groups based on the needs of the students on what skill we're working on after we do reading guided study we have writing and during our writing time we will use thinking maps and we will be writing complete sentences to a topic after reading we get to go to lunch and then we go to recess when we come back from lunch and recess we move into math and we do number of the day so we're teaching a number of the day every day of school we teach students how to break apart the number add the number together show the number using tens and ones show it in an addition sentence maybe a subtraction sentence so first we do number of the day then we move into our math skill that we're working on after we do math students go to special areas so they will go to art music pe or coding mr mckinley after they come back from their special area time we move into our snack time which is our favorite time of the day students will bring in snacks to share with the class or they might bring their own snacks so we have a little snack break then we will do our math guided study which is going to be the same as a reading guided study in the morning where students are switching class based on what they need and then at the very end of the day is our steam or our science time so that is a little walkthrough in the typical day of a camel v kindergartner hello families of future cubs my name is justine labuda and i am the administrative teacher on assignment here at madison camelview this is my third year as an administrator and prior to i was a fourth grade language arts teacher madison campbell view has much to offer in terms of providing a an environment where students social emotional and physical well-being is not only met but is exceeded madison campbell view offers a rich pbis or positive behavioral intervention system we regularly reinforce and use the acronym c u b s being courteous understanding our responsibilities being safe and staying organized as a pillar for the success of our students extrinsic and intrinsic behaviors both on campus and at home this system is reinforced through posters located in every area of the school you can expect to hear all staff members reinforcing positive behavior with phrases such as thank you for being courteous to your classmate by helping to pick up their books we have found that by providing five positive statements for every one redirection as paramount in the success of our camel view cubs in keeping in alignment with the mata madison school district we have adopted a new sel or social and emotional curriculum entitled i'm it to provide daily and engaging and dynamic lessons for students to support their well-being these lessons are taught at the beginning of each day and tap into themes such as healthy choices self-regulation kindness conflict resolution growth mindset and resiliency just to name a few madison campbell view is a place where students know they are supported cared for and loved as soon as they step onto campus and as they transition home we look forward to providing a dynamic learning environment for your future cup i also wanted to share with you some things that we do here at campbell view for our kindergarteners to help with their social emotional health and well-being we do a lot of mindfulness in our classrooms we teach students how to be mindful of each other mindful of their bodies mindful when they need something and when they need a break we teach them how to have brain breaks both with whole class and if they need their own brain break we do a lot of breathing and we teach students how to inhale and exhale and take some time to catch their breath or notice their breath if they're in the moment and need to calm down we do have calm down corners in each of our kindergarten classrooms and these are stocked with lots of things that can help us regulate our bodies and get back to joining the whole group class we have glitter bottles that students can shake and watch the glitter fall we have little things that they can play with if they need a little break to step away and then come back we have a lot of flexible seating in our kindergarten classrooms some teachers have things like yoga balls wobble stools cushions little things that you can put on the bottom of the straps of the chairs to shake your legs we've got all kinds of stuff in our kindergarten classrooms for them to use we also use lots of kagan structures for cooperative learning to get them interacting with each other hi my name is mr mckinley and i am the computer science coding robotics and engineering teacher here at madison camelview it is my pleasure to teach the kindergarten to fourth grade students how to work collaboratively critically and creatively we use computational thinking which means we look at small problems in small chunks look at patterns filter out the distractions and write the steps to solve the problem using the computer and other comp computing devices in the coding room we use code.org curriculum to study computer science concepts and practice our developing coding skills we also use wonder workshops dot and dash robots and code and go robots to supplement our developing skills our older students in second third and fourth grade have the opportunity to work with scratch 3.0 and use microbits little bits and lego we do robotic kits we use our comp computer skills to engineer solutions to solve design challenges in the classroom i'm excited and i can't wait to work with your students here at campbell view at camel view we have a maker space room to extend steam opportunities with challenges and projects that are hands-on and engaging from art and music to pe and the media center we offer 11 steam focused clubs that include advanced coding robotics and our energy club that focuses on going green throughout the year we have steam events that include steam career day where our where we have a variety of professionals showcase how their careers incorporates the elements of steam we end the year with a huge steam celebration a spotlight celebration where students have the opportunity to showcase their special projects campbell view focuses on providing each child with an engaging learning environment and prioritizes quality instruction so that teachers may provide extraordinary learning for all when you walk into a classroom at camel view you will see kids sitting in small groups utilizing the skills of communication and collaboration through a high degree of student engagement throughout the year teachers focus on goal setting for each individual child so that the parent teacher and child have a partnership in the learning process students become involved in their learning and learning strategies that will help them to become successful lifelong learners leadership community and growth mindset are other priority areas at camelview when walking around our school you will notice university flags hanging next to each teacher's classroom the teachers utilize their adopted university and embed college facts into their lessons our goal is to expose and teach our students about the different opportunities that universities have to offer when students leave camel view they will have both a growth mindset and will have developed grit so that they are prepared to have the absolute best middle school [Music] experience [Music] you
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thank you Dr Roberts my name is Kelsey declue I am the public relations coordinator for the covid-19 community task force as well as Columbus Regional Health so just so you know the format today will um start with updates from Dr Brian e bolski Dr Tom serman um Dr Jim Roberts and the mayor will also have a few remarks we will take questions at the end but if we can just wait until the end for those um Dr Roberts will let you know and we'll also be taking them from those um virtually uh tuning in so thanks everyone for being here and we'll get started with Dr nski thank you Kelsey Dr Nal is coming to the podium I want to do an online check uh Bary Julie Harrison are you able to hear us [Applause] okay bar if you give me a thumbs up because I can see you are you able to hear us okay very good thank you all right Dr nski okay thanks Dr Roberts um Dr Brian I bolski barami County Health officer I just wanted to give uh some brief updates on the status of covid-19 here within our community U so for the last few weeks we've been seeing record numbers of covid-19 across the state and now we're starting to see deaths on the rise as well now we are seeing those numbers starting to increase at our local community level here over the last several days we are seeing the per capita positive rate and percent positive rate for covid-19 at at their highest levels since April our local hospital is also starting to see the effects of this increased activity I'm going to uh talk later about some of the the local mandates that we'll be putting in place but uh for now I want to introduce Dr Tom sonman and let him discuss the situation within our local hospital hospital system thank you Brian uh it's my pleasure to be here uh our chief uh Executive Officer Jim ble uh was unable to be here today uh but he sends us uh to convey the message that CR you know supports um the efforts and the decisions uh that will be made and that we will discuss today regarding all the organizations that are present uh here today so um I again I also want to thank all the members of our community for all their wonderful dedication to uh getting us this far in the pandemic it's only through the help of everyone that we have succeeded the way we have So currently the situation at Columbus Regional Health is that we're experiencing a very high uh inpatient census um this increase in hospitalizations is both covid and non-co related patients um currently cr's biggest challenge um is Staff being affected by uh Co um either the staff being covid positive or them being a close contact of a covid positive individual and therefore being quarantined uh and taken out of the workforce um contact tracing has revealed that you know the Contracting of covid from the member of the person's household or social Gatherings uh right be it a Halloween uh celebration or birthday party or wedding uh and the like um is serving as a source uh of a major factor uh in our increased Transmissions um all the major indicators uh that we track that Dr naboli made mention of are moving uh in the wrong direction um indicating a significant Community transmission of the virus um CR is experiencing uh this consistent with the state of Indiana where our hospitalizations as a whole are increasing uh both from covid and non-co patients um the use of intensive care resources is is increasing across the state and Columbus Regional Health is experiencing this same thing uh as well uh and regrettably uh the number of covid deaths in the state of Indiana are starting to Rise um as well so from Columbus Regional Health's perspective uh what we're currently doing or not doing you know in the community uh is not currently uh working for us as far as controlling the spread of the virus and we feel that we must redouble our efforts you know to you know to uh start to follow those appropriate measures to limit the spread of the virus um the message can sometimes seem uh maybe a little bit tired and old but those same um things that brought us to success you know uh here to for we still need to do the masking uh uh committing to handwashing social distancing and avoiding large Gatherings are still the major tools in our toolbox to help us control the virus until there is a more widespread effective vaccine available for the population at large or um therapies that are can be directed towards covid uh the covid virus uh that would be more widely available to the population uh both of which a a proven vaccine or therapies that are directed towards covid neither of those are currently available to the population at large uh and that's what will be needed for us to effectively control the virus in a long-term fashion and so those um techniques that we described before masking handwashing social distancing and avoiding large Gatherings are the major tools in our toolbox to uh bias time uh hopefully uh flatten the curve and reduce the surge of cases while awaiting these more definitive therapies to uh arrive on the scene so um uh thank you all very much thank you Dr debolski and Dr San for kind of setting the stage for us and helping explain what is going on right now within the community with the spread of of covid-19 uh I think our community uh recognizes how challenging it was to even begin this school year with in-person learning that we worked really hard uh to get to the point where we could provide both in-person and remote options to our families to be able to start school on August the 10th and try to roll through it and uh with each week that we were able to accomplish that that model that situation we were very satisfied and when we got to fall break eight weeks in uh if we take the week that we had of getting our our teachers ready and and we delayed the start just by a little bit got to August 10th on a Monday to start and we consider that first week of teachers and then eight weeks of instruction we had nine weeks of kind of together of keeping things rolling in the right direction on Friday October the 2nd as we got into fall break we had 29 identified positive cases within our school corporation of students support staff members and teachers so 8 weeks plus a ninth week of of having staff here since fall break rolling the fall break and then now four weeks after so five weeks since that Friday October the 2nd we have picked up uh an additional 71 uh test cases positive test cases so we have went from 29 to an even 100 right now in terms of of what is going on in within our school corporation that 100 includes 68 students 21 support staff members and then 11 teachers now do recognize that that 100 is out of about 13,500 people we have about 11,500 students and about 2,000 staff members but 100 positive test cases and then the complexities that go with the close contacts that occur because of those positive test cases so we start school August the 10th we get to hear those are our numbers and again we felt really good about having gotten here through the Fidelity of many mitigation strategies whether it be monitoring temperatures as our kids and staff came into the buildings wearing our face coverings with Fidelity practicing hand hygiene and physically distancing all those strategies that we've deployed since that time and we believe overall have worked because if we look at the cases when our school even that number they provided we don't have evidence that a case is resulting in spread within the schools so we believe that those mitigation strategies have worked and because of that I do need to thank all of our teachers our support staff members and administrators who have worked so hard to get us through Now 60 days of continuous instruction with this in-person and remote option we also appreciate the community support of our efforts because we know the community wants us to have an inperson option and we appreciate their work and helping us by also practicing and these sell mitigation strategies out in the community but we need to have that that effort and that help continued as uh Dr debolski and Dr sodan indicated our numbers do not look good right now because I've given the data from the school perspective but if we look at our local indicators the per capita rate that was published yesterday on the community's covid-19 task force indicated that we were 33.4 that's a red with our local indicators that we set way back on July 20th when we put forth a plan to reopen School here are these indicators we're going to look at that's a red 33.4 and the highest number since back in the spring hospitalizations we're at 17 I think the number today might be 15 or yesterday that was reported still a red number if we look at the way we measure that as per our indicators in the positive test rate at the last published uh number it was 13.2% that does lag by about 4 days on us all of the time so lagging indicator it is heading toward 15 which by our measurements is also ready so we could be this weekend as we look at all those numbers three Reds in terms of the indicators we develop locally if we look at the state level through the Indiana State Department of Health their color designation for our county is yellow the counties around us for the most part Brown is blue blue yellow orange red is the order blue the best red the worst we're yellow but if that data is lagging as well and so since that data is based upon Sunday to be published Wednesday and our daily look at our local indicators and if we then convert that to what the state would tell us next week we anticipate orange for balom County so we're looking at three Rs on our local indicators likely an orange when the State Department of Health releases their information next week and then really no sign that those numbers are going to go down something that we shared at our last Schoolboard meeting was that if we look at the Friday that went into July 4th weekend and we go out 5 weeks from that actually about 37 days we saw a spike in the number of cases within our community that's when we went red at the beginning of the school year and we were worried at the beginning of the school year whether we were going to be able to continue our inperson instruction because the per capita number was increasing we settled back down and then we got the Labor Day weekend and the Friday going into Labor Day weekend five weeks later about 37 days again we saw a spike that same number getting us back into the red from a per capita standpoint and if we look at since the Friday for uh beginning fall break at October 2nd I indicated we've had 71 cases since then 36 37 Days hits right now so the cases that we've had since then are not necessarily indicative of anything occurring over fall break those numbers might impact us again here now and we'll see what happens as we go forth so we're seeing those numbers around us and as we as a school corporation looked at all the options perhaps available to us staying in person with that remote option going to a hybrid model because everybody's aware I think now that we approved the hybrid model to be an intermediate step between where we are in person with a remote option to having to go all e-learning and we looked at the Hybrid model the problem we saw was I need we need the same number of Staff members in our buildings to support that model and that becomes our major problem and Dr Sandman indicated the challenges happening at the hospital from a staffing standpoint we have that problem yesterday we ow 23 bus drivers short of covering our routes that's about a fourth of our routes that we are trying to get through Bartholomew County to to serve our schools we had 21 classrooms without the proper staff of them and that's even after taking the internal resources we had and putting them toward those classrooms today I've not seen the most recent information heading into today we got 29 classrooms those kinds of things make it extremely difficult to continue the operations and provide the needed instruction we can for our families our community so it is with a a great amount of disdain um um consternation that we get to the point where we have to pull the trigger flip the switch go to something else besides this inperson remote option and make a final decision to go to all e-learning but as is the case or was announced yesterday to try to give our community our family members as much opportunity as possible to make proper decisions heading to the next few weeks bcsc will be going to all e-learning beginning Monday and we will be on all e learning through at least the week of Thanksgiving I say that because we will Contin continue to monitor what's happening within the community to see if we are able to return after Thanksgiving and back get back to e-learning on Monday November the 30th and in order to do that we have to have improvements in those numbers within the community so I am simply asking as we talk about all the mitigation strategies that are in place in our schools and that we are not perfect at all and often times somebody will let me know that somebody's not wearing uh a face covering or not practicing proper for physical distancing or they didn't wash their hands often enough or maybe a person was missed getting a temperature checked or the temperatures are wrong whatever the case might be every day we are trying really hard to do those things we need the community to try really hard to practice with as much Fidelity as possible those exact same mitigation strategies wear face coverings uh wash your hands as often as you possibly can maintain physical distancing and then attempt to avoid large Gatherings that seem to be great sources of additional spread anecdotally if we look at our positive cases which again no evidence that we are increasing spread within our school if we look at our positive cases many of those coming from events outside the school that have been pretty large Gatherings and I cited already the July 4th Labor Day weekend and now what might come out of fall break as we move forward uh with this situation again all you learning beginning Monday 3 weeks that includes Thanksgiving giving try to come back on Monday November 30th we will watch the data continue our conversations with our local medical professional and the community's co9 task force to see where we might be uh over the next uh few hours today end of the week and end of Monday we will continue Communication in terms of all the details surrounding e-learning uh our our buildings uh principles administrators uh classroom teachers for parents and your students um that information will be coming in many cases from that level more brly uh we will be working to make sure that technology access is as readily available as we can uh specific information will be coming out on that that child care will be available in some cases we will have I care at three locations in our building but that again is a registration piece and there will be a a very fine capacity situation there um from a co- and extracurricular standpoint this is always something that people ask about uh as as you pay attention to what's happening with Athletics uh we will uh allow our Co and extracurricular activities to continue however we are very much dialing back on the amount of people who can attend uh those those events uh so we will be looking at two tickets for the participant um and that we could say two tickets for parents but that's too narrow of a statement so two tickets per per student of participant and uh more specific details will come out so that everybody's very aware of how that works out uh from a food service standpoint we will be providing food again uh a little bit different perhaps than it looked last spring when we had to to roll this out uh the school sites will be available between 11:00 a.m.
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[Music] is she on the right app did she think it's on Netflix no I sent her the link that they posted today [Music] some Welcome toide Elementary School tonight we are here for the CSA signature Showdown my name is Josh berett I'm joined by Southside teacher and hey I'm doing pretty good I am ready to get this one started uh we're going to have a a pretty solid game for both the boys and the girls and we got the fans here they're getting settled in our cheerleaders look like they're in place officials are ready to go hope every hope everyone's feed's working out there yes I'm doing a little test right now and I can hear you loud and clear a shout out to all those who are watching tonight especially we got a special family we want to say hello to me Cathy we want to say hi to Mimi Cathy for uh being here watching this live stream appreciate your we're going to go ahead and get some announcements going that Nate will join us uh he's going to go ahead and start us off and then we will back with the shortway also want to say a special shout out to Susie bruan I just uh got a text from her Susie is the executive director of Bartholomew Consolidated School Foundation known as bcsf and appreciate her tuning in and all that bcsf does for our students and our school corporation [Music] well we want to welcome here welcome you here to Southside Elementary School where this has been the host site for ebl games this year certainly a different look for ebl with a shorten season but nonetheless we have players cheerleaders getting ready for [Applause] [Music] officials and get ready to go real quick here for the CSA fod Falcons on their team uh number four Henry Bar number five Landon juwel number 10 Jacob Thomas number 15 Keon Roberts number 20 Carter wited number 22 Braden Lee number 23 Christian douly number 45 Asher Scott number 50 Xander Taylor and a shout out to three teammates that were not able to make tonight uh want to make sure that Isaac gent number three uh Trace mahe number 14 and Jackson Weaver number 21 make sure that uh your name is also heard and I'm sure you're sure your [Applause] team would like to have you there on the bench and we hope everything is okay we'll get the CSA Lincoln husky lineup here in just a bit as Klein Hance times two officials ready to go and that one goes to the Falcons quick look inside and stolen right back by number 15 up and good no good hey there he is number 50 nothing there he Def and just like that number 23 for the Huskies is down the floor quick 21 puts it up no good and the coach for the Falcons is saying whoa let's hold it up boys let's get something going here Falcons come out in a one four offensive alignment there is number 12 and let's see that goes up number 42 nothing there number 21 nothing there [Applause] we are seeing both teams coming out shooting that's a great start to the game Nate yes indeed going to have to get a roster change here I got number 12 out there but I do not see that on the roster almost a jump ball and we will call that a 5sec closely guarded [Applause] linol ready to take it in body will pick up full court and there's his field number 10 puts it up [Applause] deflected and 21 Max Wilson clears it for the Huskies no one's going to stop him he's taking it to the gold nothing there and number 50 Xander Taylor secures the rebound Ball's up no good rebound his own shot Keat Roberts no good there's number 12 no [Applause] good and we're going to pick up a [Applause] foul get the ball in down the floor deflected are all over going to get a good jump ball there Huskies go ahead and try to get this one in and fodrea looks to be in his Zone there Wilson puts the ball up no good rebound and we're going to go ahead and set that offense good look there great defense closing up that Gap oh an even better defense ripping it right out of the [Applause] hand a dribble or two too much so let's see what F can do with the ball underneath their own goal number 50 wide open Xander Taylor nothing happened there offensive rebound we're going to try to clear that one out out oh over and back probably one of the most misunderstood rules in the [Applause] game Falin come out in a one two two stolen there at the top down the floor Jaws that foul [Music] and I believe that is number 15 Keaton Roberts Lefty at the line first one for the Southpaw no good and this one rattles around in there [Applause] so the Falcons are up 3-0 good pressure there steel nothing [Applause] there oh good hustle just as we saw on Saturday Nate again those cheerleaders are not moving at all I tell you know you have to you have to respect the cheerleaders also uh they put so much time into it and they have a spot on the floor where they they stand and even with a ball flying at them or an athlete coming at them they find a way to stand their ground shots up by number five gr kussler Wilson gets the ball back turns around nothing there and the Falcons get it secured good discipline here by his Falcon team as they turn it over there but you know just being able to get the ball down the floor and no when to run and when to go ahead and just set the offense Kate FY brings it up for the Huskies through the hands of Grayson Kessler both teams showing some good ball handling but just seem a little bit at the start Nate yeah they just got to get settled in here now this is an interesting look here for the Huskies uh looks like a half court 221 and the official Mike cleance down there with the call of a bear hug little under four minutes in the first quarter 3 CSA fodrea [Applause] oh down in the corner we got a good trap comes out of it shots up no good and there's Wilson to secur it has his head up is able to see down the floor number four no good and the Falcons in transition who's going to pick him up no one big number 42 Cameron Robertson for the Huskies gets that [Applause] rebound all right Wilson with the ball going in oh and [Applause] one and I think the thing here that we're seeing with both teams is that and this is going to sound weird but they need they need to hurry up or slow down H you know they're they're playing a little bit at a pace that maybe either one of them is comfortable with uh so just slow down a little bit to be quick I think we have a lane violation looks like Wilson's going to get another chance for the N1 but just over about two minutes left Wilson hopes to get this one tied up and he does oh and he converts all right so we're tied with three minutes with about two tied at three with two minutes to [Applause] go Lincoln comes out in a extended defense nice give and go drilling there underneath shots up no good little strong oh Wilson right there slipped right out of his hands there's our inbound good look across shots up no good and there's Max Wilson again with the rebound he's going to go Ahad and take it on down nothing there camon Robertson there for the offensive re rebound gets fouled on that one and let's see what he can do at the foul line he certainly got some bright shoes I like those Nate you can't miss him oh just a little off and for those of you tuning in I just want to reminder we are on a running clock and so even while we're at the free throw line the clock is running 45 seconds seconds left in the first quarter all right neither one of those shots were good but the Huskies get the offensive Rebound in trouble there Wilson gets it past the Cameron again and the Falcons will go ahead and get this one 20 seconds left the floor with 15 seconds tied at three last possession here most likely T to be a lot of discipline walking down the floor there he's going to try to get one good last shot looking for a hole in the defense three two one shots up oh no good hey and we are at the end of quarter [Applause] 1 3 to three and on the floor here we have the CSA Lincoln husky cheerleaders [Music] [Applause] [Music] [Applause] black hey all right let's give a shout out to those cheerleaders we have Callie lennis and Carly Mont Leon Willow Ryerson Franny Sparks Emily vogle and Sophie young what a great job [Applause] ladies and we get things started here let's go ahead and get the CSA Lincoln husky boys and their Roster number two Cas Bailey number four Kade thinky number five Grayson Kesler number 10 Jackson Miller number 14 Ryder on oh number 21 Max Wilson number 23 hson l number 24 Logan Taylor number 35 Landon Garris number 42 Cameron Robertson and 51 silus Shelton missing an action Mia my former third grade student now at CSA Lincoln Jack hail number three hope he's doing all right [Applause] and back to the [Applause] action V works the ball around the perimeter shots up secured oh everyone's going [Applause] crazy that shots up and good and F is going to try to pick up the pressure but Wilson's all the way down the floor that shots up no [Applause] good now the Huskies will set their play underne their own basket there slipping right in for the shot number 23 Hudson l [Applause] that was a slick little play there I'm going to have to look that one up and see if I can't put that on my repertoire plays He Slipped right in there for the shot got fouled first one's up that was no good here comes the second one and foda gets that One Secured right underneath the basket wide open trapped down there being strong with the ball pivot and F rear coach sees that as an opportunity we'll go and get a timeout there boys I don't think he was going to be able to get himself out of that [Music] [Applause] [Music] corner all right as we said earlier uh the EO we're trying to different things this year we do have a running clock a 10-minute running clock um at the 5 minute Mark we or as close to it as possible we try to get substitutions in there are some circumstances where the the clock would stop um late in a game in the fourth quarter if a certain team's within so many points we might be able to see that here tonight SP comes out again forc a turnover an offensive rebound that shots up and good oh there's a steal again number 15 shots up and he's going to get two from the foul [Applause] line you know one of the things you got to keep in mind as an inbounder you just can't turn around and just blindly uh throw the ball in there and expect uh your teammate to be open that one's up and good on number 15 Keaton Roberts got one more and that one's up and [Music] good so now let's make sure the Huskies here handled this pressure there's number 50 with the steel the shot big Xander Taylor with a big time steel and [Applause] score his shots up no good Falcons ahead 11 and three and with a second shot oh no good oh offensive rebound shots up 15 Katon Roberts got the ball bring up the floor they break the pressure good drive down the middle off the backboard no [Applause] good P secures the rebound down the floor they go shots up no [Applause] good oh a number 23 hson life little frustrated with himself he saw an open teammate there and if only that teammate was 6'5 he probably could have caught it but a good look none nonetheless from the corner I think that was number 10 Jackson Miller off a snazzy little in down play there [Applause] 15 up shot no [Music] [Applause] good ball was secured he was standing on the [Music] [Applause] mline all right so max Wilson brings the ball down the floor tries to get in there reflected right back to him loose ball and there we [Applause] go with 345 fod R holds a 135 [Applause] advantage that inbound play nothing there looks like a scrum and F will get that [Applause] one got some last minut instructions there from his coach as the Huskies look to be in a very extended one two2 trapping when they can nice jab step there to get the defense to move 22 puts that shot up no good Braden Lee good hustle [Applause] there and looks like we got a [Applause] foul what will the Falcons do here with this out of bounds Ball's back in number 15 Keat Roberts looks like it's tied up up number 42 Cameron Roberts gets his hands on that one and here comes the pressure again here's the one thing hopefully the coaches over there at uh Lincoln address how we're going to get that ball in a double dribble you know sometimes the Press is really not it's not designed to to maybe get a steal and a layup as much as it is just to force the action and get a turnover there's number 20 number 22 gets it back just short off the [Music] iron 14 Ryder alond gets it up pivot to find someone he's found Cameron shots up no good good hustle for it there's three Falcons right there to get him and looks like we've got a [Applause] foul take some of the best offense that the Huskies have had of been with some of their inbound play so let's see what we have right here wasn't going to Get Fooled Again on that one down the floor we go number 15 Kon Roberts draws that foul and the southpaw's going to get up here for two free throws first one's up and [Applause] [Music] good and with about 43 seconds fio gets a quick timeout leading [Applause] 145 let's make sure we get our CSA foda Falcon cheerleaders also recognized we have laa Herrera Ray uh rayley Warfield Shelby sharp Cassidy Sims Emma Cummings and Abby [Music] Coleman number 15 Katon Roberts with his second free throw no good offensive rebound clears that one out and what do we got here clock's not running you know shout out to the volunteers that are at the table um you know called upon to either help with the clock or the book and you know sometimes you just get so caught up in the action you forget to hit the [Applause] trigger that turnover and looks like fod is going to try to get the last shot here again there's number 12 shots up no good offensive rebound number 10 at the buzzer Jacob Thomas [Applause] and so at halftime we [Applause] have B 16 Lincoln five again a one of the changes for the E season this year uh with covid-19 um one of the adjustments was to keep the players on the floor for halftime and make that a three minute halftime so both squads uh stay on the floor get some last minute instruction from their coaches a quick break can I tell you something that that stood out to me here in uh this first half um f r press uh seems to be effective but um hopefully the Lincoln coaches over there are are addressing how it is that they're going to handle that press uh making sure everyone's on the same page so they can get the ball in the one thing with the Press if you if you're wanting to beat the Press it's not necessarily on the first pass and bury your head and drill down the S line but it's getting the ball in and then reversing it trying to get it down the other side of the floor so look for that for Lincoln [Music] on the five side I think just being patient I know they've got some pretty good Shooters and certainly some size inside but perhaps the pressure of being a YouTube sensation star tonight has some of them just a little bit nervous but I think they're going to settle in and do do pretty [Applause] well again if you're just joining us here Southside Elementary School is the host for all of EB games this year and what can only be described as a short condensed to the point play the games throughout the week type season Southside is happy to um host the games here at Southside is a small sacrifice to make so that 10 other Elementary School can enjoy the benefits of um a bigger area to play in a safer area for parents fans players to stay spread out doing their best to observe those social distancing guidelines [Music] all right coming out here in the second half Huskies will have it and we'll see what Max Wilson can do with it over in back [Music] around the perimeter there wide open nothing there nice crisp passes boy I tell you that's something that's great to see at this level oh good job there stunning the defense drawing two players number 10 gets his hands on it no good big number 50 Xander Taylor gets his hands on it gets it out to one of his teammates shot no good man what great hustle second third [Applause] effort and we'll call that a wardrobe malfunction with number 22 Brandon Lee blocked out so hard played such uh working so hard to get position there lost his [Music] shoe you know if you do this the right way you can almost do this I a buil-in either time out or a little break [Music] there braon says Hey ready to go [Applause] Lincoln comes out in the zone good deflection there Wilson gets it down the floor number 42 shots up and good Cameron [Music] Robertson help number 15 gets it swings it there to the short Corner great movement around the perimeter keeping them moving shot from the outside no [Applause] good nice job good Hustle it's a good combination there that Wilson to Robertson combination has gotten a lot of good things and again one of those things I I'm certainly not going to disagree with the officials especially on air because I may have these two later on in the game but I think there may have been an over and back there he didn't establish himself in the in the front Court when he caught that ball but here's the thing and that and I've said this time and time again you know I have never coached a perfect game and my players have never played a perfect game um I certainly I wouldn't expect the officials to have a perfect game they they're allowed to make some mistakes too you just hope that the mistakes uh made either by a player or a coach or an official um is not um the one that determines the outcome of a game so we're all [Applause] human all right hudies get the ball down the floor looking at that high post low block option nice nice combination there Ryder Alman gets that in from a great fate I believe from Cameron [Music] Robertson balls there in the corner out he goes number [Applause] 12 oh and number 15 ke Roberts gets that one to fall in [Applause] Wilson draws the Defenders get to back out to [Applause] landing and then the Falcons get the steal there so they're going to try to spread this out here a little bit get the ball moved [Applause] around Ball's shot there in the corner up no good and there is Keaton Roberts can't secure it that's good Max Wilson pons are up by nine at the five minute Mark I think we're going to get really close to [Applause] that 5 minute substitution good defense by the Huskies oh no boy we he wish he had that one [Applause] back all right we are at our 5 minute substitution here the clock will stop for this and Nate uh you've been doing such a great job calling this game I just want to give everyone an update who is watching this live stream I've been trying to do some double duty doing the cameras and the scoreboard while updating our bcsc uh Facebook and website uh just to give the people watching and update in case you haven't seen I've also sent out an e alert that we will be moving to e-learning starting on Monday so there will be some more information coming but if you'd like to read bcsc's public statement you can go to BCS schools.org and read that from Dr Roberts also there will there will be a press conference tomorrow morning 9:30 a.m.
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